Development of ANEKA-Weighted Product evaluation model based on Tri Kaya Parisudha in computer learning on vocational school

Figures & data

Table 1. Students’ positive characters in computer learning

Code	Positive characters
P1	High logical thinking
P2	Willingness to update knowledge
P3	Able to taking the best decision
P4	Having achievement target
P5	Good time management
P6	Having good communication skills
P7	High creativity
P8	High meticulous
P9	Patience
P10	Unyielding
P11	Stop plagiarism
P12	Willingness to share
P13	Not easily complacent
P14	Like challenges
P15	Able to work in team

Table 2. The concept of Tri Kaya Parisudha underlying students’ positive characteristics in computer learning

Code	Tri Kaya Parisudha	Positive characters
P1	Manacika	High logical thinking
P2	Manacika	Willingness to update knowledge
P3	Manacika	Able to taking the best decision
P4	Manacika	Having achievement target
P5	Manacika	Good in time management
P6	Wacika	Having good communication skills
P7	Kayika	High creativity
P8	Kayika	High meticulous
P9	Kayika	Patience
P10	Kayika	Unyielding
P11	Kayika	Stop plagiarism
P12	Kayika	Willingness to share
P13	Kayika	Not easily complacent
P14	Kayika	Like challenges
P15	Kayika	Able to work in team

Table 3. The meaning of ANEKA in Indonesian and English

Alphabet	In Indonesian	In English
A	Akuntabilitas	Accountability
N	Nasionalisme	Nationalism
E	Etika Publik	Public tthics
K	Komitmen Mutu	Quality commitment
A	Anti Korupsi	Anti-corruption

Table 4. Data of the evaluation of e-Learning at Universitas Pendidikan Ganesha

Evaluation aspect	Evaluation components
	C	I	P	P
E-learning contents	94	95	86	92
E-learning supporting facilities	92	92	87	88
Readiness of the lecturers	87	85	84	82
Readiness of the students	82	81	82	80

Table 5. Number of respondents involved in the preliminary field test

Code	Respondent	∑ Respondent
R1	Computer teacher	1
R2	Computer teacher	1
R3	Computer teacher	1
R4	Computer teacher	1
R5	Computer teacher	1
R6	Computer teacher	1
R7	Computer teacher	1
R8	Computer teacher	1
R9	Education evaluator	1
R10	Education evaluator	1
Total		10

Table 6. The time required of respondents involved in the preliminary field test

Code	Respondent	Time (hour)
R1	Computer teacher	1
R2	Computer teacher	1
R3	Computer teacher	1
R4	Computer teacher	1
R5	Computer teacher	1
R6	Computer teacher	1
R7	Computer teacher	1
R8	Computer teacher	1
R9	Education evaluator	1
R10	Education evaluator	1
Total		10

Table 7. The aspects of ANEKA evaluation model in measuring positive character based on Tri Kaya Parisudha

No.	Evaluation component	Evaluation aspects		Concepts of Tri Kaya Parisudha	Positive characters
1	Accountability	A1	Responsible	Kayika	P8	High meticulous
		A2	Target clarity	Manacika	P1	High logical thinking
					P4	Having achievement target
					P2	Willingness to update knowledge
		A3	Consistent	Manacika	P5	Good time management
		A4	Neutral	Kayika	P12	Willingness to Share
		A5	Communicative	Wacika	P6	Having good communication skills
2	Nationalism	A6	Tolerant	Kayika	P9	Patience
				Kayika	P12	Willingness to share
		A7	Work ethic	Kayika	P10	Unyielding
				Kayika	P13	Not easily complacent
				Kayika	P14	Like challenges
		A8	Transparent	Kayika	P11	Stop plagiarism
		A9	Confidence	Manacika	P1	High logical thinking
				Wacika	P6	Having good communication skills
		A10	Mutual cooperation	Kayika	P15	Able to work in team
		A11	Wise	Manacika	P3	Able to taking the best decision
3	Public ethics	A12	Respect	Kayika	P15	Able to work in team
		A13	Polite	Wacika	P6	Having good communication skills
		A14	Meticulously	Kayika	P8	High meticulous
		A15	Obeying instruction	Kayika	P9	Patient
		A16	High integrity	Kayika	P10	Unyielding
				Manacika	P4	Having achievement target
4	Quality commitment	A17	Effectiveness	Manacika	P3	Able to taking the best decision
		A18	Efficiency	Manacika	P5	Good time management
		A19	Innovation	Manacika	P1	High logical thinking
				Kayika	P7	High creativity
				Kayika	P13	Not easily complacent
				Kayika	P14	Like challenges
		A20	Quality-oriented	Kayika	P8	High meticulous
				Manacika	P4	Having achievement target
				Manacika	P2	Willingness to update knowledge
				Kayika	P11	Stop plagiarism
5	Anti-corruption	A21	Independent	Manacika	P1	High logical thinking
					P2	Willing to update knowledge
		A22	Discipline	Manacika	P5	Good time management
		A23	Honest	Kayika	P11	Stop plagiarism
		A24	Brave	Manacika	P3	Able to taking the best decision
		A25	Hard working	Kayika	P13	Not easily complacent
				Kayika	P14	Like challenges
		A26	Care	Kayika	P12	Willingness to share
				Wacika	P6	Having good communication skills

