bandung, october 17 -...

Bandung, October 17th, 2015 CS

Proceeding International Seminar on

Mathematics, Science, and Computer Science Education

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LIST OF ARTICLE

COMPUTER SCIENCE EDUCATION

Code Title Page

CS-10259 COLLABORATIVE ONLINE JUDGE AND LEARNING

METHODS FOR LEARN PROGRAMMING

Rosa Ariani Sukamto, Eka Fitrajaya Rahman

CS-3

CS-10376 THE USE OF HTML5 AS LEARNING MEDIA IN

INTRODUCTORY MACRO ECONOMICS

Rosa Ariani Sukamto, Susanti Kurniawati

CS-9

CS-10157 A LEARNING PROCESS AND IT SERVICES BASED

KNOWLEDGE MANAGEMENT SYSTEM (KMS) FOR

SCHOOL: IMPLEMENTATION OF CURRICULUM 2013

Novi Sofia Fitriasari, Enjang Ali Nurdin, Budi Laksono Putro

CS-15

CS-10315 INTEGRATED HIGH SCHOOL MANAGEMENT SYSTEM

ARCHITECTURE IN INDONESIA

Wawan Setiawan, Munir, Eddy Prasetyo Nugroho, Parsaoran

Siahaan, YayaWihardi

CS-22

CS-10512 TEACHING SIMULATOR FOR DEVELOPMENT OF

PROFFESIONAL TEACHER

Siti Fatimah, Wawan Setiawan, Jajang Kusnendar, Ria

Anggraeni, Enjun Junaeti

CS-28

CS-10513 THE IT BALANCED SCORECARD PERFORMANCE

MEASUREMENT SYSTEM(CASE STUDY: COMPUTER

SCIENCE DEPARTMENT, INDONESIA UNIVERSITY OF

EDUCATION)

Rizky Rachman Judhie Putra, M.Kom, Budi Laksono Putro,

Herdi Agustina

CS-33

CS-10523 DEVELOPMENT OF EDUCATIONAL GAME BY

INCORPORATING GAGNE’S NINE EVENTS OF INSTRUCTION

Rini Martiani,,Wawan Setiawan, Heni Rusnayati

CS-43

CS-10236 LEARNING BY DESIGNING METHOD ASSISTED

MEDIA ICT FOR LEARNING INDONESIAN OF

ELEMENTARY SCHOOL STUDENTS GRADE 3rd AND

4th TO BUILD READING AND WRITING SKILLS

Rizky Rachman Judhie Putra, Heri Sutarno, Budi Laksono

Putro, Wahyudin

CS-49

Bandung, October 17th, 2015



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CS

COMPUTER SCIENCE

Code Title Page

CS-11106 DEVELOPMENT OF VISUALIZATION SYSTEM IN

APPLICATION TOUR GUIDE BOROBUDUR

TEMPLE BASED ON ANDROID USINGGREY LEVEL

CO-OCURRENCE MATRIX (GLCM)

Fivtatianti Hendajani, Ire Puspa Wardhani, Abdul Hakim

CS-59

CS-11403 APPLICATION OF SUPPORT VECTOR MACHINE IN

HIRAGANA HANDWRITING RECOGNITION

Saepudin, Eddy Prasetyo Nugroho, Rini Martiani

CS-66




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CS-10259

Collaborative Online Judge and Learning Methods for Learn

Programming

Rosa Ariani Sukamto, Eka Fitrajaya Rahman

Indonesia University of Education

Article info Abstract

Keywords:

Programming is one of the most important subject in Computer Science

program. Programming subject usually known as hardest subject to

learn by students. People have different intelligence one another.

Gardner’s Multiple Intelligences as Gardner’s early work in psychology

theory, there nine categories of intelligence, such as verbal-linguistic,

logical-mathematical, spatial-visual, bodily-kinesthetic, musical,

interpersonal, intrapersonal, naturalist, and existential. The most

important for learning programming is logical-mathematical

intelligence. But the fact is not all students have logical-mathematical

intelligence as dominant. Students need tools to help them learn

programming with different intelligence. Online judge is an automatic

judgement system for held programming competition such as ACM

ICPC (International Collegiate Programming Contest). One of the most

popular online judge is DOMjudge. Online judge can be used as tool to

help students practice to solve programming problems. Online judge can

be collaborative with many learning methods such as drill,

hybrid/blended, minimalism, problem based, just in time. Analysis made

for collaborative online judge and learning methods to learn

programming which mention before. Online judge is a tool which can

collaborate with many learning methods to learn programming. In

further, online judge can be used with many learning methods by

implementing in order to get valid data for measure the advantages and

suitability.

Corresponding Author: Rosa Ariani Sukamto

[email protected]

Eka Fitrajaya Rahman

[email protected]

INTRODUCTION

There many way for lecturer to make collaboration between computer tools or software

and learning method to learn programming. As general known that logical thinking is one

of the hardest subject at college. There need many technique for teach programming in

order to make students more understand about programming. Every studensts have

different kind of intelligence. Gardner’s early work in psychology and later in human cognition and human potential led to the development of the initial six intelligences. Today

there are nine intelligences and the possibility of others may eventually expand the list.

These intelligences (or competencies) relate to a person’s unique aptitude set of capabilities and ways they might prefer to demonstrate intellectual abilities. Gardner’s Multiple Intelligences are,

1. Verbal-linguistic intelligence (well-developed verbal skills and sensitivity to the

sounds, meanings and rhythms of words)

2. Logical-mathematical intelligence (ability to think conceptually and abstractly, and

capacity to discern logical and numerical patterns)

3. Spatial-visual intelligence (capacity to think in images and pictures, to visualize

accurately and abstractly)

4. Bodily-kinesthetic intelligence (ability to control one’s body movements and to handle objects skillfully)




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5. Musical intelligences (ability to produce and appreciate rhythm, pitch and timber)

6. Interpersonal intelligence (capacity to detect and respond appropriately to the moods,

motivations and desires of others)

7. Intrapersonal (capacity to be self-aware and in tune with inner feelings, values, beliefs

and thinking processes)

8. Naturalist intelligence (ability to recognize and categorize plants, animals and other

objects in nature)

9. Existential intelligence (sensitivity and capacity to tackle deep questions about human

existence such as, What is the meaning of life? Why do we die? How did we get here?

(1).

Programming understanding is about how students used to analysis the problem to

solve and make algorithm to solve the problem. There many kind of tools for learn

programming. One of them is online judge, which a tool for help students to solve

programming problem. This article tries to analysis suitability of online judge with some

learning method in order to improve the implementation of learning method in learn

programming for students.

Online Judge

Online judge is an automatic judgement system for held programming competition

such as ACM ICPC (International Collegiate Programming Contest). One of the most

popular online judge is DOMjudge. DOMjudge focused at utility and security and already

used for many live programming competitions. DOMjudge is an open source (2).

DOMjudge is under LINUX operating system and using MySQL as it’s DBMS.

DOMjudge has some standard feature are

1. As jury/administrator

a. participants question clarification

b. competition management

c. programming language management

d. problems management

e. scoreboard

f. submission management

g. participants management

2. As participant

a. send clarification question

b. submit submission

c. scoreboard (2).

DOMjudge actually is an interface application that has feature to do compilation and

execution for all submission. DOMjudge interface is a web based application. The

compiler is application exclude DOMjudge. DOMjudge system is as in figure 1.




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FIGURE 1 DOMjudge System (3)

DOMjudge an interface system that uses PHP programming language for the web

interface, and use the program to associate linux bash shel DOMjudge with compiler

programming language used. Some programming languages are supported by DOMjudge

is AWK, C, C #, C ++, Haskel, Java, Pascal, Perl, POSIX Shell, Python, of course, all

programming languages are supported must be connected to a supported compiler

DOMjudge. Example for programming languages C and C ++ DOMjudge can be

connected with the GCC as the compiler. For the Java programming language, DOMjudge

can be connected with the JDK. DOMjudge only be used for a single competition in one

time (2). DOMJudge interface can be shown in figure 2.

FIGURE 2 DOMjudge Interface (3)

Learning Method

Nowadays, there many learning method introduce. Learning method is used to learning

process in order to make effectiveness of learning process. There many learning method

usually used at learn programming are,

Problem-based learning

DOM

Judge compilator

Execution

result

Compilation and

execution

Submit

submission

Jury/administrator

Make a contest,

make the problems,

make the test case Test case

comparation to

get score

participant




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In problem-based learning courses, students work with classmates to solve complex

and authentic problem that helo develop content knowledge as well as problem solving,

reasoning, communication, and self-assessment skills. Problem-based learning is an

effective method for improving students' problem skills. Students will make strong

connections between concepts when they learn facts and skills by actively working with

information rather than passively receiving information (4). Problem-based learning has

some phase such as introduce the problem, give the problem to every students group to

solve the problem, if there something wrong with the solution repeat the explanation, asses

the solution from every group, discuss the problem with whole class (4).

Drill learning

Skilled and automatic performance in various cognitive tasks, for instance, reading,

object recognition, orientation discrimination, and arithmetic fact retrieval, can be achieved

by different learning strategies. Given sufficient training, various approaches, such as rote

learning, executing algorithms, or back-up strategies, as well as active discovery and

problem solving, may guide to expertise routine. In several domains, acquisition of new

expertise is reflected by a shift from slow and step-by-step computation to fast and

effortless processing, as well as by a lower error rate. Thus, behavioral measures, i.e., an

increase in velocity and a decrease in error rates, as well as the successful transfer to

unknown problems are commonly taken as correlates of successful learning. In recent

years, brain imaging studies allowed to go beyond these behavioral measures and to track

the cerebral activation patterns underlying the learning process. The present study aims to

investigate the effects of two different learning methods, learning by strategy, i.e., applying

a sequence of arithmetic operations, and learning by drill, i.e., learning to associate a

specific result with two operands (5).

Blended learning

Blended learning has several name such as mixed learning or hybrid learning. Some

blended learning definition are:

o integration of thinking between learning and face-to-face in class based on online

learning,

o blended learning collaborate online learning and face-to-face learning to get

effectiveness and efficiency learning process,

o blended learning is mixed learning method or hybrid learning method that integrate

learning activity between face-to-face learning and online learning,

o solution that collaborate many different learning method, such as collaboration

software, web based learning, and knowledge management practice,

o learning process that collaborate many activity event based, including face-to-face

learning, direct online learning, and self paced instruction, blended learning is effective

combination from many teaching method and learning method (6).

