Y-Learn: Design and Initial Implementation of an OBE-Based Learning Platform for Group Work Monitoring and Peer Review Assessment

Authors

  • Yerik Afrianto Singgalen Atma Jaya Catholic University of Indonesia image/svg+xml
  • Efendi Atma Jaya Catholic University of Indonesia image/svg+xml
  • Jodie Giovanna Abrahamsz Atma Jaya Catholic University of Indonesia image/svg+xml

DOI:

https://doi.org/10.63158/journalisi.v8i5.1836

Keywords:

Collaborative Assessment, Design Science Research, Learning Outcome Traceability, Outcome-Based Education, Peer Review

Abstract

Group assignments often preserve the submitted product more clearly than individual participation. Y-Learn was developed to retain member-attributed contributions alongside peer records, lecturer decisions, and Outcome-Based Education (OBE) information. Using Design Science Research, requirements were derived from course outcomes, Sub-CPMK/Sub-CLO structures, assessment documents, development records, and issues observed during teaching use. The native Android artifact uses Kotlin, Jetpack Compose, Firebase Authentication, and Cloud Firestore. Evaluation combined repository inspection, automated technical checks, production-console evidence, three course analytics exports, and a later black-box cycle. Version 3.3 recorded 24 passing unit tests and 10 passing governance-rule scenarios; version 3.4 was subsequently released and examined through an additional black-box evaluation. PAR 102, SFT 106, and SFT 210 contained 39, 42, and 39 normalised OBE evidence records, with assessment coverage of 48.7%, 100%, and 100%. Peer-review activity varied substantially, and unresolved records remained visible. No formal usability study, peer-score reliability analysis, or learning-outcome impact evaluation was conducted. The contribution is an implemented artifact and a traceability mechanism connecting activities, member contributions, peer evidence, and lecturer-controlled assessment.

Downloads

Download data is not yet available.

References

[1] M. H. Romanowski, H. Alkhateeb, and Y. Chaaban, “Problematizing constructive alignment in higher education in gulf cooperation council countries,” Teach. High. Educ., vol. 29, no. 8, pp. 2042–2060, 2024, doi: 10.1080/13562517.2023.2180729.

[2] P. D. Simon, J. Jiang, and L. K. Fryer, “Assessment of class participation in online and offline learning environments: a qualitative investigation of teachers’ best practices and challenges,” High. Educ. Res. Dev., vol. 44, no. 5, pp. 1191–1208, 2025, doi: 10.1080/07294360.2025.2462024.

[3] O. O. Adesina, O. A. Adesina, I. Adelopo, and G. A. Afrifa, “Managing group work: the impact of peer assessment on student engagement,” Account. Educ., vol. 32, no. 1, pp. 90–113, Jan. 2023, doi: 10.1080/09639284.2022.2034023.

[4] P. Fleckney, J. Thompson, and P. Vaz-Serra, “Designing effective peer assessment processes in higher education: a systematic review,” High. Educ. Res. Dev., vol. 44, no. 2, pp. 386–401, 2025, doi: 10.1080/07294360.2024.2407083.

[5] T. Ngoc Tuong Nguyen and D. Thi Kim Oanh, “Cooperative learning and its influences on student engagement,” Cogent Educ., vol. 12, no. 1, pp. 1–19, 2025, doi: 10.1080/2331186X.2025.2513414.

[6] B. A. McKenna, J. B. Wehr, and P. M. Kopittke, “Quantifying online engagement at three levels of undergraduate study,” Cogent Educ., vol. 11, no. 1, pp. 1–16, 2024, doi: 10.1080/2331186X.2024.2345939.

[7] M. J. Bonilla-Priego, M. Fernández-Giordano, and M. R. Pacheco-Olivares, “Evaluating the success of a learning management system for supplemental learning in accounting,” Account. Educ., vol. 35, no. 2, pp. 198–223, 2024, doi: 10.1080/09639284.2024.2424269.

[8] V. Maphosa, “Enhancing authentic learning in a rural university: exploring student perceptions of Moodle as a technology-enabled platform,” Cogent Educ., vol. 11, no. 1, pp. 1–13, 2024, doi: 10.1080/2331186X.2024.2410096.

