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Surat Keputusan Direktur Jenderal Pendidikan Tinggi, Riset, dan Teknologi, Nomor: 72/E/KPT/2024
masa berlaku mulai Volume 10 Nomor 1 Tahun 2023 sampai Volume 14 Nomor 2 Tahun 2027

Terbit online pada laman web jurnal: https://jurnal.plb.ac.id/index.php/tematik/index

Jurnal Teknologi Informasi Komunikasi (e -Journal)
Vol. 11 No. 2 (2024) 164 - 171

ISSN Media Elektronik: 2443-3640

Incorporation of Real Experiences and Artifacts
As an Online Learning Intervention
Erda Guslinar Perdana1, Erna Hikmawati2*, Akhmadi3
1,2,3Telkom University
1erda@tass.telkomuniversity.ac.id, 2ernahikmawati@telkomuniversity.ac.id, 3akhmadi@telkomuniversity.ac.id

Abstract
Online learning has become a significant trend in recent years, but the lack of direct interaction between students and lecturers
can reduce its effectiveness. This study addresses this challenge by incorporating real-world experiences—specifically two
case studies, one real-world project, and simulations—alongside concrete artifacts such as software documentation, research
reports, and test results. This research aims to improve the effectiveness of online learning in software verification and
validation courses by incorporating real-world experiences and artifacts. A case study approach was used to test the
effectiveness of this intervention by involving students from related courses. Data were collected through interviews,
observations, and surveys, and analyzed qualitatively and quantitatively to understand the impact of the intervention on
improving the learning experience and understanding of software verification and validation concepts. Qualitative analysis
highlighted that the integration of these elements improved students' conceptual understanding and practical application skills.
Quantitative results indicated a 30% increase in student engagement and a 25% improvement in understanding course material
compared to prior cohorts. The findings underscore the importance of integrating real-world experiences and artifacts into
online learning to promote deeper engagement, better comprehension, and more authentic learning experiences.
Keywords: incorporation, intervention, online learning, real artifacts, real experience

1. Introduction
Technology has developed rapidly significantly, in its
development technology affects various aspects, one of
which is the aspect of education. [1]. The use of
information technology in education can increase the
effectiveness and efficiency of learning. [2], [3]. This
leads to transformative changes in learning methods,
learning experiences, and educational outcomes. [4],
[5], [6]. In addition, technology also provides wider and
more comprehensive access to education, reaching
students from different geographical locations. [7], [8].
Technological advancements have transformed
traditional learning into online learning by opening up
access to digital resources, distance learning, and online
collaboration. [9]. Online learning has become a
significant trend in recent years. [10]. Telkom
University as one of the private universities has
implemented online learning through the LMS-CELOE
platform for all its courses. However, online learning
also faces challenges that need to be overcome to ensure
the effectiveness and quality of learning [11]. One of
the challenges faced is the lack of direct interaction
between students and lecturers, which can reduce the
effectiveness of the learning process [12]. As a result, it

will impact students' ability to participate and engage
during the learning process. [13], [14]. One major
challenge is the reliance on digital materials such as
slides and vh provide content passively without
fostering deep interaction or engagement. In the
Verification and Validation (VVPL) course, these
materials are insufficient for simulating complex
software testing and validation processes, limiting
students’ practical skills and understanding in ways that
may affect their readiness for real-world application.
Additionally, while online collaboration platforms such
as Zoom, Google Workspace, Micr, and various testing
tools like Figma, Selenium, and JMeter are used, a more
effective and detailed integration of these tools in
VVPL learning is needed to enhance practical learning
experiences. Therefore, innovative and effective
interventions are needed in online learning to improve
student's learning experience. [15], [16].
In the context of software development, verification and
validation are important stages to ensure the quality of
the software produced [17], [18]. The software
verification and validation (VVPL) course, which has a
weight of 3 credits in the D3 Application Software
Engineering study program at the Faculty of Applied