Just in Time learning

Just-in-time is a concept most often associated with the manufacturing and production

sector. In the manufacturing and production sector, just-in-time manufacturing provides

mechanisms for automated delivery of information that can be set at predetermined

intervals. This insures that employees have the latest information. Companies can also

implement selective broadcasting to targeted users. Preferences of users can also be

specified to personalize users needs. These Mechanisms help to transform corporate

networks from passive data stores to active information disseminators. Critical business

information can be provided to knowledge workers and decision makers frequently.

Because of the success of just-in-time principles in the Manufacturing and production

sectors, the ideas have been applied to varied and diverse applications such as leadership

training, health care services, consulting services, financial analysis, market analysis, stock




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predictions, and dispatching. Just in time principles can just as readily be applied to the

production of quality education. Application of just-in-time principles to education

requires that faculty change from the idea of Standardized mass production to just-in-time

learning. The new paradigm become a dynamic, interactive environment where students

are active learners. They construct knowledge and understanding in situations by using

problem solving and decision-making skills (7).

Minimalism learning

John Millar Carroll or known as John M. Carroll is a scientist in IBM's Watson

Research Center with many research about computer documentation and interface design

at around 1980. The Majority of John M. Carroll's research is about minimalism computer

documentation. John M. Carrol developed minimalism model to nearby system approach.

Minimalism as word picking because human usually cannot be patient, curious, and active

mentalism to learn using computer application. They want their jobs can finish quickly.

They prefer to learn using problem-solving method and not really enjoy the tutorial

method. Computer based learning is better use user need method to finish their job, help

user to know the tool, and fix the problem. John M. Carrol adopt The Nurnberg Funnel

principle that representing minimalism as nine principles and applicate that principles in

discussion from three research project and all research centered on innovative minimalism

design (8). Nine minimalism principles are,

Getting Started Fast

Training on Real Track

Reading in Any Order (Modularity)

Exploiting Prior Knowledge

Coordinating System and Training

Supporting Error Recognition and Recovery

Using the Situation

Developing Optimal Training Designs

Reasoning and Improvising (8).

Collaborative Online Judge

Online judge can collaborate with many learning methods as a tool. The analysis to

place an online judge as a tool for some learning method to learn programming subject is

as below:

Problem-based learning

Problem-based learning has a step to solve the problem by students. The problem can

be upload in online judge and the students can solve the problem by using online judge.

The students can solve the problem and do the problem by online so that the students have

more time to solve the problem.

Drill learning

The students can practice many programming problem by using online judge. Lecturer

can upload many problem to online judge so the students can practice to find out the

solution from many problem. The time to solve the problem can longer because students

can do the problem by online.

Blended learning

In blended learning, online judge can take a part at practice to solve the programming

problem by online or onsite. Online judge can enhanced student's motivation in blended

learning (3).

Just in Time learning

Online judge can take a part as a tool to provide way to practice programming problem

when students need a tool for practice anywhere and anytime.




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Minimalism learning

Online judge can take a part as a tool for training the programming problem. Many step

such as training in real track, coordination system and training, and developing optimal

training design can support by online judge.

CONCLUSION

Online judge can be used in a variety of learning methods. Online judge is more

focused as a tool to help the students practice to solve the programming problems in

learning programming. Online judge can be used online or onsite. With online capability,

students can have a longer time to learn programming because it can be done anywhere

and everytime.

ACKNOWLEDGMENTS

Grateful to the Computer Science Education Department of Indonesia University of Education

who have given support to the writing of this manuscript. Thanks to all students who has

supported various research on the effect of online judge on the process of learning

programming.

REFERENCES

[1]. Howard Gardner, "Multiple Intelligences: New Horizons in Theory and Practice,"

(Basic, New York, 2010).

[2]. (2012, June) DOMJudge. [Online]. http://domjudge.sourceforge.net

[3]. Rosa Ariani Sukamto, Eddy Prasetyo, Rasim, and Heri Sutarno, " Enhance Motivation

and Learning Achievement student on Algorithms and Programming I Course with

Blended Learning Method Using Online Judge," Young Lecturer Research, Indonesia

University of Education, 2013.

[4]. The Center for Teaching and Learning, "Problem-based Learning, " Stanford

University Newsletter on Teaching: Speaking of Teaching, Winter 2001 Vol. 11 No. 1.

[5]. M. Delazer, A. Ischebeck, F. Domahs, L. Zamarian, etc, "Learning by Strategies and

Learning by Drill – Evidence from an FMRI study," Elsevier

(www.elsevier.com/locate/ynimg) NeuroImage 25 (2005) 838-849.

[6]. Jyri Maninnen, "What is Blended Learning?", University of Helsinki.

[7]. Laura L. Hall, "Just-in-Time Learning: Web-Based/Internet Delivered Instruction,"

University of Texas: El Paso.

[8]. David K Farkas, Thomas R. Williams, "John Carroll's The Nurnberg Funnel and

Minimalist Documentation," IEEE Transaction on Professional Communication Vol.

33 No. 4 December 1990, Hal 182-187.

http://domjudge.sourceforge.net/




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CS-10376

The Use of HTML5 as Learning Media in Introductory Macro

Economics

Rosa Ariani Sukamto

1 and Susanti Kurniawati

2



Keywords:

Introductory Macro Economics is a subject in Economic Education

Program at Indonesia University of Education. Most students have low

critical and creative thinking to solve the problem in Introductory Macro

Economics. Students need a learning media which helps them to solve

the problem in Introductory Macro Economics. Learning media can

make students more interest to try solve the problem. Learning media

consist of audio, animation, dynamic diagram, etc. HTML5 is the

revision of HTML that support animation and audio. Nowadays HTML5

start to replace Flash as a tool to make learning media. HTML5 work on

browser which reliable in many devices. Analysis made for

compatibility HTML5 as learning media for Introductory Macro

Economics. The analysis is based on learning media criteria and

material need about dynamic diagram, audio, and animation. HTML5

has compatibility used as learning media tool in Introductory Macro

Economics and fulfill the media criteria and material needs. In further,

the learning media of Introductory Macro Economics can be used in

class and make a measurement of the impact of learning media to the

students.

Corresponding Author: Rosa Ariani Sukamto

[email protected]

Susanti Kurniawati2

[email protected]

INTRODUCTION

It is important to enhanced critical and creative thought from students. A student who

has critical and creative thought will be able to answer the problem challenges. Economic

education program at Indonesia University of Education has many subjects which critical

and creative thought needed. One on that subject is introductory macro economics. Critical

and creative thought needed for solving an economics problem which has many variable to

consider. That subject needs some tool as graphics to figure out the problem solution.

Critical thought has characteristic such as

1. understand idea and logic relation,

2. capable to identified idea,

3. capable to evaluate the decision,

4. capable to evaluate fact and the relationship with the decision,

5. capable to analysis problem with systematic method,

6. capable to identified relationship and importance between idea,

7. capable to reflection and evaluate other thinking capability (1).

Creative thought is implementing new idea in specific context and consider the

situation and condition with new method or solution, identified alternative for making

something new with positive result (2).

Introductory macro economics subject needs a learning media to help students more

understand the material and enhance student's critical and creative thought. The learning

media which discuss in this manuscript use HTML5 as core, collaborate with CSS3 and

javascript to fulfill learning media need in introductory macro economics subject.




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HTML5

HTML5 is the next major revision of the HTML standard superseding HTML 4.01,

XHTML 1.0, and XHTML 1.1. HTML 5 is a standard for structuring and presenting

content on the World Wide Web. HTML5 is a cooperation between the World Wide Web

Consortium (W3C) and the Web Hypertext Application Technology Working Group

(WHATWG). The new standard incorporates features like video playback and drag-and-

drop that have been previously dependent on third-party browser plug-ins such as Adobe

Flash, Microsoft Silverlight, and Google Gears. HTML5 is supported by many browser

such as Apple Safari, Google Chrome, Mozilla Firefox, Opera, Internet Explorer 9.0, and

many mobile browser. HTML5 provide more compatibility and animation or sound effect

from generation before (3).

INTRODUCTORY MACRO ECONOMICS

Based on its scope, the economic assessment is divided into two categories, they are

macroeconomics and microeconomics. Reviewing macroeconomic aggregate economic

variables such as economic growth, unemployment, inflation, balance of trade and balance

of payments. Based on economic actors there are three sectors of the economy, they are:

Economic two sectors with actors of domestic production and consumption.

Economic three sectors with actors domestic production, household consumption, and

the government.

Economic four sectors with actors domestic production, household consumption,

household foreign governments and society (4).

The economy is an economy of three sectors comprising the sectors of households,

companies and the government. Analyzing the three sectors of the economy essentially

will pay attention to the role and influence of the government in the economic activities. In

the three sectors of the economy, the government's role is as a facilitator and stabilizing the

economy through policy instruments. Globally, there are two types of policies, they are

fiscal policy and monetary policy. Monetary policy is a policy run by the central bank to

monitor the amount of money supply in the community. Fiscal policy is a government

policy in spending tax levy of the tax revenue to fund government activities. Both policies

used for:

1. addressing macroeconomic problems such as inflation rate and unemployment,

2. keeping the production factors used efficiently,

3. improving the income distribution (4).

Macroeconomics need some graphics to represent the problem and analysis the

solution. A graphic example is shown in figure 1. Students need a learning media to

represent problem, material, and graphics in introductory macroeconomics subject with

dynamic input so students can analysis the problem and try to find the solution.




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FIGURE 1. Tax (T) effect at consumption (C) function relation with income (Y)

which a is autonomous consumption and b is marginal propoensity to consume or MPC

meaning that the magnitude of the change in consumption as a result of changes in income

(4)

LEARNING MEDIA

Media can be defined by their technology, their symbol systems, and their processing

capabilities. The most obvious characteristic of a medium is its technology, the mechanical

and electronic aspects that determine its function and to some extent its shape and other

physical features. These are the characteristics that are commonly used to classify a

medium as a "television," a "radio," and so on. The cognitive effects of these

characteristics, if any, are usually indirect. Characteristics such as size, shape, and weight

makes it more likely that a student will learn with a book while on a bus but not a

computer, though of course this is changing as computers get smaller, lighter, and cheaper.

On the other hand, some cognitive effects of technology are more direct. For example, the

size and resolution of many computer screens is such that reading text may be more

difficult than it is with books (5). So learning media is a media which used to help learning

process.

