Conference LIS 2022 @ Kota Jambi, Indonesia.

E-ISSN : 2985-4393

VED 001 :
Impact of Table Form of Comparison in Enhancement of
Student’s Understanding

Nor Damsyik Binti Mohd Said1

1
Department of Electrical Engineering, Politeknik Mersing
damsyik@pmj.edu.my

Norhafizah Binti Ismail2

2
Department of Information and Communication Technology, Politeknik Mersing
norhafizah@pmj.edu.my

Liew Chia Woon3

3
Department of Electrical Engineering, Politeknik Kota Kinabalu
liew@polikk.edu.my

ABSTRACT. Digital electronic has influenced significantly to electrical engineering industry

which requires vital facts to remember by learners. This caused the confusion between
them to remember the facts. This research is to determine the utilisation of table in the
forms of comparison for enhancing the students’ understanding in digital electronics to
38 respondents who used the book entitled “Digital Electronics Basic Principles and
Design II (Second Edition)”. This study involved 38 Diploma in Computer Technology
(DTK) students in December 2020 session. The outcome of this research was
analysed by using Brightstat.com. Mean and correlation value between variables of
table utilisation were obtained as research findings. The findings were obtained and
indicated the usage the table in the form of comparison for four aspects in digital
electronics. The results are at high level with with 3.872 as the average mean for the
first aspect, 3.968 as the average mean for second aspect, 3.882 as the average mean
for third aspects and 3.974 as the average mean for fourth aspects. This show the
usage of the table in the form of comparison are very high impact for helping the
student to understand a topic in digital electronics courses.

KEYWORDS: Digital electronics book; Table in the form; Correlation; Students’

understanding

1 INTRODUCTION
The reference book is very important to the students. With the book, the student can
study and do the revision when they must sit the examination. Many variations of the book
from the writer to express the knowledge in their understanding (Bauk & Fajardo-Flores,
2020). The knowledge must give the guidelines to the student so that to fulfil the
comprehensive of the course and can be a reference for the digital electronic experiment in
the institution (Liu, Yin, Wu, Yang, & Hui, 2019). With the correct guideline, students obtain
the right information which helped them to build their understanding and then developing
their confidence so that increasing their performance in that field (Meisha & Al-Dabbagh,
2021). In parallel Digital Electronics Basic Principles and Design II for Second Edition is
written so that to give the right guidance for the student in the Electrical Engineering
Department. The problem is many facts that have to remember such as the types of the flip-
flop to manage digital learning surroundings (Arguel, Lockyer, Kennedy, Lodge, & Pachman,
2019) and digital concept maps (Afify, 2018; Ulfa & Fatawi, 2021). Therefore, this can be a
confusion to the student studying in an Electronic classroom. The understanding of flip-flop
information includes the types of flip-flop, characteristic of flip-flop and features of flip-flop is
hard due to identify the difference of flip-flop. The factors of comprehensive in flip-flop
learning are lack of basic knowledge and less remembering about flip-flop. Moreover these

57
 Conference LIS 2022 @ Kota Jambi, Indonesia. E-ISSN : 2985-4393

difficulties add more troublesome to ensure smooth teaching and learning process,
particularly for learning the Basic of Digital Electronics.

2 LITERATURE REVIEW

The table in the form of comparison is more easier giving the flow of the information
than other conventional methods about the course. It is also can be called as facts mapping.
Facts mapping is the process of creating facts elements between two or more distinct
process models or data models (Soo & Aris, 2019; Ceron, de-Lima-Santos & Quiles, 2021).
The term process model is closely to the flow of the method in developing the subject.
Furthermore, in the phase of development, the method of repetitive is implemented
throughout the process with a similar process. More importantly, to discuss the main
terminology required, in this study a model of meta-process is deployed as the perspective
from the theoretical.
In this regard, meta-process modeling highlights the components of the
development process, resources, reason and relevant time (Sarker, 2015). In contrast, from
the context of operational, meta-process modeling is targeted at yielding references to
professional developers and engineers. (Crawford, Khayyam, Milani, & Jazar, 2020). The
modelling is the type of data to state the point of data used in this course (Tabatabaei &
Khalili, 2014). Besides that, the term data model is also related to the concepts of the
theoretical in the course (Hamed & Shrief, 2015). The concepts of the theoretical plays
important role which to indicate the formation of data on the usage of the table, it is pertinent
to grasp a data model due to it manage to assist information system progress according to
information about facts and the data format(Atzeni et al., 2017). In this research, to study on
the usage of the table in the form of comparison for enhancing the students’ understanding.