Diterima Redaksi: 23-09-2024 | Selesai Revisi: 29-10-2024 | Diterbitkan Online: 16-12-2024
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Sciences, aims to provide an in-depth understanding of
the methods and techniques used in verifying and
validating software. VVPL course learning in online
format has been held, but it is still limited to digitizing
material in the form of slides and teaching videos. The
development of work in the software verification and
validation domain that uses various online collaboration
technology platforms such as Zoom, Google
Workspace, Microsoft Teams and various test
automation tools such as Figma, selenium, Jmeter and
others have not been accommodated in the current
online learning content. This can lead to a less effective
student learning experience.
Therefore, this research will incorporate real-world
experiences and artifacts as online learning
interventions in software verification and validation
courses. This idea is inspired by the concept of
experiential
learning.
Integrating
real-world
experiences and artifacts aims to enhance studentteacher interaction and enrich the learning experience.
[19], [20]. Empirical evidence from previous studies
highlights the importance of experiential learning,
showing that real-world experiences and artifacts help
students connect theory with practice, thus enhancing
their comprehension and skills in technical fields. Realworld experiences can include case studies, real-world
projects, or simulations that mimic real-world situations
related to course content. Concrete artifacts such as
software documentation, research reports, and test
results lead to a deeper understanding of the application
of software verification and validation concepts in the
real world.
The case study approach was selected for this research
due to its suitability for conducting a detailed evaluation
of the intervention’s impact on student engagement and
understanding. This method allows for comprehensive
data collection through interviews, observations, and
specially designed surveys to assess the effects of
integrating real-world experiences and artifacts into the
online VVPL course. This case study will include
students from the related course in the current semester
even 2023-2024. Data was collected through
interviews, observations, and a specially designed
survey. The data is then analyzed qualitatively and
quantitatively to understand the impact of the
intervention on improving the learning experience and
understanding of software verification and validation
concepts.
2. Research Methods
The methodology contains the technical stages that will
be carried out at the research stage.
The research cycle design for this study involved
several interrelated and iterative stages. The design of
the research cycle can be seen in Figure 1.

Figure 1. Research Stages

The detailed explanation for each stage is as follows:
2.1 Planning Stage
The planning stage is very important in research. The
first thing that needs to be determined is the Research
Objective. The objectives of this research are:
Evaluate the effectiveness of using real experiences and
artifacts as an intervention in online learning in software
verification and validation courses.
Assess the benefits of using real experiences and
artifacts in improving the learning experience and
understanding of software verification and validation
concepts in online learning.
Investigate changes in students' learning experience and
understanding of software verification and validation
concepts after implementing experiential interventions
and real artifacts in online learning in the course.
In addition, a literature review will be conducted at this
planning stage to understand related research and
relevant theoretical underpinnings. The theories
discussed are experiential learning, intervention in
learning, and measuring the effectiveness of online
learning.
Based on the results of the literature review,
experiential learning is an approach to learning that
places a central role on direct experience. Intervention
in learning plays a significant role as it is done to help
students achieve learning objectives effectively through
the use of technology and appropriate strategies. In
addition, it improves the quality of online learning and
facilitates effective teaching-learning processes in
virtual environments. [21].
There are a number of ways to measure the
effectiveness of online learning, including:
Academic Achievement: This measurement relates to
the assessment of students' understanding of the
learning material and their ability to apply the concepts
learned. Academic achievement can be measured

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through exams, assignments, projects, or other relevant
assessments.

similarities or in this context compares the intervened
and non-intervened classes.

Participation and Attendance: This measurement covers
the level of student participation in online learning
activities, such as contributing to discussion forums,
asking questions, giving responses, or interacting with
learning materials. Attendance at online learning
sessions can also be measured through log-in records or
the use of the learning platform.

2.2 Data Collection Stage

Evaluation and Feedback: This measurement involves
assessing the effectiveness of online instruction, such as
the quality of learning materials, clarity of instruction,
use of appropriate teaching methods, and lecturers'
ability to respond to questions or provide feedback to
students.
Student Satisfaction: This involves assessing students'
satisfaction with the overall online learning experience.
This can include questions about the convenience of
using the learning platform, quality of content, lecturer
engagement, and technical support provided.
Student Engagement: This involves evaluating the level
of student engagement in the online learning process,
such as the level of interaction with lecturers and fellow
students, participation in discussions, collaboration on
projects, or timely completion of assignments.
Knowledge Retention and Application: This involves
evaluating students' ability to retain and apply
knowledge gained from online learning in real-world
situations. This can be done through assignments or
projects that demand the application of knowledge in a
practical context.
Equally important in the research planning process is
the identification of the variables to be studied and the
development of a research conceptual framework. Once
this is completed, it is necessary to design an
appropriate research methodology, including the
selection of data collection instruments and analysis
techniques to be used. Some of the techniques used in
this research include:
Thematic Analysis: This analysis serves to identify
emerging themes or patterns in the data by utilizing
qualitative data, such as interviews or texts. This
analysis involves the process of coding and grouping
information into relevant themes.
Narrative Analysis: This analysis serves to present the
data in a narrative manner by organizing and compiling
stories or descriptions that describe the research
findings. It involves identifying patterns and
relationships between data to build a coherent story.
Comparative Analysis: This analysis serves to compare
different groups or conditions. This analysis compares
different groups or conditions in terms of relevant
variables and identifies significant differences or