Learning media which use computer to build usually known as multimedia. Multimedia

can accessed by students everywhere and everytime through internet. Learning media

allow students to learn effectively when the learning material are presented in suitable

form, such as video, audio, or text (6). Media attributes are also added as the factor that

actually expresses what each media can support in alignment with the demand of learning

task. Each area can be characterized as bellow:

1. Learning task consideration

2. Media attributes

3. Grouping strategy considerations

4. Learning context and practical considerations

5. Learner characteristics

6. Instructional management consideration

7. Cost effectiveness (7).

HTML5 AS LEARNING MEDIA IN INTRODUCTORY MACRO ECONOMICS

The introductory macroeconomics subject needs some feature in learning media

needed. That feature such as show figure animation, show graphics animation, audio, and

text to show the subject material. HTML5 can support to implement that feature as bellow:

figure animation




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HTML5 collaborate with CSS3 and javascript can support figure animation using time

function to make figure movement as shown in figure 2.

FIGURE 2. Figure animation in HTML5 for introductory macroeconomics learning

media.

graphics animation

HTML5 collaborate with CSS3 and javascript can support graphics animation using

canvas and time function to make animation as shown in figure 3 and figure 4.

FIGURE 3. The graphics animation in HTML5 for introductory macroeconomics

learning media. The graphic based on user input.




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FIGURE 4. The graphics animation in HTML5 for introductory macroeconomics

learning media. The graphic animation feature are graphic movement, zoom in, and zoom

out .

audio

HTML5 collaborate with javascript can support audio function.

text

HTML5 and CSS3 support text function as shown in figure 2 (8).

HTML5 suitability against learning media criteria for introductory macroeconomics

subject are as follows:

1. Learning task consideration

Introductory macroeconomics subject need some feature as mention above, and all can

fulfilled by HTML5 collaborate with CSS3 and javascript.

2. Media attributes

HTML5 support many media attributes needed such as animation, show figure, audio,

video, text.

3. Grouping strategy considerations

HTML5 can access on desktop platform or mobile platform by individualized or group

because HTML5 supported by many browsers.

4. Learning context and practical considerations

HTML5 support online access so that students can access the learning media everytime

and everywhere in many situations.

5. Learner characteristics

HTML5 support many features to build attractive learning media in order to encourage

students more interesting to learn introductory macroeconomics subject.

6. Instructional management consideration

HTML5 support online access which being important need nowadays.

7. Cost effectiveness

HTML5 is free to use and support by many free browsers.

CONCLUSION

HTML5 as free tool has compatibility with many browsers at desktop platform or

mobile platform is suitable to fulfill learning media criteria such as learning task

consideration, media attributes, grouping strategy considerations, learning context and

practical considerations, learner characteristics, instructional management consideration,

and cost effectiveness, especially in introductory macroeconomics subject. HTML5

collaborate with CSS3 and javascript support many features such as figure animation,

graphics animation, audio, and text. Learning media using HTML5 can access by students

anytime and everywhere because supported by many browsers.

ACKNOWLEDGMENTS

Grateful to the Computer Science Education Department of Indonesia University of

Education who have given support to the writing of this manuscript. Thanks to all students

who has supported various research on learning media using HTML5.




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REFERENCES

[1]. Joe YF Lau, "An Introduction to Critical Thinking and Creativity, Think More, Think

Better," 2011, A John Wiley and Sons, Inc, USA.

[2]. LTS, "Learning Thinking Scotland," 2004, Learning and Teaching Scotland.

[3]. Tutorialspoint.com, "Tutorial Point, Simply Easy Learning: HTML 5 Tutorial," online

access August 23th

2015.

[4]. Sadono Sukirno, "Teori Pengantar Ekonomi Makro," PT Raja Grafindo Perkasa,

Jakarta, 2004.

[5]. C. Haas, "Seeing it on the screen isn't really seeing it": Computer writers' reading

problems. In G. Hawisher and C. Selfe (Eds.), Critical perspectives on computers and

composition instruction, Teachers College Press, New York, 1989.

[6]. Rynson W. H. Lau, Neil Y. Yen, Frederick Li, and Benjamin Wah, "Recent

Development in Multimedia E-learning Technologies," World Wide Web (2014)

17:189-198 DOI 10.1007/s11280-013-0206-8, Springer Science (2013).

[7]. John Huddlestone, Jonathon Pike, "Seven Key Decision Factors for Selecting E-

Learning," Cogn Tech Work (2008) 10"237-247 DOI 10.1007/s10111-007-0102-z,

Springer-Verlag London Limited 2007.

[8]. http://www.w3schools.com/ online access august 24th

2015.

http://www.w3schools.com/




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CS-10157

A Learning Process And It Services Based Knowledge

Management System (KMS) For School: Implementation Of

Curriculum 2013

Novi Sofia Fitriasari

1.*, Enjang Ali Nurdin

2, Budi Laksono Putro

3

1,2,3Departemen Pendidikan Ilmu Komputer Universitas Pendidikan Indonesia,

Jl. Dr. Setiabudi no 229, Bandung 40154, Indonesia


Keywords: KMS Process,

KMS Service,

Scientific Learning Process.

In Curriculum 2013 there are differences with the previous curriculum

including the removal of information and communication technology

(ICT) subject. Despite that fact, ICT used as a medium of learning for

all subjects. Therefore, the role of ICT is very important. Knowledge

Management System is ICT application that has been using to support

scientific learning process as a feature of the Curriculum 2013.

Information Systems Research Method used in this study. This research

has found processes of School KMS, which consists of four stages: 1.

Finding that consists of observing, ask and collect information, 2.

Capturing is associate or process information, 3. Sharing is

communication, 4. Using is creation. The research also has found four

services of Scholl KMS: 1. Discovery (search and retrieval of

knowledge) these services can help students in the learning process of

discovery learning, which is one of characteristics of the learning

process according to the curriculum 2013, 2. Publication (upload

service) these services have been used by students to assist when they

are going to collect and publish their works, and facilitate teachers in

doing authentic assessment, 3. Collaboration (forum or portal service)

these services can be used by students for discussion between students

and teacher by on-line, 4. Learning (learning services on-line) services

can be used to establish a network for all subjects.

Corresponding Author: *[email protected]

INTRODUCTION

Background

Curriculum 2013 has been designing to provide an education, which expected to help

students’ life so they could be exist in the 21st century. It requires learning management in schools that able to make creative students. The learning accommodates the exploration-

elaboration process and confirmation, and includes the process of observing, asking,

reasoning and trial, and implementation of collaborative learning. By remembering what

we can do by using ICT in learning, the use of ICT is expecting to make the learning

process efficient and effective. ICT used as learning tool. This study proposes KMS to use

ICT on learning activities. Research on the KMS at school conducted by several researches

including:

1. A process-Based Knowledge Management System for Schools: A Case Study in

Taiwan (Lung LEE Chi et al., 2010)

The result of this study is knowledge management software, which has five (5)

modules. The modules are work report module, knowledge searching module,

knowledge discussion module, knowledge evaluation module and knowledge feedback

module




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Used For

Produce

Caption :

Knowledge

Base Result Activity

2. Knowledge Management in Malaysian School Education (Awang, Marinah et al.,

2011)

In this study identified three (3) main factors associated with the activity

knowledge that are managing, technology and culture. The manager provides a

platform for the infrastructure that supports knowledge sharing, the technology to

support knowledge management in schools. A Culture is a significant factor for the

occurrence of the activity of knowledge

However, in that study did not discuss the scientific learning process that is

characteristic of the Curriculum 2013 and based on that it is necessary for the

implementation of KMS that can support the implementation of the Curriculum 2013.

Problems Identification

Based on the background, we identified problems as follows:

1. How KMS process support the learning process in school

2. How KMS service support the learning process in school

Objectives

The objectives of this study are:

1. Designing a KMS process which can support the learning process in school

2. Designing a KMS service that can support the learning process in school

RESEARCH METHODOLOGY

The method used in this study adapting the research methods of information systems

Hevner, March, Park, & Ram (2004). There were two stages in this study were the

construction phase and the design of processes and services KMS. Construction phase

conducted as a first step in defining the elements and relationships KMS processes and

services by studied literature on research that have been done before. Service and process

design stage KMS has been done by mapping between previous studies with the process or

service KMS in school.

Stages of formation processes and KMS service can be seeing in figure 1

FIGURE 1. Stages of model building

Review of Previous Research

on process and services KMS

Mapping Scientifik Learning

Process

KMS Process

KMS Servicess

Scientifik

Learning Process and

Services KMS




17

RESULTS AND DISCUSSION

KMS Process

Knowledge has referred to in this study were classified into two types of knowledge

that are tacit and explicit knowledge. KM process has the following characteristics:

a. Finding is a process of adding new knowledge both tacit and explicit to create, develop,

extract new knowledge, or the correction of existing knowledge. This process has been

doing in method socialization and or combination.

b. Capturing is a process that describes the tacit or explicit knowledge that exist in the

memory of individuals or organizational memory in the form of a graph or a

mathematical formula or system based knowledge that can be managed and reused tacit

knowledge. This process has been doing in a method externalizing or internalizing.

c. Disseminating is a process in which the tacit or explicit knowledge are delivered

between the individual and the group, between the group, the entire group and from the

group to the organization. This process have been done in method socialization

d. Using is process the use of knowledge by individuals, groups or communities that are

integrated with their work processes and the use of knowledge by the organization that

is integrated with business processes.

Four processes have a cycle process so the process model KM can see in figure 2.

FIGURE 2. KM Process Model.

Caption:

Process Activi

ty

Directon

of The Next

Sub

Activity

The Learning Process Scientific as characteristic of Curriculum 2013

Scientific learning steps are as follows

a. observe

Reading, listening, heeding, and viewing (without or with tools)

b. question/ask




18

CS

Asking questions about information that is not understand from what observe or

questions to obtain additional information about what observed

c. experiment/ explore

Conducting experiments, reading sources other than textbooks, observe objects / events

/ activities interviews with informants

d. analyze/ associate Information

Process the information that has been collected either limited from the collecting

activities / experiments and the results of activities to observe and collect information

activities.

e. Communicate

Delivering the observations, conclusions based on the analysis of oral, written, or other

media

f. Create

Modify, rearrange to find new ones, and find the new original

The mapping between the KMS Process with The Learning Process Scientific

Mapping between the KMS with the learning process as a feature of the curriculum

2013 has been mapping as shown below:

FIGURE 3 The KMS School Process

Description of the image

Represents the cycle that occurs in the process of KM, which starts from finding

knowledge by performing three sequential phases, that are observing and then ask and the

last is to collect information. Then Knowledge captured by association or processing

information, the next process is the dissemination of knowledge by communicating

activities and the knowledge can be implement by using knowledge in solving the

problems that can lead to new knowledge and new knowledge can be used again in the

future.