3 METHODOLOGY

This research is a quantitative method. The researchers study on the usage of the
table in the form of comparison for enhancing the students’ understanding among the
students’ in digital electronics to whom that used the books “DIGITAL ELECTRONICS Basic
Principles and Design II (Second Edition)”. There are four aspects studied: firstly, the content
of table evaluation; secondly, the level of the use of the table: thirdly, the effectiveness in
teaching and learning and lastly, descriptive analysis of the level understanding and mastery
of the course. In order to determine the utilisation of the table in the form of comparison, the
researchers using the questionnaire an instrument via google form link that given to the
students. Then, the data gathered from the google form and would be processed by using
Brightstat.com. This research was implemented for Diploma in Computer Technology (DTK)
students which had enrolled in Digital Electronics courses in Semester 2 in Electrical
Engineering Department, Politeknik Kota Kinabalu. The population is 42 DTK students. The
sample consist of 38 DTK students as respondents because of only this class semester 2 of
the DTK program. According to the guidelines of the table by Mohd Najib (2003). Web based
statistical analysis was done by using Brighstat.com (Stricker, 2008). Its function like is a
website dedicated to statistics and offers an online statistics calculator like SPSS
(Statistical Package for Social Sciences) . The reliability of the Cronbach Alpha for this
instrument is 0.989. Therefore, this instrument was produced by Daniel Stricker and it
suitable used in this research because of statistical software running on the Internet which
is free of charge. The respondents need to answer the questionnaire that have score Likert
5 are 1- Strongly not agree (STS), 2- Not Agree (TS), 3- Not sure (KS), 4- Agree (S) dan 5-
Strongly Agree (SS). (Lozano, García-Cueto, & Muñiz, 2008). This research using mean
score and Pearson correlation between the content of table evaluation, the level of the use
of table, the effectiveness after reading the book in teaching and learning and descriptive
analysis on the level understanding and mastery the courses are at a high level. The
outcome of mean score was interpreted to three level that to determine the level of usage of
table in the form of comparison for enhancing the students’ understanding among DTK
students. The relationship between mean score with the level of the usage as shown in
Table 1. The strength of relationship based on the value of R as shown in Table 2.

58
 Conference LIS 2022 @ Kota Jambi, Indonesia. E-ISSN : 2985-4393

Correlation is significant at the 0.05 level (2-tailed). Scatterplot based on guidelines by

Mindrila, Balentyne (2017). Figure 1 shows an example of table in the form of comparison
between SR Latch Active High and SR Latch Active Low.

Table 1: Mean score to identify the utilization of table in the form

Mean Score The level of Usage
1.00 - 2.33 Low
2.34 - 3.67 Moderate
3.68 - 5.00 High

Resources: Guidelines of table by Mohd Najib (2003).

Table 2: Correlation between aspects

The Value of R Strength of Relationship
R<0.3 None or very weak
0.3<R<0.5 Weak
0.5<R<0.7 Moderate
R>0.7 Strong

Resources: Guidelines of table by Swank, Muller (2017)

Figure 1: Differential between SR Latch Active High and SR Latch Active Low

4 RESULTS

Overall, the findings of this study concede the mean score levels of the four aspects.
The elements are the usage of the table in the form of comparison for enhancing the

59
 Conference LIS 2022 @ Kota Jambi, Indonesia. E-ISSN : 2985-4393

students’ understanding. As essential, the content of table evaluation, level of the use of the
table, effectiveness in teaching and learning, level understanding and mastery the courses
are at a high level due to the table in the form is the easy way that the students can remember
based on the concept of the table mapping and this table also based summarize the facts
into one table. In table 3, the results of this study show the mean score levels of the four
aspects of the usage of the table in the form of comparison for enhancing the students’
understanding. The content of table evaluation, the level of the use of the table, the
effectiveness in teaching and learning and descriptive analysis of the level understanding
and mastery of the courses are at a high level.
The outcome of data analysis using the mean score from the questionnaire that all
the items achieved the average of the high mean score. As denoted in Table 4, the mean
value of Item 1 to Item 5 indicated the highest value of Item 4, which refers to “Descriptive
analysis of the level of understanding and mastery of the course. It is because of the students
can apply the usage of the table in this course and the table in the form might be coordinated
their mind to remember the facts. These caused the students to understand and mastery the
course. Thus, usage of the table in the form of comparison is a high impact on helping the
student to understand a topic in Digital Electronics courses as indicated in Table 2.