The data collection stage is the process of collecting
information needed for research. The following is the
data collection process carried out:
Collecting data from research subjects, such as students,
lecturers, and related practitioners in the software
industry.
Using data collection instruments such as surveys,
interviews, or observations. Surveys are designed to
capture quantitative insights into student engagement
and understanding levels, with specific questions
related to interaction, content comprehension, and
satisfaction. Interviews provide in-depth qualitative
data, allowing students to share personal experiences
and reflect on the relevance of real-world artifacts in
their learning journey. Observations are used to track
student participation in online collaboration sessions,
noting interactions with both peers and course content.
This combination of instruments provides a holistic
view of the intervention’s impact, ensuring that both
quantitative and qualitative data support the research
findings.
Collecting experience data and real artifacts that will be
used in the online learning intervention.
2.3 Data Analysis Stage
The data analysis stage is the stage where the data that
has been collected will be evaluated. The methods used
in this stage are:
Processing the data that has been collected using
appropriate analysis methods, such as statistical
analysis or qualitative analysis.
Analyzing data to answer research questions and test
hypotheses that have been proposed.
Interpreting the results of the analysis and identifying
relevant research findings. The results of the data
analysis are closely linked to the research objectives and
conceptual framework by aligning each analysis
outcome with specific objectives set in the Planning
Stage. For instance, quantitative results are used to
evaluate the intervention’s effectiveness in enhancing
student engagement and understanding, directly
addressing the objective to measure benefits in learning
experience and comprehension. Qualitative insights
from thematic and narrative analysis further illuminate
student perceptions and practical application skills,
reinforcing the conceptual framework based on
experiential learning. This alignment ensures that each
finding directly contributes to answering the research
questions and fulfilling the objectives of incorporating
real-world experiences in online learning.

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2.4 Update and Improvement Stage
The interpretation and discussion stage is the process of
giving meaning to the findings and discussing their
implications in a broader context. The following is the
process of this stage:
Interpret the research findings in the context of the
research objectives and the conceptual framework that
has been developed.
Discuss the research findings by considering the
implications, conclusions, and relevance in the field of
online learning and software verification and validation.
Comparing the research findings with previous research
and considering the limitations of the research
conducted.
2.5 Interpretation and Discussion Stage
The update and improvement stage is the final stage of
the research. The following are the methods applied in
this stage:
Reflecting on the findings and conclusions of the
research to identify shortcomings and opportunities for
improvement.

world testing artifacts, were significantly more
impactful than with regular learning materials. Students
reported a deeper understanding and better engagement
when working with authentic industry documents
compared to traditional slides and videos. The
displayed documents, which included User Acceptance
Testing plans and test case documentation, provided
practical insights and context that helped students grasp
the application of theoretical concepts in a real-world
setting. In contrast, regular materials lacked the
specificity and relevance that allowed students to
connect theory with practice. The survey results
highlighted that students felt more confident and
prepared to perform tasks aligned with industry
expectations when using these real-world documents. In
addition, the demonstrated documents provide an
understanding that is easier for students to understand,
in terms of design as well as filling out test plans and
test case documents. The documents shown also
provide examples that are easy to replicate so that when
students do practice, students can easily create similar
documents and in accordance with existing provisions.
Document details cannot be presented in this report.

For research related to real artifacts, students are
presented with a User Acceptance Testing document
from an IT company on a real project in 2022. The
document shown to students is a test plan and test case
document from an IT company. The test plan document
provides an overview of the implementation of real
project planning accompanied by an applicative
document content structure which broadly consists of
an introduction, test items, features that will and will not
be tested, test approach, test criteria, division and
explanation of tasks, schedule, and approval sheet. The
test case document presents more details of the test
cases to be performed and contains various test
scenarios both positive and negative tests. The test case
document broadly consists of naming the test case,
explaining the test case, steps to perform the test, test
results, and test evidence. Both of these documents have
real benefits that are felt by students.

Research related to real experience involved students in
a Human Resource Information System (HRIS)
software testing project of an IT company. This testing
was done online-collaboratively with the help of tools
on the Google Sheet platform. Student collaboration in
software testing using Google Sheets has proven to be
highly effective in enhancing their understanding.
Through collaborative activities, students are able to
engage in real-time interactions, divide tasks, and
actively participate in the testing process, simulating a
real-world software testing environment. This method
enables students to observe and learn from each other's
approaches to problem-solving, document feedback,
and track test progress collectively. Feedback from
students indicated that using Google Sheets for
collaborative testing helped clarify complex software
verification and validation concepts, allowing them to
apply theoretical knowledge practically. As a result,
collaboration using Google Sheets significantly
contributed to students’ comprehension and readiness
for industry-standard practices in software testing.
Testing involves one student to have at least one role in
testing. Testing was carried out on the website system
and mobile application. System testing is carried out
according to the hierarchy of positions and worker
rules.

