EVALUATING THE EFFECTIVENESS OF ONLINE AND FACE-TO-FACE EXAMS IN ENHANCING LEARNING OUTCOMES OF UNIVERSITAS TERBUKA MEDAN STUDENTS

Abstract

The rapid advancement of Communication and Information Technology has profoundly transformed educational practices, particularly in the realm of learning assessment. Traditional face-to-face examinations are no longer the sole standard; digital platforms now play an equally pivotal role. Universitas Terbuka (UT), as a pioneer in Indonesia’s distance learning system, adopts both online examinations (Ujian Online/UO) and face-to-face examinations (Ujian Tatap Muka/UTM) to evaluate student performance. This study aims to assess the effectiveness of both assessment modes in enhancing academic achievement among UT Medan students.

Using purposive sampling, the research involved students from three major regions with substantial UT student populations: Medan City, Binjai City, and Asahan Regency. All participants had taken both UO and UTM exams within the same academic period. The effectiveness was analyzed through a multiple linear regression model, where UO and UTM scores were treated as independent variables, and the Semester Grade Point Average (IPS) served as the dependent variable. In addition, a perception-based questionnaire was distributed to further understand student experiences with both exam formats.

The findings reveal that the regression analysis meets all classical assumption criteria, with a strong model fit (Y = -0.093 − 0.524X₁ + 1.542X₂). Interestingly, UTM scores showed a significant positive contribution to IPS, whereas UO scores revealed a notable negative correlation. These statistical outcomes align closely with student perceptions: most respondents expressed doubt about achieving higher scores in online exams compared to face-to-face assessments. Furthermore, a majority rated the face-to-face exam services highly, indicating satisfaction with the traditional exam format. This suggests that despite the flexibility offered by online exams, students still perceive face-to-face assessments as more conducive to their academic success.