PROS Muhammad FF, Aji PW, Heru WH Mobile learning materials fulltext
Proceedings of the IConSSE FSM SWCU (2015), pp. SC.69–74
SC.69
ISBN: 978-602-1047-21-7
Mobile learning materials of networking operating system students
for vocational high school
Muhammad Faiz Firmansyah, Aji Prasetya Wibawa, Heru Wahyu Herwanto
Department of Electrical Engineering, Jl. Semarang No. 5, Malang 65145, Indonesia
Abstract
In an absolutely necessary process of learning a media or instructional materials in the
form of modules and tutorials that can be used in the classroom and in the field. Along
with the development of information technology and telecommunications (ICT) at this
time, then naturally the teaching materials are also experiencing growth. Based on
observations in one of the SMK in Malang, 80% of students have gadgets such as mobile
phones. The purpose of this study was to develop a web-based interactive learning media
that can be accessed through mobile devices. Instructional media successfully developed
using the model development Borg & Gall (1979) with the level of validity of experts
(86.26%) and the level of validity by users (83.9%).
Keywords interactive media, mobile devices, mobile learning
1.
Introduction
The number of Internet users in Indonesia has increased every year. According to the
survey, internet users in Indonesia (85%) access the Internet from a smartphone. The
majority of Internet users in Indonesia is the age of 18–25 years. By level of education, the
distribution of mobile phone users the highest individual is an individual with higher
education, namely D3/S1 (94.36%) and S2/S3 (90.91%). As for respondents with secondary
education on the proportion of mobile phone ownership reached (89.67%). It means that do
not have a mobile phone in the middle of education only (10:43%).
The development of mobile phone technology is so powerful negative impact on the
world of education. In the preliminary observations made in one of the SMK in Malang, some
students get test scores below the Minimum Competency Standards. As an example for
subjects Network Operating System average student scored 70 of the standard value of 80.
This is because students spend more time to do other more interesting activities for example
listen to music, play cell phone, play games, and chat. Of the other activities that are more
attractive to students, the most frequently done by students are chatting with friends and
playing mobile phone.
2.
Materials and methods
2.1 Model development
This research uses the model of the development of R & D by Borg & Gall (1983). The
following is a step-step development.
Step 1: Research and data collection
Observations carried out by conducting interviews with subject teachers and
distributing questionnaires to students. Thre results showed that students had
SWUP
Mobile learning materials of networking operating system students for vocational high school
SC.70
difficulty in the subject of DNS server. This is due to lack of tools for practice. The
learning process is done by using the media whiteboards and PowerPoint resulting
in maximal learning process. On the other side of smartphone users in these schools
reached 80%. Android is the biggest user (81%), followed by windows phone users
(12.5%) and the rest various types of phones and other smartphones (6.5%).
Step 2: Planning
This is the planning stage of the development of the media. There are two steps
undertaken (1) planning material, and (2) planning interface. Planning involves
determining the subject matter and prepare materials in accordance with the
objectives that have been included in the syllabus. Planning interface is done by
considering four criteria that must be present on mobile learning, (1) Multiple entry
points and learning pathways, (2) Multi-modality, (3) In-situ student improvisation,
(4) The sharing and creation of student artifacts on the move.
Step 3: Development of a draft product (develop a preliminary form of product)
Product development is based on the design. The material was developed based on
the 2013 SMK curriculum. Interfaces developed using HTML, CSS, and PHP. MySQL
is used as a data processor. The finished product will be validated by experts of
material and media experts to determine whether it is feasible media are presented
to students.
Step 4: The field trials (preliminary field testing)
At this step conducted on 6-13 students and 1 teacher. The collection of
information / data by using observation, interviews, and questionnaires, and
continued data analysis. Questionnaires were used is LORI V1.5 (Nesbit, 2002).
Step 5: Revision of the main product (main product revision)
After testing and data analysis, the product will be revised. This revision is intended
to minimize errors in the media.
Step 6: The main field trials (main field testing)
In the main field trials conducted on the subject 30-100, data were collected
through interviews, observation, and questionnaires. questionnaire and eligibility
criteria described in the step to 4.
Step 7: Revision of product operations (operational product revision)
After testing and data analysis, be revised to improve the media. Revisions were
made based on input and suggestions for the main field test results.