The survey results of students' interaction with the
documents shown by several questionnaire questions
showed tangible benefits in terms of knowledge,
understanding, and practice. The demonstrated
documents provide students with new knowledge
beyond textbooks and theories by presenting current
industry knowledge. Student survey results indicate that
interactions with displayed documents, such as real-

Testing must be done together because each hierarchy
is interconnected. Each test is between one student and
another student, and students and lecturers as test case
document providers must interact to conduct tests. For
example, staff, who are at the bottom of the hierarchy,
must get permission from the owner, as well as other
workers who still have superiors. Thus, classroom
activities become highly interactive because they

Formulate recommendations for future research
development or online learning curriculum
development in software verification and validation
courses.
3. Results and Discussions

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require each other's willingness to complement and
understand the test cases. As an illustration, the
hierarchical testing system can be seen in Figure 2.

in terms of online learning interaction between students
and lecture, comprehension, and practice.
Real experience creates interaction between students
and lecturers when online learning becomes more
intense. This starts with the lecturer providing real
experience related to the previous artifact. At the
beginning of learning, the lecturer gives each student
advance instructions on what to do. After giving
instructions, students carry out the tasks given. In
carrying out assignments, students coordinate with each
other using various systems, either by communicating
through personal messages or having groups that are
tailored to the division roles they obtain.

Figure 2. Testing Role Hierarchy

Each hierarchy has test cases that are already available
in the test case document. Each student tests, reports
bugs and documents the bugs. Testing becomes easier
and more familiar as a result of the pre-shown
documents. The documents shown earlier provided
indirect guidance for testing the test cases. The test
cases for each role vary according to the scenarios that
the users of the website and mobile app may encounter.
The number of test cases for each user role can be seen
in Table 1.

Figure 3. Survey Results on Student Involvement Related to
Interactions in Learning

Tabel 1. Number of Test Cases For Each User Role
User Roles
Clementine
Darwin
PRW Owner
Superadmin
Finance
HR Admin
HR Manager
Unit Head 1
Unit Head 2
Unit Head 3
Unit Head 4
Department
Head
person)
Staff (15 person)
Total Roles = 36

(12

Number of Test Cases
Solaris 2.X
Solaris 2. X
Data on
332
150
7
13
380
69
178
86
129
63
54
Total Test Case = 1461

In the research on student involvement, real experience
is given through a software testing project from one of
the IT companies. In this real project, students were
given a platform to communicate with the aim that all
students could be fully involved. In addition, through
this project, students were able to actively participate by
working in teams, while developing communication
skills and project management abilities. The survey
results showed that the majority of students felt they
were able to be actively involved in the learning process
and experienced increased understanding due to the
implementation of the real project. Furthermore, the
survey results showed significant benefits for students

Figure 4. Survey Results on Interactions in Understanding Learning

Testing that lasts for days makes student interaction
very close even though they do not meet face to face.
Furthermore, whether face-to-face or not, the lecturer
monitors the student's test work, and the lecturer
provides input and answers all of the student's
questions. In the process, students become actively
involved in learning because they have the
responsibility to carry out testing in real cases.
Likewise, with lecturers, lecturers ensure that each
testing procedure is carried out correctly so that testing
can achieve the ideal scenario. In this way, the learning
process gets real benefits by increasing engagement in
the interaction of the learning process and the humans
in it, the results of which can be seen in Figures 3 and
4.

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Real experience provides increased student
comprehension even though it is online learning. Real
experience plays a substantial role in enhancing
students' deeper understanding of learning materials. By
engaging in real-world testing projects, students can
apply theoretical concepts to authentic scenarios,
making the learning process more meaningful and
relatable. This approach shifts learning from a purely
theoretical framework to a hands-on, practical
experience, which promotes a deeper comprehension of
the concepts involved. Student feedback confirms that
real-world experiences significantly enhance their
ability to internalize and apply concepts such as
software verification and validation, as they witness
firsthand the relevance and application of their studies
in an industry-like setting. The artifacts previously
shown provide subtle images of the targets that must be
produced. When students are doing real experience,
students can achieve competencies in conducting
testing. These competencies are in line with the goals to
be achieved in learning so that real experience directly
provides students with a very clear comprehension.
Plus, real experience that comes from industry makes
the experience that students have the same as
experience in the real job field. Students comprehension
results can be seen in Figures 5 and 6.

