Page 32 - 2023-Vol19-Issue2

28 | Andreswari & Syahputra

TABLE I.
BUSINESS PROCESS OF ALL CLASS FOR EACH LECTURER

Lecturer All Class

Fig. 4. Comparison of passed-failed for each gender

RFZ

Fig. 5. Grade distribution

time, accessing interactive content ? forum ? URL ? file VPW
(loop). Based on this process, it shows that forum activities are ETO
generally carried out at different times compared to quizzes
and assignments, or that these activities are not continuously
carried out.

Furthermore, the analysis of each lecturer found that each
lecturer has a different path in the implementation of learning
(Table I). The most visible thing is that lecturers with VPW
code have a flow that is almost the same as the whole business
process, where “interactive content” activities are separated
from the main activities of quizzes, assignments, etc. This
is because VPW handles 5 out of 10 classes, while RFZ and
ETO have 3 and 2 classes, respectively. Generally, the three
lecturers have loop activities on course activities, and specif-
ically the RFZ class has loops on quiz activities. However,
the activities carried out in the RFZ class affect the general
flow of activities quiz (loop). Moreover, there is one more
difference where in the VPW and ETO classes there are 9
activities, while in RFZ there are 8 activities. In the RFZ class
there is no ”other” activity, while in the VPW class there is a
significant ”other” activity.

For the analysis in each class (Appendix I), website ap-
plication development lectures are almost the same as the