Step 8: Test the operational field (field operational testing)
In the operational field trials conducted on the subject 40-200, data were collected
through interviews, observation, and questionnaires. Questionnaires and eligibility
criteria described in the 4th step.
Step 9: Revision of the final product (final product revision)
Having done some testing and data analysis, the product will be revised. The final
revision is based on operational advice in trials conducted by different schools
before the test.
Step 10: Disseminate and implement the product (dissemination and implementation)
Report and disseminate the product through meetings and scientific journals.
SWUP
M.F. Firmansyah, A.P. Wibawa, H.W. Herwanto
SC.71
No
1
2
3
4
5
Table 1. Table learning objectives.
Basic Competencies
Purpose
Understanding the disk management in
1.1 Knowing the type of hard drive type
server
1.2 Knowing the type of hard drive
partitions
1.3 Knowing the file on the hard disk
format
2.1 Able to perform group management
Understand how to perform user and group
2.2 Able to perform user management
management on the network operating
system
Backup and Restore
3.1 Knowing that sense backup and
restire
3.2 Able to perform backup and restore
Understanding how to configure DNS servers 4.1 Knowing the principles and workings
of DNS server
4.2 DNS server is able to perform the
installation
4.3 Able to perform DNS server
configuration
5.1 Knowing the principles and workings
Understanding how to configure the DHCP
of the DHCP server
server
5.2 DHCP server is able to perform the
installation
5.3 Able to configure the DHCP server
No.
1
2
3
4
5
Table 2. Table learning objectives material.
Basic Competencies
Subject Matter
Understanding the disk
1.1 The type of hard drive
management in server
1.2 The type of hard drive partitions
1.3 The format of the files on the hard
drive
2.1 Management Group
Understand how to perform user
2.2 User management
and group management on the
network operating System
Back and Restore
3.1 Backups
3.2 Restore
Understanding how to configure
4.1 Principles and workings of DNS server
DNS servers
4.2 Installation DNS server
4.3 Configuring DNS server
Understanding how to configure the 5.1 Principles and workings of the DHCP
DHCP server
server
5.2 Installation DHCP server
5.3 Configuring the DHCP server
2.2 Test
Design trials of this learning media is using questionnaires refers to the Learning Object
Review Instrument (LORI) version 1.5 by Nesbit (2007). Questionnaires use a Likert scale with
a scale of 0 to 5. Score 0 is the lowest score or it can be said that these aspects cannot be
accommodated by the media. While the scale of 5 means that these aspects have been very
SWUP
Mobile learning materials of networking operating system students for vocational high school
SC.72
feasible to be used. The type of data collected is quantitative data and qualitative continuum
ratio (Sugiyono, 2011) that obtained from testing.
Testing subject of this study consisted of media experts, matter experts, individual
students, small groups, and large groups. Media experts are lecturers who are competent in
the field of learning media. Then the matter expert is for expert lecturers and teachers who
teach related material, in this case is the subject of basic programming. For the students, it
divided into three kinds of testing. The first test performed on individual student as many as
three students, contains of student has low ability, the student has the medium ability, and
one student has a high ability (Sadiman, 2009). Next testing subject is a small group testing.
Small group consisted of 10 heterogeneous students (Sadiman, 2009). Then final testing is a
large group testing consists of 30 heterogeneous students. Choosing media experts and
matter expert is using purposive sampling technique (Sugiyono, 2011: 68). While the
selection test students on individual, small group, and large group using proportionate
stratified random sampling technique (Sugiyono, 2011: 64).
Data were analyzed using the equation adapted from Akbar (2013):
V = TSEV/Smax x 100 %,
where V is the validity, TSEV is the total score of validator, and Smax is the maximum score.
Decision making to revise instructional media using the criteria of feasibility levels is shown
in Table 3.
Table 3. Feasible level criteria.
Validity Criteria
Description
(%)
Very valid (can be used without revision)
85.01–100.00
1
Enough valid (can be used with few revision)
70.01–85.00
2
Less valid (suggested not to use)
50.01–70.00
3
Not valid (prohibited to use)
1.00–50.00
4
Source: Akbar (2013)
No.
3.
Results and discussion
3.1 Validation expert
Validation of experts carried out two times, the results of the validation are displayed
in Table 4.
Table 4. Result of learning material expert test.
Score Expert 1
Score Expert 2
No.