Figure 1. ANEKA-Weighted Product evaluation model based on Tri Kaya Parisudha.

Table 8. Data of evaluation questionnaire filling results from 10 respondents

Item number	Respondent										Σ
	R1	R2	R3	R4	R5	R6	R7	R8	R9	R10
1	5	4	5	5	5	5	4	5	5	5	48
2	4	5	4	5	5	4	5	5	5	4	46
3	4	5	4	5	4	4	4	5	4	5	44
4	4	4	5	4	5	4	4	4	4	5	43
5	5	4	5	5	5	5	5	5	5	4	48
6	4	5	4	5	5	4	4	4	5	5	45
7	5	5	4	5	4	4	5	5	5	4	46
8	4	3	2	2	3	2	3	2	3	2	26
9	4	5	5	4	5	4	4	5	4	5	45
10	4	4	5	4	5	5	5	4	5	5	46
11	5	4	4	5	4	5	4	5	4	5	45
12	5	5	5	4	4	5	5	4	5	4	46
13	5	5	5	4	5	5	5	4	5	4	47
14	5	5	4	5	5	4	5	5	4	5	47
15	5	4	5	4	5	4	5	5	5	5	47
16	5	5	5	4	4	4	5	4	4	4	44
17	4	4	4	5	5	4	4	5	5	5	45
18	5	5	5	4	4	5	5	4	4	4	45
19	4	4	5	4	5	4	4	5	5	5	45
20	5	4	4	5	5	5	5	5	4	4	46
21	3	2	2	3	2	2	2	2	3	3	24
22	4	4	4	5	4	5	4	5	4	4	43
23	4	5	5	4	4	4	4	4	5	5	44
24	5	5	4	5	4	5	4	5	4	4	45
25	5	5	4	5	4	4	5	4	5	5	46
26	5	5	5	5	5	5	4	5	5	4	48
27	5	4	5	5	5	4	5	5	5	5	48
28	4	5	4	5	4	5	4	5	4	5	45
29	5	4	5	4	5	4	5	5	5	5	47
30	4	5	4	5	4	5	4	4	5	4	44
31	5	4	4	5	4	4	5	5	4	5	45
32	5	5	5	4	5	5	4	4	5	5	47
33	4	4	4	5	4	4	4	5	5	4	43
34	5	4	5	5	4	4	5	4	4	5	45
35	4	5	4	4	5	4	4	4	4	4	42
36	5	5	5	4	5	4	4	5	5	5	47
37	5	4	4	5	4	5	5	4	5	4	45
38	4	4	5	4	5	5	4	4	4	5	44
39	5	4	5	5	4	4	4	4	5	4	44
40	4	5	4	5	5	5	4	4	5	5	46
41	5	5	5	4	4	4	4	4	5	4	44
42	4	5	4	5	5	5	4	5	4	4	45

