PEMBUATAN APLIKASI SISTEM UJIAN ONLINE PADA SMK GARUDA NUSANTARA BEKASI

Exam is one way to evaluate the learning process and is a medium to make measurements on the ability of students in a field of study. The school exams at SMK Garuda Nusantara Bekasi are still paper based, using paper for either the test booklet or the answer sheet. This paper based test for surely resulted in high monetary budget and inefficiency of correcting time. Due to this condition, the writer decided to create an online exam system application to make the implementation and test data processing easier either for the students or the teacher. The method of research used in this study was software development, especially the waterfall and data collection techniques by making direct observations about the process of running the school exams and interviewing the school community. The results of the study were in the form of analysis, design and implementation of online exam system applications using the PHP programming language with MySQL database processing. The application has made significant impact on the increasing of the teaching and learning process effectiveness. In addition, it also increases the management value it can be done online using internet technology.

Can Learning Disabled Students Effectively Use Separate Answer Sheets?

101 regular class and learning disabled students were administered three subtests of the Comprehensive Test of Basic Skills for which all correct answers had been identified in the students' test booklet. Analysis of the completed separate answer sheets indicated that learning disabled students answered fewer total items than their nondisabled peers but did not differ with respect to percent of items answered correctly. In addition, nonsignificant differences were found for number of answer spaces filled in outside the line. Implications for further research and training are given.

The Affective Sensitivity Test as a Function of Stimulus Modality: Does Complete Information Hinder Performance?

The study investigated performance on the Affective Sensitivity Test as a function of the stimulus modality. Subjects were administered one of four variations of the test: (1) the standard sound film version, (2) the audio but not the visual portion of the film, (3) the visual but not the audio portion of the film, (4) the test booklet with neither the visual nor audio portion. Contrary to prediction, the standard administration (audio plus visual) resulted in significantly lower scores than did either the minimal information-booklet-only condition or the audio-only condition. Several explanations of these findings are discussed; data suggest the need for more research on the effect of different types of information on affective sensitivity.