[9] P. Levrai, “What to assess when assessing collaborative assignments: the practitioner perspective,” Assess. Eval. High. Educ., vol. 0, no. 0, pp. 1–18, 2025, doi: 10.1080/02602938.2025.2571219.

[10] T. Little, P. Dawson, D. Boud, and J. Tai, “What does it take to provide effective peer feedback?,” Assess. Eval. High. Educ., vol. 50, no. 5, pp. 775–786, 2025, doi: 10.1080/02602938.2025.2475059.

[11] E. Dwi Lestari and R. Riatun, “Unveiling key factors for the continuation of E-learning adoption in blended learning environments within Indonesian higher education during the era of the ‘new normal,’” Cogent Educ., vol. 11, no. 1, pp. 1–17, 2024, doi: 10.1080/2331186X.2024.2428871.

[12] Rulinawaty et al., “Investigating the influence of the updated DeLone and McLean information system (IS) success model on the effectiveness of learning management system (LMS) implementation,” Cogent Educ., vol. 11, no. 1, p. 2365611, Dec. 2024, doi: 10.1080/2331186X.2024.2365611.

[13] W. Kayanja, M. Kyambade, and T. Kiggundu, “Exploring digital transformation in higher education setting: the shift to fully automated and paperless systems,” Cogent Educ., vol. 12, no. 1, pp. 1–15, 2025, doi: 10.1080/2331186X.2025.2489800.

[14] R. Ismailova et al., “A comparative analysis of service quality and student perceptions in Kyrgyzstan’s higher education institutions,” Cogent Educ., vol. 12, no. 1, pp. 1–17, 2025, doi: 10.1080/2331186X.2025.2502202.

[15] A. K. Carstensen and J. Bernhard, “Design science research–a powerful tool for improving methods in engineering education research,” Eur. J. Eng. Educ., vol. 44, no. 1–2, pp. 85–102, 2019, doi: 10.1080/03043797.2018.1498459.

[16] J. Venable, J. Pries-Heje, and R. Baskerville, “FEDS: A Framework for Evaluation in Design Science Research,” Eur. J. Inf. Syst., vol. 25, no. 1, pp. 77–89, 2016, doi: 10.1057/ejis.2014.36.

[17] A. Palmquist, “Stakeholders’ design preferences for instructional gamification,” Behav. Inf. Technol., vol. 43, no. 12, pp. 2717–2749, 2024, doi: 10.1080/0144929X.2023.2255905.

[18] J. Edwards et al., “A Wizard of Oz methodology for designing future learning spaces,” High. Educ. Res. Dev., vol. 44, no. 1, pp. 147–162, 2025, doi: 10.1080/07294360.2024.2429433.

[19] S. Val and A. Quintas, “Key performance indicators for optimizing academic performance and course design in online educational platforms,” Cogent Educ., vol. 12, no. 1, pp. 1–24, 2025, doi: 10.1080/2331186X.2025.2529420.

[20] J. Heil and D. Ifenthaler, “Effects of teacher, peer and self-feedback on student improvement in online assessment: the role of individuals’ presumptions and feedback literacy,” Assess. Eval. High. Educ., vol. 51, no. 2, pp. 281–300, 2025, doi: 10.1080/02602938.2025.2530452.

[21] S. de Freitas, G. J. Curtis, and S. M. Ritchie, “A multi-layered evaluation of university-wide education interventions to improve student engagement and retention,” J. Furth. High. Educ., vol. 49, no. 10, pp. 1348–1362, 2025, doi: 10.1080/0309877X.2025.2560999.

[22] R. Riegler and J. Guest, “Does widespread collusion undermine the case for using peer-assessment schemes with assessed group work?,” Stud. High. Educ., vol. 51, no. 2, pp. 295–308, 2025, doi: 10.1080/03075079.2025.2465687.