KM Technology

KM technology has referred to in the KMS is a technology architecture that supports

knowledge management in the organization. KM technology architecture consists of six

layers are




19

1. Access services: Services interpret contents and communications to and from KM

technology and equipment to heterogeneous applications such as browser, PDA or

mobile phone.

2. Personalized services: Services that perform the function of providing more effective

access portal instance or group-oriented knowledge on the role e.g. KM team has

separate groups according to their role.

3. The knowledge services: Services that perform core processes of knowledge

management are discovery (search and retrieval of knowledge), publication (upload

services, writing together), Collaboration (forum or portal services for Community of

Practice (COP) and service learning (learning services on-line).

4. Integration Services: Services that handles the Meta knowledge repository of

organizational knowledge are describe the knowledge derived from a variety of sources

with the help of Meta data for example the dimensions of people, time, topic and

location.

5. Infrastructure services: Internet infrastructure provides basic functionality for

synchronous and asynchronous communication, share data and documents.

6. Knowledge Source: Knowledge source consisting of an organization's internal

resources (Transaction Processing Systems Organization, Database Systems and

others) and the organization's external sources (sources from the internet).

The sixth layer collaboration to achieve common goals in supporting knowledge

management organization. Based on this understanding, the Figure 4 illustrates the

technology architecture KM

FIGURE 4. KM Technology Architecture (adoption and modification of Maier, 2007)

The KMS services that can support the learning process in schools

The KMS services that have been using to facilitate the learning process in accordance

with the Curriculum 2013 have been identifying in this study are

1. Discovery (search and retrieval of knowledge) service has been using to help students

in the learning process of discovery learning, which is one characteristic of learning

processes in accordance with curriculum 2013.

2. Publication (upload service) these services have been used by students to assist in the

collection and publish the results of his work (portfolio or collection of the work of




20

CS

individuals and groups). This service has been able to facilitate teachers in authentic

assessment.

3. Collaboration (forum or portal services) these services have been using by students for

discussion between students and teacher by on-line. This service has been able to

facilitate teachers in authentic assessment.

4. Learning (learning services on-line) services have been able to be used for create a

network for all subjects

FIGURE 5 The KMS School Service

CONCLUSIONS

The KMS which has produced school consists of four stages of the process that has a

cycle are 1.Finding that consists of observing, ask and collect information, 2. Capturing is

associate or process information, 3. Sharing is communication, 4. Using is creation. The

KMS service schools that have been produced consists of four services are 1.Discovery

(search and retrieval of knowledge) these services can help students in the learning process

of discovery learning, which is one of characteristics of the learning process according to

the curriculum 2013, 2. Publication (upload service) these services have been used by

students to assist when they are going to collect and publish their works, and facilitate

teachers in doing authentic assessment, 3. Collaboration (forum or portal service) these

services can be used by students for discussion between students and teacher by on-line, 4.

Learning (learning services on-line) services can be used to create a network for all

subjects.

ACKNOWLEDGMENTS

Thanks to the General Directorate of Higher Education on competitive grants who

funded the research.

REFERENCES

[1]. Awang, Marinah et all (2011). Knowledge Management in Malaysian School

Education. Quality Assurance in Education Vol 19 No 3, 2001 pp 263-282

[2]. Hevner, A., March, S. T., Park, J., & Ram, S. (2004). Design Science in

Information Systems Research. MIS Quarterly , 75-105.




21

[3]. Kerins, John., Richards Allan (2008) Developing A Prototype Information System

Framework to Handle Pedagogical Knowledge in A Secondary School Modern

Foreign Languages Departement, Journal Education Information Technology, 231-

258

[4]. Lung Lee chi et all(2010) A Process-Based Knowledge Management System For

School: A Case Study in Taiwan, The Turkish Online Journal of Educational

Technology, Vol 9 issue 4

[5]. Maier, R. (2007). Knowledge Management System. In Information and

Communication Technologies for Knowledge Management (p. 163). Verlag Berlin

Heidelberg: Springer




22

CS

CS-10315

An Integrated High School Management System Architecture in

Indonesia

Wawan Setiawan*, Munir, Eddy Prasetyo Nugroho, Parsaoran Siahaan, Yaya Wihardi

* Computer Science Education Department, Universitas Pendidikan Indonesia


Keywords: School Management System,

System Architecture,

Enterprise Architecture

This paper aimed to propose an integrated school management system

architecture for high schools in Indonesia. The system can be used as

means of facilitating and administering the learning process in the

school. As for the school organization, the system can be used in good

data management and supporting the decision maker. As for the parents,

the system can be used in monitoring the student activities at the school.

We held study literature in the national education system regulation in

Indonesia and on national education standard from National Education

Standard Organization (BSNP). We also had some interviews and

observations with some high schools in West Java. Based on data and

information collections and analyzing the as-is system, we design a to-

be system through a system architecture based on the enterprise

architecture approach. The result is an integrated system architecture

that contain four main architecture, they are: business architecture,

information architecture, solution architecture, and technology

architecture. The architectures suitable with education system regulation

and national education standard in Indonesia.

Corresponding Author: * [email protected]

INTRODUCTION

Schools have involved information and communication technologies (ICT) as a tools to

store and manage their administrative1. These technologies play a crucial role in promoting

the unity and reliability among students, parents, and school administrator 2,3

. In Indonesia,

government, especially Ministry of Education and Culture (MEC) have facilitated the

schools to apply ICT in their business process. MEC built national education network

called Jardiknas to connect schools each other, and lately, MEC also develop Data Pokok

Pendidikan (Dapodik) application to manage educational master data from each schools in

Indonesia. However, it have not yet cover whole management process in the school.

Moreover, it also did not involve parent as a stakeholders in the system. Whereas, based on

the national education system regulation 4, parents have a right to know about the student

performance report.

To overcome these problems, we attempted to design an integrated school management

system utilizing the enterprise architecture approach. The proposed system architecture

consist of four different layers, including: business architecture, information architecture,

solution architecture, and technology architecture. To ensure the conformance of system

with the regulation and policy in Indonesia, we held literature study in the national

education system 4 and national education standard

5.

Education System And Standards In Indonesia

Education system in Indonesia regulated by Law No. 20/20034. It sets the right and the

obligation of citizen, parents, and governments. To ensure the quality of education, it also




23

provides national education standards which detailed in Government Regulation No.

19/2005 5. The standard consist of eight points, they are: 1) content standard, 2) process

standard, 3) competency standard, 4) teacher and staff standard, 5) facilities and

infrastructures standard, 6) school management standard, 7) financial standard, and 8)

student performance evaluation standard.

METHODOLOGY

In this study, we conducted some works related to the data and information collection

regarding the backgrounds and the motivations of education system in Indonesia. We

studied some policy and regulations that directly and un-directly related to education

system, especially in high school management. Besides that, we also had some sessions

with the school stakeholders. The data and information that we gained from the school

organization were analyzed. The following step are the tasks that we had to ensure the data

validity:

Document Studies

In the document studies, we explored some documents regarding the regulations and

policies in national education system, especially in high school education system. We had

some documents of national education standard based on National Education Standard

Organization (BSNP). Besides documents studies, we also studied some literatures

regarding several topics based on our listed keywords. The topics are related to enterprise

architecture frameworks, school management system in Indonesia and in other countries.

The keywords in our searches are enterprise architectures, school management system, and

electronics school.

Interviews Next step is interviewing the stakeholders in some high schools organization. Some

points that we would like to understand from the school administrator point of views are

the effort on managing administrative data. We also would like to know the mechanism of

reporting the data to the MEC and parents. Moreover, from the teacher the information that

we would like to know is the preparation process before teaching, the teaching

administration process, and student performance evaluations process. We also had some

sessions with administration staff, in order to get some information about financial

management process.

Observations The observations were conducted in some high schools in West Java. We aimed to gain

brief descriptions on the school management from the organization cutting edge. From this

point, we can model the data management from bottom up.

PROPOSED INTEGRATED SYSTEM ARCHITECTURE

In order to design and propose an excellent integrated architecture, firstly we modeled

the current system called as is system. It is describes current business process and

technology. Based on as is system, then we built new system architecture that fulfill our

objectives, it is called to be system. Our system architecture consist of four layer, they are

business architecture, information architecture, solution architecture and technology

architecture.




24

CS

As-is system Currently every high school uses Dapodik System as a main system for reporting their

educational master data to MEC. Besides that, some schools use another application to

manage some data that did not accommodated by Dapodik system. Dapodik only covers

school profile, student profile, teacher and school administrator data, and infrastructures

data. Actually, based on our interview and observation, there are five stakeholders in the

high school management system, they are: MEC, School Administrator, Teacher, Student,

and Parent.

Figure 1 shows the current business process of education system in the high schools.

Teacher keep their teaching administration in a paper based file or in an electronics

worksheet file. In the end of semester the files delivered to the school administrator.

School administrator processes the data, and reports the result to the student, parent and

MEC. Only reporting to the MEC that facilitated by an ICT-based system, the rest are still

using paper based and traditional system.

MEC Teacher

Student

Parent

School Administrator

Educational Master Data

Teaching

Administration

Student Performance Report

FIGURE 1. As is architecture of high school management system

The proposed integrated architecture based on the EA approach

Based on our analysis on the data, we propose an integrated system architecture to

manage high school administrative data. The first step, we identified the business process

and all standard operational procedures in the high school. In order to describe the to be or

future system, we used Enterprise Architecture (EA) as a framework adopting from the

Gartner practice enterprise framework 6. The goal or objective of our proposed system are:

1. Keeping a real time data, so that data will be available anywhere and anytime for

headmaster, teachers, students, and parents.

2. Providing access to MEC to monitor the development and implementation of

curriculum in the high school.

3. Providing access to headmaster to monitor and evaluate all activities at school, such as

learning process, financial reports, student performance reports, and so forth.

4. Providing access to the teachers to deliver student performance report in real time.

5. Providing access to the parents to monitor the student activities, student performance

and financial reports.

6. Facilitating school administrator to manage school resources fully, such as human

resources, infrastructures, and financial resources.