Table 9. Alternative values of each evaluation aspect

	Code	Accountability					Nationalism						Public ethics
		A1	A2	A3	A4	A5	A6	A7	A8	A9	A10	A11	A12	A13	A14	A15	A16
Manacika	P1	10	46	10	10	10	10	10	10	47	10	10	10	10	10	10	10
Manacika	P2	10	43	10	10	10	10	10	10	10	10	10	10	10	10	10	10
Manacika	P3	10	10	10	10	10	10	10	10	10	10	45	10	10	10	10	10
Manacika	P4	10	44	10	10	10	10	10	10	10	10	10	10	10	10	10	44
Manacika	P5	10	10	48	10	10	10	10	10	10	10	10	10	10	10	10	10
Wacika	P6	10	10	10	10	46	10	10	10	47	10	10	10	45	10	10	10
Kayika	P7	10	10	10	10	10	10	10	10	10	10	10	10	10	10	10	10
Kayika	P8	48	10	10	10	10	10	10	10	10	10	10	10	10	46	10	10
Kayika	P9	10	10	10	10	10	26	10	10	10	10	10	10	10	10	24	10
Kayika	P10	10	10	10	10	10	10	46	10	10	10	10	10	10	10	10	43
Kayika	P11	10	10	10	10	10	10	10	47	10	10	10	10	10	10	10	10
Kayika	P12	10	10	10	45	10	45	10	10	10	10	10	10	10	10	10	10
Kayika	P13	10	10	10	10	10	10	45	10	10	10	10	10	10	10	10	10
Kayika	P14	10	10	10	10	10	10	46	10	10	10	10	10	10	10	10	10
Kayika	P15	10	10	10	10	10	10	10	10	10	44	10	45	10	10	10	10
		Tri Kaya Parisudha				Quality commitment			Anti-corruption
	Code	A17	A18	A19	A20	A21	A22	A23	A24	A25	A26
Manacika	P1	10	10	48	10	45	10	10	10	10	10
Manacika	P2	10	10	10	47	42	10	10	10	10	10
Manacika	P3	45	10	10	10	10	10	10	44	10	10
Manacika	P4	10	10	10	45	10	10	10	10	10	10
Manacika	P5	10	46	10	10	10	47	10	10	10	10
Wacika	P6	10	10	10	10	10	10	10	10	10	45
Kayika	P7	10	10	48	10	10	10	10	10	10	10
Kayika	P8	10	10	10	44	10	10	10	10	10	10
Kayika	P9	10	10	10	10	10	10	10	10	10	10
Kayika	P10	10	10	10	10	10	10	10	10	10	10
Kayika	P11	10	10	10	43	10	10	45	10	10	10
Kayika	P12	10	10	10	10	10	10	10	10	10	44
Kayika	P13	10	10	45	10	10	10	10	10	44	10
Kayika	P14	10	10	47	10	10	10	10	10	46	10
Kayika	P15	10	10	10	10	10	10	10	10	10	10

Table 10. Weight of each ANEKA evaluation aspect

Aspect code	Weight from decision-maker	Weight improvement results
A1	5	0.044
A2	5	0.044
A3	5	0.044
A4	4	0.035
A5	4	0.035
A6	4	0.035
A7	4	0.035
A8	5	0.044
A9	4	0.035
A10	4	0.035
A11	4	0.035
A12	4	0.035
A13	4	0.035
A14	4	0.035
A15	4	0.035
A16	5	0.044
A17	4	0.035
A18	4	0.035
A19	5	0.044
A20	4	0.035
A21	5	0.044
A22	5	0.044
A23	5	0.044
A24	4	0.035
A25	4	0.035
A26	4	0.035
Σ	113	1