Table 3: Mean Score for four aspects are evaluated

No Item Mean
1. The content of table evaluation 3.872
2. The level of the use of table 3.968
3. The effectiveness in teaching and learning 3.882
4. Descriptive the analysis of the level understanding and mastery of the course 3.974

The table 4 shows the correlation coefficient equaled R= 0.79578, which indicated
that there was a positive correlation between aspect 1 and aspect 3. This research was a
positive correlation because the aspects had same high score, if the subjects had a low
score in the content of table evaluation, they also had low score in the effectiveness in
teaching and learning because might be the lecturer need to explain more details how to
use the table in the form, so the effectiveness in teaching and learning can be improved. On
the contrary, if they had high score in the content of table evaluation, they also had high
score in the effectiveness in teaching and learning. The number of 0.79578 indicates that
the correlation between two aspects is very strong.

Table 4: Pearson Correlation for aspect 1 versus 3

The content of The effectiveness in
table evaluation teaching and learning
The content of table R 1 0.79578
evaluation p (2-tailed) 0.00000
valid n 38
The effectiveness in R 0.79578 1
teaching and learning p (2-tailed) 0.00000
valid n 38

The table 5 shows the correlation coefficient equaled R = 0.69092, which indicated
that there was positive correlation between aspect 1 and aspect 4. This research was
positive correlation because the aspects had same moderate score, if the subjects had low
score in the content of table evaluation, they also had low score in descriptive analysis of
the level understanding and mastery of the course because the level understanding and
mastery the course might be enhanced by practicing the usage of table continuously in the
class and the student will be skilful when self-directed. On the contrary, if they had high
score in the content of table evaluation, they also had high score in descriptive analysis of

60
 Conference LIS 2022 @ Kota Jambi, Indonesia. E-ISSN : 2985-4393

the level understanding and mastery of the course. The number of 0.69092 indicates that
the correlation between the two aspects is very strong.

Table 5: Pearson Correlation for aspect 1 versus 4

The content of Descriptive analysis of
table evaluation the level understanding
and mastery of the
course
The content of table R 1 0.69092
evaluation p (2-tailed) 0.00000
valid n 38
Descriptive analysis R 0.69092 1
of the level p (2-tailed) 0.00000
understanding and valid n 38
mastery of the
course

The table 6 shows the correlation coefficient equaled R = 0.93306, which indicated
that there was a positive correlation between aspect 2 and aspect 3. This research was a
positive correlation because the aspects had same very high score, if the subjects had a low
score in the level of the use of the table, they also had low score in the effectiveness in
teaching and learning due to the lecturers always shows the table in class and suggest to
the students to use this table continuously. On the contrary, if they had a high score the level
of the use of table, they also had a high score in the effectiveness in teaching and learning.
The number of 0.93306 indicates that the correlation between the two aspects is very strong.

Table 6: Pearson Correlation for aspect 2 versus 3

The level of the The effectiveness in
use of table teaching and learning
The level of the R 1 0.93306
use of the table p (2-tailed) 0.00000
valid n 38
The effectiveness R 0.93306 1
in teaching and p (2-tailed) 0.00000
learning valid n 38

The table 7 shows the correlation coefficient equaled R = 0.90926, which indicated
that there was positive correlation between aspect 2 and aspect 4. This research was
positive correlation because the aspects had very high score, if the subjects had low score
in the level of the use of table, they also had low score in descriptive analysis on the level
understanding and mastery the course because of the table in the form exposures a new
view to the students and the can adapt this method. On the contrary, if they had high score.
The level of the use of table, they also had high score in descriptive analysis on the level
understanding and mastery the course. The number of 0.90926 indicates that the correlation
between two aspects is very strong.
Table 7: Pearson Correlation for aspect 2 versus 4
The level of Descriptive analysis of
the use of the level understanding
table and mastery of the
course
The level of the use of R 1 0.90926
the table p (2-tailed) 0.00000
valid n 38
Descriptive analysis of R 0.90926 1
the level understanding p (2-tailed) 0.00000

61
 Conference LIS 2022 @ Kota Jambi, Indonesia. E-ISSN : 2985-4393

and mastery of the valid n 38

course

The table 8 shows the correlation coefficient equaled R = 0.90364, which indicated
that there was positive correlation between aspect 3 and aspect 4. This research was
positive correlation because the aspects had very high score, if the subjects had low score
in the effectiveness in teaching and learning, they also had low score in descriptive analysis
of the level understanding and mastery of the course because the effectiveness in teaching
and learning by the lecturer produces the high understanding and the students more
competent to apply the knowledge.