Figure 5. Survey Results on The Ease of Students' Understanding
Learning Material

Figure 6. Survey Results on Interactions in Understanding Learning

This experience marks the first opportunity for students
to engage directly in industrial work while still pursuing
their studies. It provides students with a fresh and new
perspective they have not previously encountered.
Understanding concepts becomes significantly easier

for students, not only at a superficial level but also
through a profound comprehension of the material. This
deep understanding positively impacts students’
memory, enabling them to effectively retain learning
materials for future application. Additionally, students
gain new learning experiences from the manufacturing
process to implementation, aligned with industrial
knowledge. These new experiences and the ease of
recalling material enhance students’ confidence. This
occurs because students acquire relevant experience,
which can be included in their portfolios, aligning with
current industrial knowledge. The practical benefits of
real-world experience are shown in Figures 7, 8, and 9.

Figure 7. Survey Results Showing Students Remember The Material
More Easily

Figure 8. Survey Results From Real Experiences Deepen Student
Learning Experiences

Figure 9. Testing Role Hierarchy Survey Results From Real
Experience Give Students Confidence

In addition to the results of the questionnaire questions
above, feedback was also obtained in the form of
suggestions, criticisms, or input from students
regarding the use of artifacts and real experiences in the

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learning process of Software Verification and
Validation. Student responses and feedback regarding
document testing simulations and real industry testing
involvement have been thoroughly explained. Students
expressed that simulations of industry-standard testing
documents, such as User Acceptance Testing plans,
significantly aided their understanding of professional
testing processes. Feedback highlighted that the
simulations provided practical insights and templates
that students could use, making it easier to grasp
document structures and testing procedures.
Additionally, students appreciated the opportunity to
engage in real industry testing scenarios, reporting that
this hands-on involvement improved their confidence
and readiness for real-world applications. These
responses underscore the positive impact of integrating
industry-based materials in the learning process. The
following are some conclusions from the feedback:
Theoretical discussion: Most respondents felt that the
theoretical discussion had helped them understand the
basic concepts. However, some suggestions to improve
the theoretical discussions are to include more concrete
examples, interactive discussions, and case studies.
Simulation Testing: Respondents felt that the test
simulations were very effective and provided valuable
practical experience. Suggestions for improvement
were to increase the number of simulations and involve
more diverse testing scenarios.
Testing
Document
Generation
Simulation:
Respondents felt that the testing document creation
simulation was very useful. Some suggestions for
improvement are to provide industry-standard
document templates and ask students to create testing
documents based on the given cases.
Involvement in the Real Testing Process in the Industry:
Hands-on experience in application testing in the
industry is highly valued by respondents. Suggestions
for improvement are to increase partnerships with more
companies to provide internship opportunities or
collaborative projects.
Discussion of Sample Testing Documents from
Industry: Some respondents found it difficult to
understand the example testing documents from the
industry. Suggestions for improvement were to use
example documents from more familiar industries and
provide a brief introduction to the industry context
before discussing the documents.
In general, respondents felt that the course helped them
understand VVPL concepts and techniques. However,
there are some areas that could be improved to enrich
the students' learning experience.

interventions into the learning process is effective. In
general, students are helped to understand how the
VVPL process in the industrial world. This research has
an impact on the stimulus to understand the concepts
and practices of VVPL. Concrete evidence of
improvement is found in both qualitative and
quantitative data collected from student surveys and
performance assessments. Quantitative survey results
show a 30% increase in engagement and a 25% increase
in understanding when real experiences and artifacts are
integrated compared to traditional learning methods.
Additionally, qualitative feedback reveals that students
felt more connected to the learning process and reported
greater confidence in their understanding of VVPL
concepts. The hands-on use of industry artifacts like
User Acceptance Testing documents and real testing
scenarios provided students with practical contexts that
made abstract concepts clearer and more applicable.
With this incorporation, students feel fully involved and
feel challenged in a positive sense to understand VVPL.
Students' understanding and involvement by using
VVPL in the industry as an example, makes students
effectively remember and builds students' confidence.
The real experience and use of real artifacts overall
increase the effectiveness of online learning in terms of
interaction, comprehension, and practice.
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DOI: https://doi.org/10.38204/tematik.v11i2.2072
Lisensi: Creative Commons Attribution 4.0 International (CC BY 4.0)
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