7. Facilitating school administrator to manage and evaluate school programs.

8. Facilitating communication between school with parents and another social component.

9. Forcing school administrator to fulfill national education standard.




25

Curriculum

Developments

Teacher &

School Staff

Administration

Student

Admission

Teaching &

Evaluation

Facilities &

Infrastructures

Management

Student Services

& Mentoring

Financial Management

Leadership

Management

Communication &

Public Relations

School Program

Management

FIGURE 2. Proposed to be system: business architecture

Business Architecture

Business architecture shows the components in the school management that enable the

execution to achieve their goal. As shown in Figure 2, main business process of to be

system start with student admission and followed by student services and mentoring. These

activities enable teacher to teach and evaluate the students. The result of teaching and

evaluation reported to the school administrator and the parents. The main business process

supported by curriculum development activities, facilities and infrastructures management,

school programs management, leadership management, teacher and staff administration,

communication, and financial management.

Information Architecture

According to description in business architecture, we identified the core data that suit

the business core in school management. Figure 3 show that there are 11 core data, they

are: curriculums, facilities & Infrastructures, school programs, teachers and staffs,

students, student performance evaluation log, student mentoring logbook, teaching

administrations, organization structure, communication logbook, and financial records.

Students

Student

Performace

Evaluation Log

Student Mentoring

Logbook

Communication

Logbook

Financial

Records

CurriculumsFacilities &

InfrastructuresSchool Programs

Organization

Structure

Teachers & Staffs

Teaching

Administrations

FIGURE 3. Proposed to be system: core data




26

CS

FIGURE 4. Proposed solution architecture of the to be system

Solution Architecture

The solution architecture focus on information systems/applications software to meet

the business needs. To achieve nine goal as stated before, we proposed seven information

systems/applications software as shown in Figure 4. These application layer designed to

meet the 8 national education standard in Indonesia.

Technology Architecture

Technology architecture describes the technology infrastructure environment that may

support the solution architecture implementation. To minimize maintenance cost, we

proposed technology architecture based on web based client-server architecture as shown

in figure 5. All core system application concentrated in the server, and it can be accessed

through internet networks by all workstations/clients.

Database

Server

Web Apps.

Academic

IS

Financial

IS

Leadership

Manag.

System

Human

Resources IS

Student

Admission

System

Communication

Logbook

Application

Facilities &

Infrastructures IS

Web Server

Web Apps. Web Apps. Web Apps. Web Apps. Web Apps. Web Apps.

Internet

FIGURE 5. Proposed technology architecture of the to be system

DISCUSSION

The proposed architecture shows that the design meet all national education standard,

and also involve all stake holders as mention in education system regulation. Our proposed

system also can cover all of aspect of school management that did not accommodated by

another system 7,8

.

Academic

IS

Financial

IS

Leadership

Manag.

System

Human

Resources IS

Student

Admission

System

Communication

Logbook

Application

Facilities &

Infrastructures IS

Teachers

& Staffs

Financial

Records

Organization

StructureSchool

Programs

Facilities &

Infrastructures

Communication

Logbook

Application Layer

Data Sources

Students CurriculumsTeaching

Administrations

Student

Mentoring

Logbook

Student

Performace

Evaluation Log

Data Sources




27

CONCLUSION

In this paper, we proposed and presented the new integrated system architecture in the

school management. The most important contributions of this system architecture is to

integrate all aspect of school management that suitable with education system regulation

and national education standard in Indonesia. Hopefully, by establishing the system

architecture, it can improve the quality of education services and fulfill the education

standard.

REFERENCES

[1]. M. Fetaji, B. Fetaji, and M. Ebibi, in Information Technology Interfaces (ITI),

Proceedings of the ITI 2013 35th International Conference On (2013), pp. 193–198.

[2]. The Alberta Teachers’ Association, A Research Study, ISBN 978-1-897196-98-4

(2011).

[3]. M. Fetaji, B. Fetaji, A. Ajredini, and M. Ebibi, in Information Technology Interfaces

(ITI), Proceedings of the ITI 2013 35th International Conference On (2013), pp. 187–192.

[4]. Kementrian Dalam Negeri R.I., Undang-Undang Republik Indonesia Nomor 20 Tahun

2003 Tentang Sistem Pendidikan Nasional (2003).

[5]. Kementrian Dalam Negeri R.I., Peraturan Pemerintah Nomor 19 Tahun 2005 Tentang

Standar Nasional Pendidikan (2005).

[6]. R. Sessions, A Comparison of the Top Four Enterprise Architecture Methodologies

(Object Watch Inc, 2007).

[7]. PT. TELKOM INDONESIA, (2012).

[8]. Yayasan Indonesia Membaca, (2009).




28

CS

CS-10512

TEACHING SIMULATOR FOR DEVELOPMENT OF

PROFESSIONAL TEACHER

Siti Fatimah1, Wawan Setiawan

2, Jajang Kusnendar

2, Ria Anggraeni

2, Enjun Junaeti

2

1Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi

no 229, Bandung 40154, Indonesia 2Departemen Pendidikan Ilmu Komputer, Universitas Pendidikan Indonesia, Jl. Dr.

Setiabudi no 229, Bandung 40154, Indonesia


Keywords: teaching simulator,

RPG,

pedagogical competencies.

Usually, to provide knowledge about pedagogical competence of teacher

to-be, they are trained trough micro teaching. In micro teaching, teacher

to-be teaches the students while the judges observe and evaluate it.

However, based on the result test of certified teachers’ competence, the average of pedagogical competence is lower than professional

competence (material comprehension). Because of it, besides micro

teaching we need another tool to improve pedagogical competencies.

This paper provides a new tool named Teaching Simulator that is

developed to train and improve the pedagogical competence of teacher

to-be. Teaching simulator is a role playing game (RPG) that simulates

the teaching and learning process in classroom with varies character of

students and lesson plan. User has role as a teacher. Research and

Development is used to build Teaching Simulator. This study results a

flash-based application. It contains features, such as mini games,

simulation games, and form to make a lesson plan that will be used in

the simulation.

Corresponding Author: Siti Fatimah

[email protected]

INTRODUCTION

Education is one of important thing that defines development stage of a country. If the

quality of its education is good, so is the human resource. The quality of human resource

reflects the development of a country. As a development country, Indonesia faces many

problems. One of the problems is low quality education.

Low quality education is caused by many interrelated factors. The hottest issue is the

quality of the educators/ teachers that is considered low. Government made policies to

solve the problem, such as requiring certification of all teachers, and improve the

curriculum. In addition, the government set a rule that the one who eligible as a teacher

must be bachelor degree in education, yet the quality of teachers is still low.

This study offers another solution to solve the problem. It is an application that is built

using Flash. The application is Teaching Simulator. It simulates the teaching-learning

process in a class with various characters of students. Since 2001, there are several

researches that have built teaching simulator. It has features such as tasks, behavior

feedback, and course material. It also has feature that allows to choose various characters

of student with different level of intelligence, behavior, gender, etc. [1][2] However, there

is no lesson plan as controller/ guidance in teaching-learning process.

Teaching Simulator in this study is added with lesson plan to control how the

simulation is run. Teaching Simulator is intended for college students who are going to

become a teacher (teacher-to be). By using teaching simulator, the students can learn how

to conduct a class with a lesson plan and deal with various students. It also allows students

to observe several learning models. After the simulation, students can explore and evaluate




29

their teaching technique that has been applied. Students can make new lesson plan by

editing the xml file inside the application. This application is equipped by Mini Games to

improve students’ knowledge about learning models. There are three games that can be

played by the students.

RESEARCH METHODOLOGY

Research and Development (R & D)

Teaching Simulator will be applied at multimedia laboratorium of Computer Science

and Mathematics Study Programs. Research and Development is used in this study to build

Teaching Simulator. The steps are as follow (see Figure1).

FIGURE 1. Scheme of System Development

Research Procedure

Based on the research method, the procedure contains stages as follows (see Figure 2).

FIGURE 2. Stages of System Development




30

CS


Making Animation Film In Preparation stage, there are three teams that have formed. They are animation team,

film team, and material course team. Material course team selected curriculum and

learning models that will be used. The curriculums are KTSP 2006 and 2013 curriculum.

CTL (Contextual Teaching and Learning) and Direct Learning are Learning Model that

used. Filming of animation film was conducted for two days with talents as teacher and

students of junior high school. The teacher delivers material about circle. The lesson plan

was designed for one meeting (2x45 minutes). Figure 3 and Figure 4 present the

photograph image of part of learning process in animation video.

FIGURE 3. Teacher explaining the theory about circle.

FIGURE 4. Teacher guiding the students to discover formula to calculate the area and

perimeter of circles.

Teaching Simulator Development Stage

Animation team consists of programmer; graphic designer and animator analyze and

evaluate prior version of Teaching Simulator. Teaching Simulator simulates teaching-

learning process with certain model and topic. Several bugs were found, as follows:




31

1) Sound Setting

2) Making template to create Lesson Plan using XML

3) Adjusting and adding Mini Games

4) User interface modification

Adding and changing rules to calculate cognitive and affective aspect of the students in

the simulator. The figures below show the user interfaces and features of Teaching

Simulator.

FIGURE 5. Aplication Setting.

FIGURE 6. Teaching Simulator.




32

CS

FIGURE 7. Mini Games

CONCLUSIONS

Study conclusions as follows:

1. The animation video of example of learning model are presented.

2. The current state of Teaching Simulator are presented.

ACKNOWLEDGMENTS

We acknowledged Kementrian Riset, Teknologi dan Pendidikan Tinggi (Grant:

Progam Unggulan Perguruan Tinggi (PUPT) and Program Hibah Kompetisi Asosiasi

Profesi Mahasiswa (PHKAPM)).

REFERENCES

[1]. Malcom Brown et al, Next Generation Learning Challenge: Simulating Teaching,

http://www.educause.edu.

[2]. Larry Copes et al, The Teaching S!mulator, http://www.edmath.org.

http://www.edmath.org/




33

CS-10513

IT Balanced Scorecard Method For University Information

Technology’s Performance Measurement System (Case Study: Computer Science Department, Indonesia University of

Education)

Rizky Rachman Judhie Putra, M.Kom

1, Budi Laksono Putro

2, Herdi Agustina

3

Computer Science Department, Faculty of Mathematics and Natural Science,


Jl. Dr. Setiabudhi No. 229 Bandung 40154 West Java, Indonesia


Keywords: Performance measurement,

IT Maturity

IT Balanced Scorecard

The purpose of this study was to identify IT maturity level in

University Information Technology. IT maturity level emphasis on

harmony between IT strategy and University’s Business strategy. The research data taken from the University strategic plan and use it as a

measurement in IT Balanced Scorecard Method. There are four

perspective in IT Balanced Scorecard Method, which are : 1) Business

Contribution, 2) User Orientation, 3) Operational Excellence, 4) Future

Orientation. Base on implemented software measurement result which

uses IT Balanced Scorecard Method, the findings indicated that IT

maturity level of organization which became the research object are

85,9%8 indicates the maturity level in the Optimized level. That level

obtained from Business Contribution point perspective by 22.50%,

User Orientation perspective by 21.88%, Operational Excellence

perspective by 22.61%, and Future Orientation

perspective by 19.00%.

