International Journal of Information Engineering and Electronic Business (IJIEEB)
IJIEEB Vol. 18, No. 2, 8 Apr. 2026
Cover page and Table of Contents: PDF (size: 1487KB)
Model Real-Time Viewer Monitoring Based on SDLC for Student Learning Outcomes
PDF (1487KB), PP.73-88
Views: 0 Downloads: 0
Author(s)
Wilda Susanti
1,*
Nicholas Renaldo
1
Gusrio Tendra
1
Torkis Nasution
2
Johan
1
Rahma Widi
3
Yulvia Nora Marlim
1
Index Terms
Computer Surveillance, Real-Time Viewer (RTV), Block Inappropriate Websites (BIW), Form Learning Assessment
Abstract
In modern educational environments, particularly within computer laboratory settings in higher education institutions, the lack of effective real-time supervision and streamlined assessment processes presents a persistent challenge. Most current systems still rely on manual monitoring and evaluation, which are not only inefficient and time-intensive but also vulnerable to academic dishonesty, such as copy-paste behaviour during lab work. This study identifies and addresses this critical gap by proposing the development and implementation of an integrated real-time monitoring and assessment system tailored for use in academic computer labs. The proposed solution is a desktop-based application that incorporates four key features: Real-Time Viewer (RTV) for live monitoring of student activities, Block Inappropriate Websites (BIW) to restrict access to non-educational or harmful content, Manage Computer Time (MCT) to regulate system usage duration, and Form Learning Assessment (FLA) for digitalized and efficient performance evaluation. The development process followed the System Development Life Cycle (SDLC) framework, ensuring a structured approach across analysis, design, implementation, testing, and maintenance stages. Empirical testing involved a series of functional test cases simulating real-use conditions. All seven critical scenarios—such as input validation, session management, access control, and data deletion—were executed and passed successfully, indicating the system’s robustness and usability. In a pilot study conducted at Pekanbaru College of Technology, the application was tested among 30 students across multiple laboratory sessions. The results demonstrated a notable improvement in student engagement and learning performance. Quantitatively, students achieved learning assessment scores ranging from 84 to 96, with a calculated mean of 89.6 and a standard deviation of 4.1. These outcomes suggest that the introduction of automated, real-time monitoring significantly enhances not only instructional supervision but also the accuracy and fairness of learning assessments. This research contributes to the field by bridging the gap between digital classroom management and performance assessment in a higher education context. It introduces an innovative and practical approach for educators to maintain instructional quality while managing multiple learners in digital settings. Moreover, the findings provide empirical evidence supporting the integration of real-time supervision tools into educational systems to foster accountability, deter academic misconduct, and support data-driven instructional improvements.
Cite This Paper
Wilda Susanti, Nicholas Renaldo, Gusrio Tendra, Torkis Nasution, Johan, Rahma Widi, Yulvia Nora Marlim, "Model Real-Time Viewer Monitoring Based on SDLC for Student Learning Outcomes", International Journal of Information Engineering and Electronic Business(IJIEEB), Vol.18, No.2, pp. 73-88, 2026. DOI:10.5815/ijieeb.2026.02.05
Reference
[1]N. F. Hassan, S. Puteh, A. M. Sanusi, and N. H. C. M. Zahid, “Student perspective on technology enabled/enhanced active learning in educational: Rasch measurement model,” Int. J. online Biomed. Eng., vol. 16, no. 6, pp. 34–47, 2020, doi: 10.3991/ijoe.v16i06.13575.
[2]B. Kurent and S. Avsec, “Examining pre-service teachers regulation in distance and traditional preschool design and technology education,” Heliyon, vol. 9, no. 2, p. e13738, 2023, doi: 10.1016/j.heliyon.2023.e13738.
[3]J. Komar, J. Y. Chow, M. Kawabata, and C. Z. Y. Choo, “Information and Communication Technology as an enabler for implementing Nonlinear Pedagogy in Physical Education: Effects on students’ exploration and motivation,” Asian J. Sport Exerc. Psychol., vol. 2, no. 1, pp. 44–49, 2022, doi: 10.1016/j.ajsep.2022.02.001.
[4]B. Hu et al., “A pilot study of Global ICT strategy applications in sustainable continuing education,” Procedia Comput. Sci., vol. 183, pp. 849–855, 2021, doi: 10.1016/j.procs.2021.03.009.