Table

No.	Statement	Evaluation score
		Poor	Less	Moderate	Good	Excellent
I.	Accountability components
A1	Aspect of responsibility
1.	As a form of student responsibility towards the task given, even though it takes a long time, students with very thoroughly check the tasks before it is collected
A2	Aspect of target clarity
2.	Students use the logic of thinking well in formulating the achievement target of tasks completion
3.	As a form of responsibility in doing the task, students have clear achievement goals when the task should be finished
4.	Students want to develop their knowledge in order to support the achievement target of their task completion
A3	Aspect of consistent
5.	Students are able to manage their learning time regularly
A4	Aspect of neutral
6.	There is no gap between one student and the other in the computer learning process, they help each other and sharing each other in the discussion
A5	Aspect of communicative
7.	A good communication between one student and another and between the student and the teacher
II.	Nationalism component
A6	Aspect of tolerant
8.	The students have a high patience in solving the problems found in the learning process of creating computer programs performed in a team
9.	In group tasks, sharing can still occur among students who have high ability with students who have lower ability
A7	Aspect of working ethic
10.	In doing the task of creating a group program, all members have an unyielding spirit
11.	Although one task in creating the program has been resolved, the students are not satisfied achieving that achievement only. Even students want to get additional task to hone their skills.
12.	Students love the challenges of doing complex tasks, it is conducted to hone their creativity
A8	Aspect of transparent
13.	The habit of getting instant results has begun to diminish, it shows that students have begun to reduce the habit of copying and pasting the others’ work directly from the Internet without trying to be independent to create it
A9	Aspect of confidence
14.	Students have high confidence after being able to solve complicated problems in the process of creating computer program by using maximally logical thinking
15.	One of the students who have high ability, with confidence has tried to provide an explanation of problem solving in creating computer programs to his group members by using good and polite communication, so that the solidarity of the team is exist
A10	Aspect of mutual cooperation
16.	The students have been able to demonstrate solid teamwork in order to complete all the group tasks assigned by the teacher in the computer learning process
A11	Aspect of wise
17.	One student who has a high ability in a group, able to well take the decision to solve complicated problems by involving all members of the group in accordance with the each ability.
III.	Public ethics component
A12	Aspect of respect
18.	The students are able to work well and solid in their team and based on mutual respect for each deficiencies and advantages
A13	Aspect of politeness
19.	Students are able to have a good discussion in their group through good and polite communication
A14	Aspect of meticulously
20.	In completing the group task to be assessed by the teacher, all students of the group members have meticulously checked the result before the task is collected
A15	Aspect of obey the instruction
21.	If one of the students in the group has been able to complete the tasks quickly of his/her part, then the student has been able to show patience in waiting for other members and even the student is willing to help other members in the completion of task
A16	Aspect of high integrity
22.	Each student who joined in a group, they never yield and leave the group with the reason that they do not have the ability and does not match the field studied
23.	To obtain the good quality of results/products from the tasks assigned by the teacher, the students have a clear target plan for the accomplishment of the task completion
IV.	Quality commitment
A17	Aspect of effectiveness
24.	Students are effectively able to take the best decisions about solving a problem found in computer learning
A18	Aspect of efficiency
25.	The students have been able to manage the time well, which is the priority of problem solving
A19	Aspect of innovation
26.	The students have been able to use the logical thinking maximally in improving innovation
27.	The students have been able to explore creative ideas to foster innovation
28.	The students have shown an attitude not quickly complacent despite having been able to solve a particular problem
29.	Students have begun to like topics in computer learning that are capable of challenging their abilities and evoking their logic of critical thinking
A20	Aspect of quality-oriented
30.	The students have been meticulous checking things related to the quality of the product which is the result of doing the tasks given by the teacher
31.	The students already have clear and accurate achievement goals to achieve as a manifestation of the quality of their abilities
32.	The students are willing to continue to learn and update the knowledge they have to improve their competence
33.	The students have stopped doing the cheating on the work of others
V.	Anti-corruption
A21	Aspect of independent
34.	Students are able to sharpen their logical thinking independently by doing the individual tasks assigned by the teacher without cheating
35.	Students are independent and routinely willing to learn and update their ability to keep pace with the computers development
A22	Aspect of discipline
36.	The students regularly and obediently follow the learning time that they has set before
A23	Aspect of honest
37.	The students have been honest not to acknowledge the work of others as their work (plagiarism)
A24	Aspect of brave
38.	Students dare to take the best decision to choose computer learning as their interest
A25	Aspect of hard working
39.	The students have been able to show their hard work by not feeling complacent even though they have successfully completed the task given by the teacher
40.	Students like to do difficult assignments from teachers
A26	Aspect of care
41.	Students who have high ability willing to share with friends who have low ability
42.	With good communication, high-ability students are willing to teach their low-ability friends

Notes: Excellent (score = 5), good (score = 4), moderate (score = 3), bad (score = 2), and poor/not answer (score = 1).