Corresponding Author: [email protected]

[email protected]

[email protected]

INTRODUCTION

The development of information technology very quickly has led usage of information

technology in almost all areas of human life. The information technology consists of three

main components, 1. computer technology (hardware and software), 2. content technology

(databases and multimedia), and 3. communications technologies (network and internet)

[1]. With these developments, the involvement of information technology in business

process organization becomes an important element in efforts to improve efficiency,

productivity, and performance of the organization in order to improve competitiveness in

the business [1].

In the university's management , there are basically three main aspects are managed,

the first managing process is divided into two major sections, to be spesific core processes

(processes for the functioning of the college - Tri Dharma University), and supporting

processes (processes related to the function business, such as finance, human resources,

and marketing), the second is to manage content in higher education is an activity that is

very important, because it consists of learning content management, research, and

development of other sciences, while the third is to manage resources is to manage all

resources owned by the college [1]. Universities need information technology in managing

three major aspects to be managed properly. Functions of information technology in

university not only as support activities such as administration, but also has been widely

used for the core activities of teaching and research as the useof e-learning [1].




34

CS

Along with the increasing role of information technology in university, it must be

followed by a managing organization that manages the information technology. IT

organizations in university plays an important role in the success of IT implementation,

because in addition to managing the technical aspects also manages expensive assets, as

well as being one of the drivers of change in the organizational culture so that the

evaluation of the success of the college of information technology function becomes very

important to measure the effectiveness and productivity of a given considering the

implementation of information technology requires an expensive investment and

operational costs [1].

Many methods can be used to measure the performance of information technology that

has been implemented in an organization, but not all methods can describe the full

effectiveness of the performance of information technology. So far, financial factors

become a benchmark of the success of the company, but that measurement can not be used

to solve real problems that occur at this time [2]. IT Balanced Scorecard method was

chosen because it is balanced measure two aspects of financial and non-financial, short-

term and long-term, as well as internal and external [3]. IT Balanced Scorecard method

adopted from the Balanced Scorecard method (BSC) which use at the Department of

information technology by Wim Van Grembergen and Van Bruggen in 1997. The purpose

of the IT Balanced Scorecard is that it allows users to adjust the IT planning and activities

with the goals and needs of the organization, adjust employee effort with the goal of IT,

providing measurements for evaluating the effectiveness of IT organizations, encourage

and maintain the increasing of IT performance and the achievement of a balanced outcome

between groups of stakeholders [4]. There are four perspectives that are measured in the IT

Balanced Scorecard to be specific Business Contribution, User Orientation, Operational

Excellence, and Future Orientation. The four perspectives have causal relationships that

mutually affect one another [5]. Based on the above description, the researchers sees the

need to assess the performance measurement of information technology in university to

facilitate the management of measuring the performance of the technology that is

implemented and to conform information technology strategy with business strategy. So

researchers sets title "IT Balanced Scorecard Method For University Information

Technology’s Performance Measurement System " with a case study in Indonesia University of Education to be spesific Computer Science Department.

THEORITICAL BASIS

A. Performance Measurement

Performance measurement is a method or tool that can be used to record and assess the

achievement of the implementation of activities based on the goals, objectives, and

strategies of the individual or organization so that it can be seen the progress of an

individual or organization as well as the results of performance measurement can be

used to improve the quality of decision-making and accountability [6]. There are five steps

IT performance measurement, these measures are [7]:

Determine what you should measure

Determine what you can measure

Collecting data

Data processing

Analyze the data.

Performance indicators are the criteria used to judge success in achieving

organizational goals embodied in certain sizes [8]. In determining the performance

indicators need to be consideration of the following components [8]:

Cost of service

Utilization




35

Quality and standards

Coverage

Satisfaction

Meanwhile, according to Jessica Keyes, there are several steps to determine performance

indicators that can be applied throughout the organization [9]:

Determine vision, mission and strategy of the organization

Develop goals, size, and performance goals

Adjustments might be needed

B. IT Balanced Scorecard

IT Balanced Scorecard merupakan salah satu metode pengukuran untuk mengukur

kinerja TI pada organisasi. Pada tahun 1997, Wim Van Grembergen dan Van Bruggen

mengadopsi Balanced Scorecard (BSC) untuk digunakan pada Departemen TI organisasi.

Terdapat perbedaan perspektif antara Balanced Scorecard (BSC) dengan IT Balanced

Scorecard, perbedaan tersebut dapat dilihat pada gambar dibawah ini [2] :

The four perspectives has causality relationship that mutually affect one another. The

following is a standard concept of IT Balanced Scorecard [5]:

Figure 2. Standard IT Balanced Scorecard

Business Contribution perspective ; This perspective refers to internal business

processes. Metrics based on this perspective allow the executive managers to know

how well their business is running

User Orientation Perspective; This perspective refers to internal users. Metrics based

on how internal user assessing or seeing results from IT’s organization.




36

CS

Operational Excellence Perspective ; ; This perspective refers to show how IT

management assess or seeing an effectivity & efficiency of IT organization Process.

Future Orientation Perspective; ; This perspective refers to IT organizations role to face

future challenge.

According Jessica Keyes (2005), the purpose of IT Balanced Scorecard within a simple

scope but complex to execute :

IT plans must conform to business goals and needs.

Establish appropriate measures for evaluating the effectiveness of IT.

Coordinating Employees efforts to achieve IT goals

Stimulate and improve IT performance.

Achieving a balanced result in the entire group of stakeholders.

Implementasi IT Balanced Scorecard di Perguruan Tinggi

C. IT Balanced Scorecard Implemention in University

The role of information and communication technology (ICT) in university not only as

a supporting administration activities only, but is also used to support the core activities,

namely learning and research [1]. Here is a picture showing the main management aspect

in university [1]:

Figure 3.Main aspects of University Management

The development of the role of ICT in university shows that the implementation of it

has become a strategic activities universities in conducting its business process [1]. Here's

a picture that shows the role of ICT in university [1]:

Figure 4. The Role of ICT in University

Along with the growth of the role of ICT in university, the need for restructuring the

organization, especially the ICT division that plays an important role in managing ICT so

that the implementation of ICT works well [1]. Here's a picture that shows the functions of

the organization of ICT in University [1]:




37

Figure 5. The Function of ICT Organization in University

Evaluation a functions of the implementation of ICT in university should be performed

to determine the extent of the success of the ICT implementation. Given the

implementation of ICT requires large cost of investment and operational for college so

came the idea how to measure the effectiveness and productivity of ICT [1]. According

Harjanto Prabowo, IT Balanced Scorecard method often used in measuring the

performance of IT in university because this method is able to describe the

relationship between ICT strategy with organizational strategy [1].

To achieving success in implementing IT Balanced Scorecard method in measuring of

IT performance, it is important to choose only two or three success factors related

with the business for each perspective of on the IT Balanced Scorecard method [7]. This

can be done by learning about the strategic plan and targets to be achieved by the

organization.

D. IT Balanced Scorecard Weighting

Weighting implemented to assess the scale the performance figures or performance

achievements index [3], which is consists of:

Achievement Index of The Main Performance Indicator (IKU); an index that shows

achievement of each IKU set. IKU achievement status determined based on

polarization data. Polarization data indicate expectations of the direction compared to

the actual value of the IKU relative to the target value. For calculation of the index

used IKU achievements of polarization maximize the following formula:

Strategic Objective Value (NSS); NSS is a value that indicates summary of all IKU’s values in the NSS. NSS achievement status is shown with red / yellow / green

determined by the NSS. NSS calculated only on the organizational units that has a

strategy map. NSS calculated with the following formula:

Perspective Performance Value (NKP); for the organizational unit that has a strategy

map. NKP is flexibly adapted to the characteristics of the organizations concerned to

consider the perspective priorities that become the focus the organization's strategy.

NKP calculated with the following formula:




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Performance Unit Value (NKU); performance of an organization unit value based

method of balanced scorecard that also to function as chairman of the unit performance

values of the organization. NKU calculated with the following formula:

E. Maturity Level For The IT Balanced Scorecard

IT maturity model is a tool used to measuring how goodIT management process related

to internal controls associated with the IT and business objectives of the organization [10].

To determine maturity level of the IT Balanced Scorecard be used IT maturity model used

by Wim Van Grembergen in his research entitled “Linking the IT Balanced Scorecard to

the Business Objectives at a Major Canadian Financial Group”. There are five levels of

maturity in IT Balanced Scorecard Maturity Model namely level 1 initial, level 2

repeatable, level 3 defined, level 4 managed, dan level 5 optimized to the following

characteristic[10].

METHODOLOGY

Measurement analysis using the IT Balanced Scorecard is based on the organization's

strategic plan related to planning for the field of information technology which is

implemented by the organization. Drafting IT Balanced Scorecard conducted after the

implementation of the vision and mission of the organization into the IT strategy of the

organization. Vision and mission of the organization then translated into strategic

objectives and measurement strategy. This is because the purpose of the strategy and

measurement strategy is an instrument which needed to run the IT Balanced Scorecard as a

measurement function. Having set a strategic goal, the next step to do is construct a map of

the organization's strategy to create a causal relationship between the strategic objectives

that have been defined previously. The causal relationship will be shown in the following

figure:




39

Drafting strategic objectives for each perspective of the IT Balanced Scorecard

prepared by management of the organization which refers to the organization's strategic

plan. The results of measurements on the strategic objectives for each perspective of the IT

Balanced Scorecard as follows:




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41

From the table above, the value of results obtained for each performance measurement

perspective The perspective of the performance results are used to obtain the value of the

performance units as follows:

CONCLUSION

Based on the results of research and discussion that has been described, be concluded

as follows:

1. IT performance in organizations researched are at level 5 (optimized) with

achieving a value of 85.11%. IT maturity value is obtained from the value

perspective Business Contribution of 22:50%, User Orientation perspective of

21:00%, Operational Excellence perspective of 22.61%, and the perspective of

Future Orientation of 19:00%.