[5]Hardika, E. N. Aisyah, K. M. Raharjo, and D. U. Soraya, “Transformation the meaning of learning for millennial generation on digital era,” Int. J. Interact. Mob. Technol., vol. 14, no. 12, pp. 69–81, 2020, doi: 10.3991/IJIM.V14I12.15579.
[6]W. Susanti, R. Ry, and T. Nasution, “Online Learning Innovation in the Era and Post Covid-19 Pandemic,” vol. 608, no. Ictvet, pp.35–41,2021, [Online]. Available: https://books.google.co.id/books?id=dn9XEAAAQBAJ&source=gbs_slider_cls_metadata_7_mylibrary&redir_esc=y.
[7]M. Sailer, F. Schultz-Pernice, and F. Fischer, “Contextual facilitators for learning activities involving technology in higher education: The C♭-model,” Comput. Human Behav., vol. 121, no. October 2020, p. 106794, 2021, doi: 10.1016/j.chb.2021.106794.
[8]T. T. Meum, T. B. Koch, H. S. Briseid, G. L. Vabo, and J. Rabben, “Perceptions of digital technology in nursing education: A qualitative study,” Nurse Educ. Pract., vol. 54, 2021, doi: 10.1016/j.nepr.2021.103136.
[9]C. Antonietti, A. Cattaneo, and F. Amenduni, “Can teachers’ digital competence influence technology acceptance in vocational education?,” Comput. Human Behav., vol. 132, no. March, p. 107266, 2022, doi: 10.1016/j.chb.2022.107266.
[10]H. M. Al-Hattami, “Understanding perceptions of academics toward technology acceptance in accounting education,” Heliyon, vol. 9, no. 1, p. e13141, 2023, doi: 10.1016/j.heliyon.2023.e13141.
[11]M. Limniou, T. Varga-Atkins, C. Hands, and M. Elshamaa, “Learning, student digital capabilities and academic performance over the COVID-19 pandemic,” Educ. Sci., vol. 11, no. 7, 2021, doi: 10.3390/educsci11070361.
[12]T. Huizinga, A. Lohuis, J. Zwerver-Bergman, and R. van der Meer, “Student and teacher perceptions of community of inquiry in hybrid virtual classrooms,” Heliyon, vol. 8, no. 12, p. e12549, 2022, doi: 10.1016/j.heliyon.2022.e12549.
[13]U. Verawardina, D. Ramadhani, W. Susanti, A. L. Lubis, A. Simeru, and Ambiyar, “Studying technology-based XXI century learning using Mooc in education,” Int. J. Psychosoc. Rehabil., vol. 24, no. 9, pp. 2644–2649, May 2020, doi: 10.37200/IJPR/V24I9/PR290297.
[14]A. Syahman, “Parental Control System for Children on Wireless Network,” vol. 5, no. August, pp. 14–20, 2020. Available: https://jtec.org.my/index.php/JTeC/article/view/236.
[15]D. Sukenti and S. Tambak, “Developing Indonesian language learning assessments : Strengthening the personal competence and Islamic psychosocial of teachers,” vol. 9, no. 4, pp. 1079–1087, 2020, doi: 10.11591/ijere.v9i4.20677.
[16]N. A. Rahmah, Real Time System Practical Module. Bandung: Fakultas Ilmu Terapan Universitas Telkom, 2018. Available: https://openlibrary.telkomuniversity.ac.id/pustaka/146335/modul-praktikum-sistem-waktu-nyata.html.
[17]C. L. Aldea, R. Bocu, and R. N. Solca, “Real-Time Monitoring and Management of Hardware and Software Resources in Heterogeneous Computer Networks through an Integrated System Architecture,” Symmetry (Basel), vol. 15, no. 6, 2023, doi: 10.3390/sym15061134..
[18]W. Susanti, G. Tendra, S. Siswati, T. Nasution, Panyahuti, and A. Simeru, “Virtual Programming Laboratory in Collaborative Inquiry Learning to Improve Higher Order Thinking Skills for Work Readiness in the Industrial World,” Paper Asia, vol. 39, no. 6, pp. 63–70, Nov. 2023, doi: 10.59953/paperasia.v39i6(b).51.