Table 8: Pearson Correlation for aspect 3 versus 4

The Descriptive analysis of
effectiveness in the level understanding
teaching and and mastery of the
learning course
The effectiveness in R 1 0.90364
teaching and learning p (2-tailed) 0.00000
valid n 38
Descriptive analysis of R 0.90364 1
the level p (2-tailed) 0.00000
understanding and valid n 38
mastery of the course

On the contrary, if they had high score in the effectiveness in teaching and learning,
they also had high score in descriptive analysis of the level understanding and mastery of
the course. The number of 0.90364 indicates that the correlation between two aspects is
very strong.

5 DISCUSSIONS
Figure 2 illustrates a linear relationship. This means that the points on the scatterplot
closely resemble a straight line. A relationship is linear if one variable increases by
approximately the same rate as the other variables changes by one unit. The value of R in
this case (R = 0.668) indicates that there is a positive, linear relationship of moderate
strength between because of the content of table made an easy way to the students to use
of the table. Based on this study, the two variables are important to ensure the usage of the
table however, the relationship is moderate. It is might because of less the explanation about
the content of table evaluation with the level of the use of the table. (Hamed & Shrief, 2015)

62
 Conference LIS 2022 @ Kota Jambi, Indonesia. E-ISSN : 2985-4393

Figure 2: Scatterplot Correlation between Mean Score for aspect 1 versus 2

Figure 3 explains a linear relationship. This means that the points on the scatterplot
closely resemble a straight line. The value of R in this case (R = 0.871) indicates that there
is a positive, linear relationship of strong strength between because of the students rather
to use tables and the students need to apply continuously when self-directed. This indicates
the usage of the table is important because of the notes simplified through one table. By
using this table, student can categorize the item based on the given facts. (Tabatabaei &
Khalili, 2014)

Figure 3: Scatterplot Correlation between Mean Score for aspect 2 versus 3

Figure 4 describes a linear relationship. This means that the points on the scatterplot
closely resemble a straight line. The value of R in this case (R = 0.827) indicates that there
is a positive, linear relationship of strong strength between because of the students keep
using the table in the in class and it can be enhanced by understand the concepts of the
table in the form in digital electronics course.

63
 Conference LIS 2022 @ Kota Jambi, Indonesia. E-ISSN : 2985-4393

Figure 4: Scatterplot Correlation between Mean Score for aspect 2 versus 4

From this study, the both variables are important because of the increase of the level of the
use table has an impact on the descriptive analysis of the understanding and mastery of the
course. (Sari & Cahyo, 2020).

6 CONCLUSIONS
To sum up, the utilisation of table in the form of comparison is crucial to take into
consideration for the academic session of Digital Electronics. The Implication of fact
mapping has influenced significantly to ease the process of grasping learning content among
learners. The mean and correlation between the variable for analyzing the findings of
research for all items. The mean and correlation between the variables or aspects of
analyzing the findings of research for all items has yielded vital contributions. The findings
were obtained and indicated the usage the table in the form of comparison for four aspects
in digital electronics at a high level with 3.872 as the average mean for the first aspect, 3.968
as the average mean for the second aspect, 3.882 as the average mean for third aspects
and 3.974 as the average mean for fourth aspects. Overall, the points in the scatterplot
closely resemble a straight line. This show the usage of the table in the form of comparison
are very high impact for helping the student to understand a topic in Digital Electronics
courses. However, the scatterplot shows the value of R of mean score between aspect 1
and 2 should be enhanced by adding the color in content of the table so that the
effectiveness in teaching and learning will be increased. The suggestions for future studies
regarding utilisation of table to nurture excellent grasping for Digital Electronic courses such
as potential of various tools in cloud computing and Web 3.0 platforms.

7 ACKNOWLEDGEMENTS

The authors acknowledge the technical support from Politeknik Mersing, Johor and
Politeknik Kota Kinabalu, Sabah in Malaysia alongside Jabatan Pendidikan Politeknik (JPP)
dan Jabatan Pendidikan Kolej Komuniti (JPKK).