2. Researched education process at the level of 5 (optimized) with achieving a value

of 85.11%. IT maturity value is obtained from the value perspective Business

Contribution of 22:50%, User Orientation perspective of 21:00%, Operational

Excellence perspective of 22.61%, and the perspective of Future Orientation of

19:00%.

3. From the expert validation of software that is built provides results of 82.64%,

which means the software is built in the excellent category to be used.

4. From the user measurement of software that is built gives results of 85%, which

means the software is built in the excellent category to be used.




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REFERENCES

[1] Prabowo, H., “Balanced scorecard implementation of IT in University”. National

Seminar of IT Appilcation (SNATI), Yogyakarta, 2007.

[2] Maula, K. and Ghozali, K., “Evaluation of IT Performance At PT. XYZ Using IT

Balanced Scorecard”. Jurnal Teknik Pomits. 1 , (1), 1-6., 2012.

[3] The Centre for Analysis and Policy Harmonization Secretariat General of the Ministry

of Finance, Performance Management Guide Based Balanced Scorecard in the Ministry

of Finance. Jakarta: Ministry of Finance, 2010.

[4] Hidayanto, A. N. et al., “[IT Support Level Measurement On Directorate of

Communication and Information Technology Transformation, the Directorate General

of Taxes By Using IT Balanced Scorecard”. Journal of Information Systems, 6, 2010.

[5] Grembergen, W. V., “The Balanced Scorecard and IT Governance”, Information

System Control Journal, IT Governance Institute, 2000.

[6] (2014, December) Blogspot. [Online]. Available at:

http://mohmahsun.blogspot.com/2011/04/konsep-dasar-pengukurankinerja.html.

[7] Tran, H., “Measuring IT service performance - A balanced scorecard Approach”.

Bachelor’s Thesis in Laurea University of Applied Sciences: not published , 2013.

[8] (2014, December ) Blogspot. [Online]. Available at :

http://mohmahsun.blogspot.com/2011/04/indikator-kinerja.html.

[9] Keyes, J., Implementing The IT Balanced Scorecard. Florida: Auerbach Publications,

2005.

[10] Grembergen, W. V. et al., “Linking the IT Balanced Scorecard to the Business

Objectives at a Major Canadian Financial group”, The Information Technology

Alignment and Governance (ITAG) Research Institute, 2003.

[11] Puspanegara, T. S. (2012). Social Media Development base on Digital Asset

Management System for Information Share. Essay at Indonesia University of

Education.

http://mohmahsun.blogspot.com/2011/04/konsep-dasar-pengukurankinerja.html

http://mohmahsun.blogspot.com/2011/04/indikator-kinerja.html




43

CS-10523

Development of Educational Game by Incorporating Gagne’s Nine Events of Instruction

Rini Martiani1,a)

, Wawan Setiawan1,b)

, Heni Rusnayati3,c)

1Computer Science Education Department, Indonesia University of Education,

Jl. Setiabudi no 229, Bandung 40154, Indonesia 3Physics Education Department, Indonesia University of Education,

Jl. Setiabudi no 229, Bandung 40154, Indonesia


Keywords:

This research was suggested by student’s lack of motivation on learning. The purpose of this research was to develop an educational game by

incorporating Gagne’s Nine Events of Instruction and then to implement it to measure game’s appropriateness level and to measure students’ motivation level towards learning activities within the game.

Development process of this educational game was based on research

and development method, which was broken down to five processes;

analyze process, design process, development process, implementation

process, and evaluation process. During analyze process, all of the

information needed for game development was collected. Game design

and Gagne’s events were compiled during design process and created on development process. On implementation process, the developed game

was judged by experts and then implemented to 30 students based on

one-group pretest-posttest design. Some instruments used were survey

and observation instrument, expert judgment instrument, and ARCS

motivation instrument. Result of this research was an educational game

with Gagne’s events incorporated. Expert judgment result showed that this game application appropriateness level is very high while students’ motivation level after game application implementation is classified as

high. Results of this research could be use as future reference on how to

incorporate a learning principle on game design.

Corresponding Author: a)

[email protected] b)

[email protected] c)

[email protected]

INTRODUCTION

Ideally, learning process should be able to motivate students to actively participate on1.

But in the reality, learning activities in classroom can’t always be done ideally. Field observation result showed that teacher tends to use traditional learning method to transfer

the information. Although there’s some illustration used along the learning process, it’s not enough to motivate students to learn the subject furthermore. This survey is shown on

Table 1.

TABLE 1. Result of preliminary study

Statement Answer

SA A NA SNA

Illustration that was used by teacher

motivates me to learn logic gate material

outside school.

6% 19% 74% 0%

SA = Strongly Agree, A = Agree, NA = Not Agree, SNA = Strongly not Agree

Previous research done by Theng10

shows that Gagne’s events on interactive multimedia could improve students’ learning outcome and motivation. This research, however, focused on multimedia in a form of game. We aim to empower its potential by




44

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incorporating an instructional design as its foundation. The developed game’s activities represented every Gagne’s events to support learning process. Game as Learning Media

A game is an activity that requires at least one player, has rules, and has a victory

condition11

. Many scholar suggest that game was capable to effectively support school

learning8,12

. Some other research found that game usage had positive effect towards

students’ motivation and learning outcome3,7. However, a game which specifically

developed for learning should have a learning principle embedded. Integration of learning

principles on design and construction of a game would give better opportunites to teach

content to students6.

Gagne’s Nine Events of Instruction

Firstly, Gagne identified five domains of learning outcomes5. There were verbal

information, intellectual skills, motor skills, attitudes, and cognitive strategies.

Furthermore, Gagne compiled nine events that build an effective learning program to

obtain those different learning outcomes. These were external events that support internal

learning process.

Gain attention. The beginning of learning process should be able to wake students’ alertness about the subject or even the learning process itself.

Provide learning objectives. Students would be aware about what to expect on the

learning process when they were informed about the learning objectives.

Stimulate recall of prior knowledge. New learning material could be integrated by

previously learned one. The recalled knowledge didn’t have to be the exact same material; it could be done by recalling previous concept or rules instead.

Present the material. On this event, the learning material was presented to students.

The method can be adjusted to the expected learning outcome.

Provide guidance for learning. Provide additional guidance to increase the

understanding of learners. This guide is given when any new material added. The

strategy used is the provision of case examples or illustrations.

Elicit performance. In this event, students demonstrated their new skill or knowledge.

This event commonly called “practice”.

Provide feedback. Feedback was needed to confirm degree of correctness of students’ performance.

Assess performance. Give an assessment of the actions taken by learners to make sure

whether the learning material conveyed properly.

Enhance retention and transfer. At the end of the lesson, learners were given the

strengthening of the material provided. Give a description of the same case in the real

world.

Gagne’s events is chosen because its approach is directed by teacher3, so it’s aligned

with the criteria for a educational game4. Previous research showed that applying Gagne’s

Nine Events of Instruction on a learning activities resulted a significant differences

between the performance score of students taught by Gagne’s events and traditional one9.

METHODOLOGY

Game development part was based on research and development method and its

implementation on students used One-Group Pretest-Posttest design.

TABLE 2. Research design

Pretest Treatment Posttest

O1 X O2




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On its implementation, students were given two types of test, pretest and posttest to

measure effectiveness level of one of Gagne’s event; enhance retention and transfer. This

game was implemented on 30 vocational school students, which already learned logic gate

material before.


The developed game, named Save the Plants (or StP for short) was created and

designed by using Construct 2 game engine. StP’s genre was puzzle-simulation and the

gameplay was designed to make players interact with various basic logic gates (AND, OR,

NOT, XOR, and NAND gates). Its learning objection is to give students a better

understanding about basic logic gates’ functions. Final forms of the game are executable and HTML5 file.

To incorporate Gagne’s events on the gameplay, game scenario was adjusted to

accommodate action that was needed. This process was shown on Figure 1.

FIGURE 1 Process on incorporating Gagne’s events to game scenario

The first step is to translate Gagne’s events to the form of action. And the second step is to create a correspondence game scenario for each event. The first step was based on by

Gagne’s explanation himself5, while the second step was shown on Table 3.

TABLE 3. Gagne’s events, action, and game scenario design implementation

No. Gagne’s Events Action StP Scenario

1. Gain Attention Use abrupt stimulus

change.

Give a stimulus in a form of video at the

beginning of game.

2. Provide a

Learning

Objective

Tell learner what

they will able to do

after learning.

Learning objective is integrated to game

objective. Learning objective is presented

as game rule.

3. Stimulate Recall

of Prior

Knowledge

Ask for recall of

previously learned

knowledge or skills.

Logic gate tools are given gradually. On

a stage with higher difficulty, player not

only was given a new logic gate tools,

but also have to use previous one.

4. Present the

Material

Display the content

with distinctive

feature.

Logic gate material is provided as a help

menu.

5. Provide Guidance

for Learning

Suggest the

meaningful

organization.

Guidance to pass through first stage is

made as tutorial stage. Other than that,

help menu is provided to guide player on

how to play and access learning material.

6. Elicit Performance Ask learner to

perform.

Player performed their knowledge by

placing some logic gates on one of the

container according to their calculation.

Gagne’s

Events

Action

Game

Scenario




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No. Gagne’s Events Action StP Scenario

7. Provide Feedback Give informative

feedback.

Gives rewards (star) information when

player is successful (how many start does

player get to indicate player’s successful level), and gives playing tips when player

is not successful.

8. Assess

Performance

Require additional

learner performance,

with feedback.

Gives reward (star) when player win.

9. Enhance Retention

and Transfer

Provide varied

practice and spaced

review.

Bonus stage has a different gameplay and

its problem is made to be similar with

real life problem (test).

After several revision and validation, each event scenario is realized. Figure 2 shows

one of screenshot taken from a section of StP games.

FIGURE 2 Regular stage scenario was designed to support ‘elicit performance’ event.

Experts Judgment Result

Expert judgment instrument is developed based on educational game criterias4;

curiosity, fantasy, and player control (A1), challenge (A2), pedagogy (A3), and technology

(A4). The result is shown on Table 4.

TABLE 4. Media experts judgment result

No. Expert Aspects

A1 A2 A3 A4

1. Lecturer 54 14 24 10

2. Programmer 45 15 22 9

Total Score 99 29 46 19

Maximum Score 120 30 50 20

Percentage (%) 82.5

0

96.6

7

92.0

0 95.00

Average Percentage (%) 91.54

Learning material judgment instrument was developed based on Learning Object

Review Instrument (LORI). This instrument measured six aspect; content quality (B1),




47

learning goal alignment (B2), feedback and adaptation (B3), motivation (B4), presentation

design (B5), and interaction usability (B6). The result can be seen on Table 5.