Scoring Aspect
(%)
(%)
1
Content Quality
75.0
95.0
2
Learning Goal Alignment
93.3
90.0
3
Feedback and Adaptation
80.0
90.0
4
Motivation
80.0
86.7
5
Presentation Design
91.4
91.4
6
Interaction Usability
80.0
93.3
7
Accessibility
70.0
90.0
8
Reusability
73.3
93.3
9
Standard Compliance
90.0
90.0
Total
81.5
91.1
Total Score
(%)
85.00
91.65
85.00
83.35
91.40
86.65
80.00
83.30
90.00
86.26
SWUP
M.F. Firmansyah, A.P. Wibawa, H.W. Herwanto
SC.73
From Table 4 it can be seen the highest average is in the aspect of integration with the
percentage of 91.65% goal it is very reasonable because the goal has been clearly defined in
the curriculum syllabus 2013. While there are aspects of accessibility that percentage is
lowest is 80.00% which is due to points about the use of media to persons with disabilities.
It's got low ratings because the testing is not conducted directly on the user's disability.
The test results obtained overall score of 86.26%. When referring to the criteria for
eligibility levels in Table 3, it can be concluded that the instructional media feasible to use
without revision. However there are several aspects that need to be considered when we
look at the results of the expert test 1 that aspect of accessibility and flexibility.
3.2 Preliminary field testing
From the beginning of the trial of economic activities obtained results declared eligible
by 88.9% and 78.8% of teachers declared eligible by the students.
No.
1
2
3
4
5
6
7
8
9
Table 5. Result of media expert test.
Teacher Score Student Score
Scoring Aspect
(%)
(%)
Content Quality
100.0
85.4
Learning Goal Alignment
63.3
93.1
Feedback and Adaptation
80.0
75.4
Motivation
86.7
73.3
Presentation Design
97.1
79.6
Interaction Usability
80.0
77.4
Accessibility
100.0
73.8
Reusability
93.3
75.9
Standard Compliance
100.0
75.4
Total
88.9
78.8
Total Score
(%)
92.7
78.2
77.7
80.0
88.4
78.7
86.9
84.6
87.7
83.9
From Table 5 it can be seen all aspects of the tested obtain very valid criteria. But the
lowest value in the aspect of reciprocity. Being the highest is the aspect of quality of the
content. It is very contrasting look at aspects of the integration objectives although the
average reached a value of 78.2%, but the teacher only give value 63.3%. While students
provide value 93.1%. In addition, there is also a contrast value on motivational aspects that
students give 73.3% while 86.7% of teachers.
4.
Conclusion and remarks
Development undertaken have produced teaching materials in the form of mobile web
for the subject of network operating system for vocational students Curriculum 2013. The
material presented in teaching materials consisted of five topics, namely (1) Management
Notebook, (2) Backup and Restore, (3) Management Users and Groups, (4) Configuring the
DNS server, and (5) Configure DHCP server. The components of teaching materials comes
with instructions for use, concept maps, and the material in the form of video and text. On
each topic teaching materials equipped with learning materials, assignments, and evaluation
questions.
This media is designed for use by individual student. This media can be used according
to students' level of understanding. Students are free to choose the material according to his
needs. Students who experience learning delays can catch up with the others by accessing
SWUP
Mobile learning materials of networking operating system students for vocational high school
SC.74
materials that mastered. The developed media has been tested several times. The average
value of several trials was 85.08%, so that the teaching material may be considered fit for
use.
References
Akbar, S. (2013). Instrumen perangkat pembelajaran. Bandung: PT Remaja Rosdakarya Offset.
Akbar, S., & Sriwiyana, H. (2011). Pengembangan kurikulum dan pembelajaran ilmu Pengetahuan
sosial (IPS). Yogyakarta: Cipta Media.
Borg, W.R., & Gall, M.D. (1979). Education research: An introduction. New York: Longman.
Nesbit, J.C., Belfer, K., Leacock, T. (2007). Learning object review instrument v1.5.
Nesbit, J.C., Belfer, K., & Vargo, J. (2002). A convergent participation model for evaluating of learning
objects. Canadian Journal of Learning and Technology, 28(3), 105–120.
Sadiman, A.S. (2009). Media pendidikan: Pengertian, pengembangan, dan pemanfaatannya. Jakarta:
Rajawali Press.