REFERENCES
Afify, M. K. (2018). E-learning content design standards based on interactive digital concepts
maps in the light of meaningful and constructivist learning theory. Journal of
Technology and Science Education, 8(1), 5–16. https://doi.org/10.3926/jotse.267

64
 Conference LIS 2022 @ Kota Jambi, Indonesia. E-ISSN : 2985-4393

Arguel, A., Lockyer, L., Kennedy, G., Lodge, J. M., & Pachman, M. (2019). Seeking optimal
confusion: a review on epistemic emotion management in interactive digital learning
environments. Interactive Learning Environments, 27(2), 200–210.
https://doi.org/10.1080/10494820.2018.1457544
Atzeni, P., Bugiotti, F., Cabibbo, L., Torlone, R., Atzeni, P., Bugiotti, F., … Modeling, D.
(2017). Data Modeling in the NoSQL World To cite this version : HAL Id : hal-01611628.
Bauk, S., & Fajardo-Flores, S. (2020). Matching interaction design principles and integrated
navigation systems in an electronic classroom. Transactions on Maritime Science,
9(1), 90–98. https://doi.org/10.7225/toms.v09.n01.008

Ceron, W., de-Lima-Santos, M. F., & Quiles, M. G. (2021). Fake news agenda in the era of
COVID-19: Identifying trends through fact-checking content. Online Social Networks
and Media, 21, 100116.
Crawford, B., Khayyam, H., Milani, A. S., & Jazar, R. N. (2020). Big Data Modeling
Approaches for Engineering Applications. In R. N. Jazar & L. Dai (Eds.), Nonlinear
Approaches in Engineering Applications: Automotive Applications of Engineering
Problems (pp. 307–365). https://doi.org/10.1007/978-3-030-18963-1_8
Hamed, L. A., & Shrief, S. E. (2015). Concept Mapping To Improve Nursing Students ’.
13(4), 276–288.
Liu, J., Yin, Z., Wu, Z., Yang, Z., & Hui, Y. (2019). A Study on the Application of EDA
Technology in the Design of Virtual Digital Electronic Experiment. ELEOT.
Lozano, L. M., García-Cueto, E., & Muñiz, J. (2008). Effect of the number of response
categories on the reliability and validity of rating scales. Methodology, 4(2), 73–79.
https://doi.org/10.1027/1614-2241.4.2.73
Meisha, D. E., & Al‐dabbagh, R. A. (2021). Self‐confidence as a predictor of senior dental
student academic success. Journal of Dental Education, 85(9), 1497-1503.
Mindrila, D., & Balentyne, P. (2017). Scatterplots and correlation. Retrieved from
http://dx.doi.org/ 10.1080/13603120701576241#abstract.
Mohd. Najib Abdul Ghafar. (2003). Reka bentuk tinjauan soal selidik pendidikan. Skudai,
Johor: Penerbit Universiti Teknologi Malaysia (UTM).
Sari, R. Y., & Cahyo, H. N. (2020). Effectivity of Guided Discovery Learning with Concept
Mapping to improve conceptual understanding in endocrine system material for grade
XI science class. Journal of Physics: Conference Series, 1440(1).
https://doi.org/10.1088/1742-6596/1440/1/012077
Sarker, P. K. (2015). Use of concept maps for problem-solving in engineering. Global
Journal of Engineering Education, 17(1), 29–33.
Soo, M. T., & Aris, H. (2019). Game-Based Learning in Requirements Engineering: An
Overview. 2018 IEEE Conference on E-Learning, e-Management and e-Services, IC3e
2018, (November), 46–51. https://doi.org/10.1109/IC3e.2018.8632650
Stricker, D. (2008). BrightStat.com: Free statistics online. Computer Methods and Programs
in Biomedicine, 92(1), 135–143. https://doi.org/10.1016/j.cmpb.2008.06.010
Swank, J. M., & Mullen, P. R. (2017). Evaluating evidence for conceptually related
constructs using bivariate correlations. Measurement and Evaluation in Counseling and
Development, 50(4), 270–274.
Tabatabaei, O., & Khalili, S. (2014). The effect of concept mapping on iranian pre-
intermediate l2 reading comprehension. Journal of Language Teaching and
Research, 5(6), 1368–1380. https://doi.org/10.4304/jltr.5.6.1368-1380

Ulfa, S., & Fatawi, I. (2021). Predicting factors that influence students’ learning outcomes
using learning analytics in online learning environment. International Journal of
Emerging Technologies in Learning (iJET), 16(1), 4-17.

65