Keywords
SDES, student learning outcomes, cryptography lessons
Document Type
Article
Abstract
This study aims to examine the influence of Simplified Data Encryption System (SDES) simulation on student learning outcomes in Cryptography lessons. The research employed a quasi-experiment. Data analysis to test the SDES simulation model was performed using ANOVA 2x2. The U-Mann Whitney Test was chosen to examine differences in student learning outcomes of treatment groups and control groups, while the effectiveness of the media is determined by differences in student learning outcomes between the pre-test and post-test results in the two groups. The test results show that: (1) There is a difference between the treatment group and control group, indicated by the U-Mann Whitney Test result (Ucount = 15 < Utable = 23; α = 0.05), which means there is a difference of student learning outcome between students given learning by DES simulation media and those by PowerPoints Media. (2) There is a difference in the cryptography learning outcomes for the students with the high initial ability between the treatment group and the control group. The test result is Ucount = 0.5 < Utable = 2; at α = 0.05. (3) There is no difference in student learning outcomes for low initial ability student groups using the DES simulation media, with high ability students group using PowerPoints Media; the statistical test results show Ucount = 11 > Utable = 2; at α = 0.05. This study concludes that using U-Mann Whitney, it can prove that the SDES simulation model developed is effective for improving student learning outcomes in Cryptography lessons.
Page Range
20-31
Issue
1
Volume
6
Digital Object Identifier (DOI)
10.21831/reid.v6i1.30024
Source
https://journal.uny.ac.id/index.php/reid/article/view/30024
Recommended Citation
Soeprijanto, S., Diamah, A., & Yunanto, P. W. (2020). Testing the influence of SDES instructional media on the results of cryptography learning. REID (Research and Evaluation in Education), 6(1), 20-31. https://doi.org/10.21831/reid.v6i1.30024
References
Arsyad, A. (2016). Media pembelajaran. Jakarta: Raja Grafindo Persada.
Berry, K. J., Mielke Jr., P. W., & Johnston, J. E. (2012). The two-sample rank-sum test: Early development. Electronic Journ@l for History of Probability and Statistics, 8(December), 1-26. Retrieved from http://www.jehps.net/decembre2012/BerryMielkeJohnston.pdf
Biham, E., & Shamir, A. (1991). Differential cryptanalysis of DES-like cryptosystems. Journal of Cryptology, 4(1), 3-72. https://doi.org/10.1007/BF00630563
Bloom, B. S., Englehart, M. D., Hill, W. H., Furst, E. J., & Krathwohl, D. R. (1978). Taxonomy of educational objectives - The classification of educational goals; Handbook I: Cognitive domain. New York, NY: David McKay.
Briggs, L. J. (1979). Instructional design: Principles and applications. Englewood Cliffs, NJ: Prentice Hall.
Burr, W. (2006). Cryptographic hash standards: Where do we go from here? IEEE Security & Privacy, 4(2), 88-91.
Cheung, C.-K. (Ed.). (2009). Media education in Asia. Dordrecht: Springer Netherlands.
Cohen, A. E. (2007). Architectures for cryptography accelerators (Doctoral thesis, University of Minnesota, Minneapolis, MN.). Retrieved from https://pqdtopen.proquest.com/doc/304824471.html?FMT=ABS
Corder, G. W., & Foreman, D. I. (2014). Nonparametric statistics: A step-by-step approach (2nd ed.). Hoboken, NJ: John Wiley & Sons.
de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2007). Attention cueing as a means to enhance learning from an animation. Applied Cognitive Psychology, 21(6), 731-746. https://doi.org/10.1002/acp.1346
Gagné, R. M. (1983). The conditions of learning. New York, NY: Holt, Rinehart and Winston.
Hennessy, S., Wishart, J., Whitelock, D., Deaney, R., Brawn, R., Velle, L. la, “¦ Winterbottom, M. (2007). Pedagogical approaches for technology-integrated science teaching. Computers & Education, 48(1), 137-152. https://doi.org/10.1016/j.compedu.2006.02.004
Ho, R. (2014). Handbook of univariate and multivariate data analysis with IBM SPSS (2nd ed.). Boca Raton, FL: CRC Press.
Höffler, T. N., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17(6), 722-738. https://doi.org/10.1016/j.learninstruc.2007.09.013
Insights for Professionals (IFP). (2018). 3 Types of encryption to protect your data. Retrieved from Tech Insights for Professionals website: https://www.insightsforprofessionals.com/it/security/types-of-encryption-protect-your-data
Kromodimoeljo, S. (2010). Teori dan aplikasi kriptografi. Sunnyvale, CA: SPK IT Consulting.
Lee, W. W., & Owens, D. L. (2004). Multimedia-based instructional design: Computer-based training, web-based training, distance broadcast training, performance-based solutions (2nd ed.). San Francisco, CA: John Wiley & Sons.
Plass, J. L., Homer, B. D., & Hayward, E. O. (2009). Design factors for educationally effective animations and simulations. Journal of Computing in Higher Education, 21(1), 31-61. https://doi.org/10.1007/s12528-009-9011-x
Pratama, R. K. P., & Latifah, F. (2014). Implementasi enkripsi dekripsi pesan teks menggunakan model Julis Caesar berbasis Object Oriented Programme. Jurnal Techno Nusa Mandiri, XI(1), 17-26. https://doi.org/10.33480/techno.v11i1.167
Rabah, K. (2005). Theory and implementation of Data Encryption Standard: A review. Information Technology Journal, 4(4), 307-325. https://doi.org/10.3923/itj.2005.307.325
Sasongko, J. (2005). Pengamanan data informasi menggunakan kriptografi klasik. Dinamik, 10(3), 160-167. Retrieved from https://www.unisbank.ac.id/ojs/index.php/fti1/article/view/25
Stallings, W. (2002). The advanced encryption standard. Cryptologia, 26(3), 165-188. https://doi.org/10.1080/0161-110291890876
Susetyo, B. (2017). Statistik untuk analisis data penelitian. Bandung: Refika Aditama.
Windschitl, M. A. (1998). A practical guide for incorporating computer-based simulations into science instruction. The American Biology Teacher, 60(2), 92-97. https://doi.org/10.2307/4450426