Sugiyono (2011). Statistika untuk pendidikan. Bandung: Alfabeta.
SWUP
SC.69
ISBN: 978-602-1047-21-7
Mobile learning materials of networking operating system students
for vocational high school
Muhammad Faiz Firmansyah, Aji Prasetya Wibawa, Heru Wahyu Herwanto
Department of Electrical Engineering, Jl. Semarang No. 5, Malang 65145, Indonesia
Abstract
In an absolutely necessary process of learning a media or instructional materials in the
form of modules and tutorials that can be used in the classroom and in the field. Along
with the development of information technology and telecommunications (ICT) at this
time, then naturally the teaching materials are also experiencing growth. Based on
observations in one of the SMK in Malang, 80% of students have gadgets such as mobile
phones. The purpose of this study was to develop a web-based interactive learning media
that can be accessed through mobile devices. Instructional media successfully developed
using the model development Borg & Gall (1979) with the level of validity of experts
(86.26%) and the level of validity by users (83.9%).
Keywords interactive media, mobile devices, mobile learning
1.
Introduction
The number of Internet users in Indonesia has increased every year. According to the
survey, internet users in Indonesia (85%) access the Internet from a smartphone. The
majority of Internet users in Indonesia is the age of 18–25 years. By level of education, the
distribution of mobile phone users the highest individual is an individual with higher
education, namely D3/S1 (94.36%) and S2/S3 (90.91%). As for respondents with secondary
education on the proportion of mobile phone ownership reached (89.67%). It means that do
not have a mobile phone in the middle of education only (10:43%).
The development of mobile phone technology is so powerful negative impact on the
world of education. In the preliminary observations made in one of the SMK in Malang, some
students get test scores below the Minimum Competency Standards. As an example for
subjects Network Operating System average student scored 70 of the standard value of 80.
This is because students spend more time to do other more interesting activities for example
listen to music, play cell phone, play games, and chat. Of the other activities that are more
attractive to students, the most frequently done by students are chatting with friends and
playing mobile phone.
2.
Materials and methods
2.1 Model development
This research uses the model of the development of R & D by Borg & Gall (1983). The
following is a step-step development.
Step 1: Research and data collection
Observations carried out by conducting interviews with subject teachers and
distributing questionnaires to students. Thre results showed that students had
SWUP
Mobile learning materials of networking operating system students for vocational high school
SC.70
difficulty in the subject of DNS server. This is due to lack of tools for practice. The
learning process is done by using the media whiteboards and PowerPoint resulting
in maximal learning process. On the other side of smartphone users in these schools
reached 80%. Android is the biggest user (81%), followed by windows phone users
(12.5%) and the rest various types of phones and other smartphones (6.5%).
Step 2: Planning
This is the planning stage of the development of the media. There are two steps
undertaken (1) planning material, and (2) planning interface. Planning involves
determining the subject matter and prepare materials in accordance with the
objectives that have been included in the syllabus. Planning interface is done by
considering four criteria that must be present on mobile learning, (1) Multiple entry
points and learning pathways, (2) Multi-modality, (3) In-situ student improvisation,
(4) The sharing and creation of student artifacts on the move.
Step 3: Development of a draft product (develop a preliminary form of product)
Product development is based on the design. The material was developed based on
the 2013 SMK curriculum. Interfaces developed using HTML, CSS, and PHP. MySQL
is used as a data processor. The finished product will be validated by experts of
material and media experts to determine whether it is feasible media are presented
to students.
Step 4: The field trials (preliminary field testing)
At this step conducted on 6-13 students and 1 teacher. The collection of
information / data by using observation, interviews, and questionnaires, and
continued data analysis. Questionnaires were used is LORI V1.5 (Nesbit, 2002).
Step 5: Revision of the main product (main product revision)
After testing and data analysis, the product will be revised. This revision is intended
to minimize errors in the media.
Step 6: The main field trials (main field testing)
In the main field trials conducted on the subject 30-100, data were collected
through interviews, observation, and questionnaires. questionnaire and eligibility
criteria described in the step to 4.
Step 7: Revision of product operations (operational product revision)
After testing and data analysis, be revised to improve the media. Revisions were
made based on input and suggestions for the main field test results.
Step 8: Test the operational field (field operational testing)
In the operational field trials conducted on the subject 40-200, data were collected
through interviews, observation, and questionnaires. Questionnaires and eligibility
criteria described in the 4th step.
