Practical Analysis of Web-Based Assessment to Improve Student's Understanding in Economic Mathematics Course

Abstract

Web-based e-learning is one proof of technological developments in learning. The development of technology has many benefits for the learning process, making it easier for lecturers and students to carry out the teaching and learning process. The use of the web in learning is a major requirement that requires all learning devices to be designed digitally. One of these components is a learning evaluation/assessment that can improve student understanding, especially the economics mathematics course. This study aims to analyze the practicality of web-based assessments to improve student understanding in the mathematical economics course. This literature study is supported by curriculum analysis, student needs analysis and learning analysis. The results of the practical analysis of Webbased assessment research can be seen through a literature review to improve student understanding through questionnaires with an average percentage gain of 88.23% in the very practical category, with data from 120 students 30% of students choose to do assignments through sending answers in file form, 3% of students choose to do assignments manually and 67% of students choose to do assignments using the web. This also increases the result of understanding with 37.5% of completeness in pre-cycle 1, 65% in cycle I and 85% in cycle II.