Retrospective Method for Analyzing Typographic Design Work in Higher Education

DOI

10.2991/978-2-38476-114-2_2How to use a DOI?

Keywords

Online learning; MBKM; Retrospective; Typography

Abstract

They are continuing the previous research about analyzing the perception of the students’ academic workload from online learning in the odd semester of the 2021 Typography course because of a change in the Independent Learning Program – Merdeka Campus (MBKM) curriculum which the Minister of Education and Culture officially launched in early 2020. The findings state that the perception of students’ mental perception was sufficient—not heavy nor light. This follow-up study examines the student’s project results more deeply. The topic for analysis will be designing a logo—a new material from the 20/21 curriculum undergone by students during the COVID-19 pandemic with more than enough assignments. Four student representatives stated their perceived heavy and low mental load as they completed this new curriculum. They said the course was serious, light, and excellent, with good scores on their way to achieving this curriculum. Using a retrospective method that relies on past initial concepts, both manual and digital sketches for data collection, the data were analyzed and grouped through the Bateson learning theory to find out the answer to the question: At which level will students understand the material given—relating to their mental loads—when completing the designing-a-logo task? In this research, we have discovered that the perception of the student’s cognitive loads when completing the commission to design a logo in this Typography course (KV203) does not affect their understanding of the lecture material. It is, however, related to the busy habits of the student’s daily activities that involve: their work and task completion rhythms, the effort put in exploring and carrying out ideas, and all stages of assignments accordingly to the set deadlines. Students with high grades understand more about designing the logo and the function of doing it step-by-step, unlike those with moderate degrees whose primary goal is to graduate from this typography course. In addition to this study’s findings, students who understand very well about designing logo designs and those who do not understand both still pass. This needs to be a consideration or note for the guardian lecturer, and it is feared that the same thing will happen to other lecture materials.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Monica Hartant
AU  - Elizabeth Wianto
AU  - Jessica Yonatia
PY  - 2023
DA  - 2023/12/04
TI  - Retrospective Method for Analyzing Typographic Design Work in Higher Education
BT  - Proceedings of the 6th International Conference on Learning Innovation and Quality Education (ICLIQE 2022)
PB  - Atlantis Press
SP  - 4
EP  - 12
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-114-2_2
DO  - 10.2991/978-2-38476-114-2_2
ID  - Hartant2023
ER  -