Step 9: Revision of the final product (final product revision)
Having done some testing and data analysis, the product will be revised. The final
revision is based on operational advice in trials conducted by different schools
before the test.
Step 10: Disseminate and implement the product (dissemination and implementation)
Report and disseminate the product through meetings and scientific journals.
SWUP
M.F. Firmansyah, A.P. Wibawa, H.W. Herwanto
SC.71
No
1
2
3
4
5
Table 1. Table learning objectives.
Basic Competencies
Purpose
Understanding the disk management in
1.1 Knowing the type of hard drive type
server
1.2 Knowing the type of hard drive
partitions
1.3 Knowing the file on the hard disk
format
2.1 Able to perform group management
Understand how to perform user and group
2.2 Able to perform user management
management on the network operating
system
Backup and Restore
3.1 Knowing that sense backup and
restire
3.2 Able to perform backup and restore
Understanding how to configure DNS servers 4.1 Knowing the principles and workings
of DNS server
4.2 DNS server is able to perform the
installation
4.3 Able to perform DNS server
configuration
5.1 Knowing the principles and workings
Understanding how to configure the DHCP
of the DHCP server
server
5.2 DHCP server is able to perform the
installation
5.3 Able to configure the DHCP server
No.
1
2
3
4
5
Table 2. Table learning objectives material.
Basic Competencies
Subject Matter
Understanding the disk
1.1 The type of hard drive
management in server
1.2 The type of hard drive partitions
1.3 The format of the files on the hard
drive
2.1 Management Group
Understand how to perform user
2.2 User management
and group management on the
network operating System
Back and Restore
3.1 Backups
3.2 Restore
Understanding how to configure
4.1 Principles and workings of DNS server
DNS servers
4.2 Installation DNS server
4.3 Configuring DNS server
Understanding how to configure the 5.1 Principles and workings of the DHCP
DHCP server
server
5.2 Installation DHCP server
5.3 Configuring the DHCP server
2.2 Test
Design trials of this learning media is using questionnaires refers to the Learning Object
Review Instrument (LORI) version 1.5 by Nesbit (2007). Questionnaires use a Likert scale with
a scale of 0 to 5. Score 0 is the lowest score or it can be said that these aspects cannot be
accommodated by the media. While the scale of 5 means that these aspects have been very
SWUP
Mobile learning materials of networking operating system students for vocational high school
SC.72
feasible to be used. The type of data collected is quantitative data and qualitative continuum
ratio (Sugiyono, 2011) that obtained from testing.
Testing subject of this study consisted of media experts, matter experts, individual
students, small groups, and large groups. Media experts are lecturers who are competent in
the field of learning media. Then the matter expert is for expert lecturers and teachers who
teach related material, in this case is the subject of basic programming. For the students, it
divided into three kinds of testing. The first test performed on individual student as many as
three students, contains of student has low ability, the student has the medium ability, and
one student has a high ability (Sadiman, 2009). Next testing subject is a small group testing.
Small group consisted of 10 heterogeneous students (Sadiman, 2009). Then final testing is a
large group testing consists of 30 heterogeneous students. Choosing media experts and
matter expert is using purposive sampling technique (Sugiyono, 2011: 68). While the
selection test students on individual, small group, and large group using proportionate
stratified random sampling technique (Sugiyono, 2011: 64).
Data were analyzed using the equation adapted from Akbar (2013):
V = TSEV/Smax x 100 %,
where V is the validity, TSEV is the total score of validator, and Smax is the maximum score.
Decision making to revise instructional media using the criteria of feasibility levels is shown
in Table 3.
Table 3. Feasible level criteria.
Validity Criteria
Description
(%)
Very valid (can be used without revision)
85.01–100.00
1
Enough valid (can be used with few revision)
70.01–85.00
2
Less valid (suggested not to use)
50.01–70.00
3
Not valid (prohibited to use)
1.00–50.00
4
Source: Akbar (2013)
No.
3.
Results and discussion
3.1 Validation expert
Validation of experts carried out two times, the results of the validation are displayed
in Table 4.
Table 4. Result of learning material expert test.
Score Expert 1
Score Expert 2
No.