[23] E. Cano García, L. Halbaut Bellowa, L. Martins Gironelli, and L. Lluch Molins, “Online peer assessment in Galenic Pharmacy: enhancing evaluative judgement in higher education,” Med. Educ. Online, vol. 29, no. 1, pp. 1–11, 2024, doi: 10.1080/10872981.2024.2409487.

[24] M. Usher and M. Faraon, “Who grades best? Comparing ChatGPT, peer, and instructor evaluations across varying levels of student project quality,” Assess. Eval. High. Educ., vol. 0, no. 0, pp. 1–20, 2025, doi: 10.1080/02602938.2025.2588682.

[25] A. Rasooli, J. Turner, T. Varga-Atkins, E. Pitt, S. Asgari, and W. Moindrot, “Students’ perceptions of fairness in groupwork assessment: validity evidence for peer assessment fairness instrument,” Assess. Eval. High. Educ., vol. 50, no. 1, pp. 111–126, 2025, doi: 10.1080/02602938.2024.2354510.

[26] E. Panadero and M. Alqassab, “An empirical review of anonymity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading,” Assess. Eval. High. Educ., vol. 44, no. 8, pp. 1253–1278, 2019, doi: 10.1080/02602938.2019.1600186.

[27] J. Käpylä and M. Palvalin, “Integrating peer assessment into experiential learning: the validity and learning benefits of peer assessment in reading circle discussions,” Assess. Eval. High. Educ., vol. 50, no. 8, pp. 1253–1276, 2025, doi: 10.1080/02602938.2025.2566659.

[28] I. B. P. Puja, “The mediating role of online learning motivation in the influence of service quality, social media usage, and pedagogical teaching competence of teachers on student learning satisfaction,” Cogent Soc. Sci., vol. 10, no. 1, pp. 1–29, 2024, doi: 10.1080/23311886.2024.2396934.

[29] J. R. Cabalbag, “Technology integration: impact to students’ learning engagement in higher education institutions,” Cogent Educ., vol. 12, no. 1, pp. 1–13, 2025, doi: 10.1080/2331186X.2025.2581410.

[30] V. Mikić, G. Keković, K. Mangaroska, M. Ilić, L. Kopanja, and B. Vesin, “Exploring Learner Engagement in E-Learning Environments: A Predictive Analytics Perspective,” Int. J. Hum. Comput. Interact., vol. 42, no. 6, pp. 3896–3919, 2025, doi: 10.1080/10447318.2025.2535530.

Downloads

Published

2026-10-24

Issue

Vol. 8 No. 5 (2026): October

Section

Articles

License

Copyright (c) 2026 Journal of Information Systems and Informatics

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Author's Declaration

  1. The Authors certify that they have read, understood, and agreed to the Journal of Information Systems and Informatics (JournalISI) submission guidelines, policies, and submission declaration. The submission has been prepared using the provided template.
  2. The Authors certify that all authors have approved the publication of this manuscript and that there is no conflict of interest.
  3. The Authors confirm that the manuscript is their original work, has not received prior publication, is not under consideration for publication elsewhere, and has not been previously published.
  4. The Authors confirm that all authors listed on the title page have contributed significantly to the work, have read the manuscript, attest to the validity and legitimacy of the data and its interpretation, and agree to its submission.
  5. The Authors confirm that the manuscript is not copied from or plagiarized from any other published work.
  6. The Authors declare that the manuscript will not be submitted for publication in any other journal or magazine until a decision is made by the journal editors.
  7. If the manuscript is finally accepted for publication, the Authors confirm that they will either proceed with publication immediately or withdraw the manuscript in accordance with the journal’s withdrawal policies.
  8. The Authors agree that, upon publication of the manuscript in this journal, they transfer copyright or assign exclusive rights to the publisher, including commercial rights

How to Cite

[1]
Y. A. Singgalen, Efendi, and J. G. Abrahamsz, “Y-Learn: Design and Initial Implementation of an OBE-Based Learning Platform for Group Work Monitoring and Peer Review Assessment”, journalisi, vol. 8, no. 5, pp. 5795–5831, Oct. 2026, doi: 10.63158/journalisi.v8i5.1836.