Scoring Aspect
(%)
(%)
1
Content Quality
75.0
95.0
2
Learning Goal Alignment
93.3
90.0
3
Feedback and Adaptation
80.0
90.0
4
Motivation
80.0
86.7
5
Presentation Design
91.4
91.4
6
Interaction Usability
80.0
93.3
7
Accessibility
70.0
90.0
8
Reusability
73.3
93.3
9
Standard Compliance
90.0
90.0
Total
81.5
91.1
Total Score
(%)
85.00
91.65
85.00
83.35
91.40
86.65
80.00
83.30
90.00
86.26
SWUP
M.F. Firmansyah, A.P. Wibawa, H.W. Herwanto
SC.73
From Table 4 it can be seen the highest average is in the aspect of integration with the
percentage of 91.65% goal it is very reasonable because the goal has been clearly defined in
the curriculum syllabus 2013. While there are aspects of accessibility that percentage is
lowest is 80.00% which is due to points about the use of media to persons with disabilities.
It's got low ratings because the testing is not conducted directly on the user's disability.
The test results obtained overall score of 86.26%. When referring to the criteria for
eligibility levels in Table 3, it can be concluded that the instructional media feasible to use
without revision. However there are several aspects that need to be considered when we
look at the results of the expert test 1 that aspect of accessibility and flexibility.
3.2 Preliminary field testing
From the beginning of the trial of economic activities obtained results declared eligible
by 88.9% and 78.8% of teachers declared eligible by the students.
No.
1
2
3
4
5
6
7
8
9
Table 5. Result of media expert test.
Teacher Score Student Score
Scoring Aspect
(%)
(%)
Content Quality
100.0
85.4
Learning Goal Alignment
63.3
93.1
Feedback and Adaptation
80.0
75.4
Motivation
86.7
73.3
Presentation Design
97.1
79.6
Interaction Usability
80.0
77.4
Accessibility
100.0
73.8
Reusability
93.3
75.9
Standard Compliance
100.0
75.4
Total
88.9
78.8
Total Score
(%)
92.7
78.2
77.7
80.0
88.4
78.7
86.9
84.6
87.7
83.9
From Table 5 it can be seen all aspects of the tested obtain very valid criteria. But the
lowest value in the aspect of reciprocity. Being the highest is the aspect of quality of the
content. It is very contrasting look at aspects of the integration objectives although the
average reached a value of 78.2%, but the teacher only give value 63.3%. While students
provide value 93.1%. In addition, there is also a contrast value on motivational aspects that
students give 73.3% while 86.7% of teachers.
4.
Conclusion and remarks
Development undertaken have produced teaching materials in the form of mobile web
for the subject of network operating system for vocational students Curriculum 2013. The
material presented in teaching materials consisted of five topics, namely (1) Management
Notebook, (2) Backup and Restore, (3) Management Users and Groups, (4) Configuring the
DNS server, and (5) Configure DHCP server. The components of teaching materials comes
with instructions for use, concept maps, and the material in the form of video and text. On
each topic teaching materials equipped with learning materials, assignments, and evaluation
questions.
This media is designed for use by individual student. This media can be used according
to students' level of understanding. Students are free to choose the material according to his
needs. Students who experience learning delays can catch up with the others by accessing
SWUP
Mobile learning materials of networking operating system students for vocational high school
SC.74
materials that mastered. The developed media has been tested several times. The average
value of several trials was 85.08%, so that the teaching material may be considered fit for
use.
References
Akbar, S. (2013). Instrumen perangkat pembelajaran. Bandung: PT Remaja Rosdakarya Offset.
Akbar, S., & Sriwiyana, H. (2011). Pengembangan kurikulum dan pembelajaran ilmu Pengetahuan
sosial (IPS). Yogyakarta: Cipta Media.
Borg, W.R., & Gall, M.D. (1979). Education research: An introduction. New York: Longman.
Nesbit, J.C., Belfer, K., Leacock, T. (2007). Learning object review instrument v1.5.
Nesbit, J.C., Belfer, K., & Vargo, J. (2002). A convergent participation model for evaluating of learning
objects. Canadian Journal of Learning and Technology, 28(3), 105–120.
Sadiman, A.S. (2009). Media pendidikan: Pengertian, pengembangan, dan pemanfaatannya. Jakarta:
Rajawali Press.
Sugiyono (2011). Statistika untuk pendidikan. Bandung: Alfabeta.
SWUP