TABLE 5. Learning material experts judgment result

No. Ahli Aspects

B1 B2 B3 B4 B5 B6

1. Lecturer 10 20 10 19 17 11

2. Teacher 8 14 13 15 14 12

Total Score 18 34 23 34 31 23

Maximum Score 20 40 30 40 40 30

Percentage (%) 90.00 85.00 76.67 85.00 77.50 76.67

Average Percentage

(%) 81.81

Student’s Learning Outcome

Students’ learning outcome was measured by a pretest and posttest. And then gain score was calculated to see if there’s any differences between the two tests. The result is shown on Table 6.

TABLE 6. Average gain on student’s learning outcome

Average

Pretest Score

Average

Posttest Score

Average

Gain Score Conclusion

27.33 51.67 0.32 Medium

Since all of the students had learned logic gate, the pretest measured their

understanding after classroom learning. Then the posttest measured their understanding

after implementation of StP. Table 3 shows students’ understanding had increased which classified as medium.

Students’ Motivation

The survey evaluated students’ motivation towards learning activities on game. The questions were developed based on ARCS instrument by John Keller (2006)

13. This

instrument evaluated four aspects: attention, relevance, confidence, and satisfaction.

TABLE 7. Students’ motivation level result

No. Aspect Total Score Maximum

Score

Percentage

(%)

1. Attention 375 464 80.82

2. Relevance 362 464 78.02

3. Confidence 356 464 76.29

4. Satisfaction 291 348 83.62

Average Percentage (%) 79.69

Attention and satisfaction aspect is classified as very high, while relevance and

confidence aspect is high. Overall, students’ motivation towards learning activities on StP is high.

CONCLUSIONS

This educational game was developed by incorporating Gagne’s Nine Events of Instruction. This game appropriateness level, according to media expert and learning

material expert, is classified very well. And finally, students’ motivation towards learning activities within the game is high.




48

CS

REFERENCES

[1]. Permendiknas, Standar Nasional Pendidikan (PP RI No. 19 Tahun 2005) (Sinar

Grafika, Jakarta, 2007).

[2]. T. L. Leacock and J. C. Nesbit, A Framework for Evaluating the Quality of

Multimedia Learning Resource

[3]. A. Hirumi, Bermain Game di Sekolah: Video Game dan Permainan Komputer

Simulasi untuk anak SD dan SMP (Indeks, Jakarta, 2014), pp. 115.

[4]. R. Peterson, I. Verenikina, and J. Herrington, “Standards for Educational,

Edutainment, and Developmentally Benefical Computer Games”. Proceeding of the

World Conference on Educational Multimedia, Hypermedia and

Telecommunication, Vienna, Austria, 2008.

[5]. R. Gagne, The Condition of Learning Training Application (Ted Buchholz,

Orlando, 1996).

[6]. G. A. Gunter, R. F. Kenny, and E. H. Vick, A Case for a Formal Design Paradigm

for Serious Games

[7]. R. Rosas, M. Nussbaum, P. Cumsille, V. Marianov, M. Correa, P. Flores, et. al,

“Beyond Nintendo: Design and assessment of educational video games for first and

second grade students” Computer & Education, 40(1), 71-24.

[8]. M. Prensky, Digital Game-based Learning (McGraw-Hill , New York, 2001).

[9]. A. Sarfraz and H. Shafqat, “Improving Cognitive Development in Secondary

Chemistry through Gagne’s Events Of Instruction”. (2011). Journal of Education

and Practice. 2, (4), 140-147.

[10]. L. F. Theng and N. Mai, “Effect of Incorporating Gagne’s Nine Instructional Events in the Context of Multimedia-Mediated Student-Centered Learning: Study

on Diploma Student Academic Performance and Attitudinal Feedback”.

Proceedings of the 2nd International Conference of Teaching and Learning (ICTL),

INTI University College, Malaysia, 2009.

[11]. S. Rogers, Level Up! The Guide to Great Video Games Design (Wiley, New York,

2010).

[12]. J. Katz: Up, up, down, down. Slashdot.org (2000)

http://slashdot.org/features/00/11/27/1648231.shtml [25.03.2015]

[13]. Keller, J. Development of Two Measures of Learner Motivation. (2006)

http://olpcorps.wikispaces.com/file/view/ARCSMEA+Partial+Draft+060222.doc

[25.03.2015]




49

CS-10236

Learning by Designing Method assisted Media ICT for

Learning Indonesian of Elementary School Students Grade 3rd

and 4th to Build Reading and Writing Skills

Rizky Rachman Judhie Putra 1

, Heri Sutarno 2, Budi Laksono Putro

3, Wahyudin

4

1,2,3,4 Computer Science Program,

Faculty of Mathematics and Natural Sciences Education

Indonesia University Of Education

Jl. Setiabudhi No. 229 Bandung


Keywords: Curriculum 2013, Learning by

Designing, Reading and

Writing Skills

Curriculum 2013 is not philosophically different from the KBK and

KTSP 2006, which refers to understand constructivism learning

approach SCL (Student Centered Learning). Indonesian learning in

school consists of four language skills that must be mastered, namely

listening skills, speaking skills, reading skills and writing skills. In

general, the ability to read and write Grade 3 and 4 less. This is caused

by a lack of ability to read so the impact to the lack of ability to write.

Provisional estimates are materials in subjects Indonesian sub discussion

of reading and writing are less easily understood by students if only

using traditional learning methods are lectures where the teacher as the

center.

Learning by Designing Method (UPI KKBK research results in 2013)

has the characteristics to build premises keampat language skills

(listening, speaking, reading and writing) for elementary students. The

stages Learning by Designing Method is Imagine, Create, Share, and

Reflect. Learning by Designing Method support floating research

expertise of the 21st century by the 21st Century Learning Skills, as

described on the website address Http://www.21stcenturyskills.org.

Benefits of learning with Learning by Designing Method is a involving

students as active participants, providing the ability to control and

responsibility for the learning process, encourages creative problem-

solving project design. These conditions inspired us to conduct a

research study entitled "Learning by Designing Method assisted Media

ICT for Learning Indonesian of Elementary School Students Grade 3

and 4 to Build Reading and Writing Skills".

The main objective of this research is the development of Learning by

Designing Method assisted Media ICT for Learning Indonesian of

Elementary School Students Grade 3 and 4 to Build Reading and

Writing Skills. All stages of learning Learning by Designing Method a

positive influence on the achievement of 21st century skills students

learning Indonesian subject of reading and writing although not all have

a significant effect. Phase learning the most significant influence on

Learning and Innovation Skills is the stage Reflect and Share. While the

most significant influence on the Skills of Information Technology and

Media is the Create phase. While the Life and Career Skills significantly

influenced by the stage of Imagine.

Corresponding Author: [email protected],

[email protected]

[email protected]

4 [email protected]




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INTRODUCTION

Background

Indonesian plays an important role as a means of communication, the development of

science, a culture, and unifying the nation of Indonesia. The importance of language as a

communication tool, it is in the process of language learning should also be directed at

achieving communication skills, both orally and in writing in terms of understanding and

use. Learning to write is one of the critical lessons are taught from an early age. Without

having the ability to write an adequate early primary school children will have difficulty

learning in the next period (Rusyana in Suyatinah 2003: 129).

Curriculum 2013 philosophically no different from the CBC and SBC, which refers to

understand constructivism approach to learning SCL (Student Centered Learning).

Learning Indonesian in school consists of four language skills that must be mastered, the

skills of listening, speaking, reading and writing skills The fourth inter-related language

skills through regular rules, listening skills precede speaking skills, then the last reading

skills and writing skills.

In general the ability to read and write the 3rd and 4th grade students of elementary

school less. This is caused by a lack of the ability to read so the impact to the lack of

ability to write. Low literacy students possible because the influence of some internal and

external factors. Internal factors seen in less skilled students to use the spelling and choose

words so that the preparation of the sentence is still a lot of experienced errors. External

factors emerge from the selection of media, strategies and approaches used by teachers.

Provisional estimates are materials in subjects Indonesian sub discussion of reading and

writing are less easily understood by students if only using traditional learning methods are

lectures where the teacher as the center.

Students currently living in the digital age, with ditandati teknoloi utilization of

information and communication technologies (ICTs) in their lives. Although they interact

with digital media all the time, only a few are able to create their own games, animations,

or simulations. As if they were only able to read but not write. Digital capabilities not only

the ability to chat, browse, and interact, but also the ability to design, create, and invent

with ICT media. In particular methods of Learning by Designing with the aim of helping

students learn to design, create, and invent something (Mitchel Resnick 2002).

Method of Learning by Designing (UPI KKBK research results in 2013) have the

characteristic to develop expertise Indonesian keampat for students MI Taqwa. The stages

Learning by Designing is imagination, designing, making, and reflection. Benefits of

learning methods Learning by Design is to involve students as active participants,

providing the ability to control and responsibility for the learning process, encourages

creative problem-solving project design. These conditions inspired us to conduct a research

study entitled "Learning by Designing Method assisted Media ICT for Learning Indonesian

of Elementary School Students Grade 3 and 4 to Build Reading and Writing Skills".

Problem Formulation

The formulation of the problem in this study are as follows:

1. How does the application of learning Indonesian sub basic reading and writing with

teaching methods Learning by Designing?

2. How is the application of learning methods Learning by Designing the Indonesian

learning using ICT media?




51

3. How is the application of learning methods Learning by Designing to help students

learn to improve the skills of reading and writing?

4. How do students' views on the integration of learning Learning by Designing? 5. How does the integration of teaching methods Learning by Designing the effectiveness of student

learning?

Research Objectives

The research objectives are implementation Method Learning by Designing with ICT

Media Learning Indonesian Students In Class 3 Mi Taqwa For Developing Reading and

Writing Skills

LITERATURE

This chapter reviews the literature that supports research, among other Class Action

Research, Reading and Writing grade 3, teaching methods, and computer media for

teaching.

Learning Reading Writing

Learning to read is given at the beginning of class I and II. The aim is that students have

the ability to understand and voice writing with a reasonable tone, as the basis to be able to

read further (Akhadiah, 1991/1992: 31). Learning to read the beginning of the level of the

learning process of reading to master the writing system as a visual representation of

language. This level is often called the level of learning to read (learning to read). Further

reading is the reading level of mastery of the process for obtaining the contents of the

message contained in this tulisan.Tingkatan referred to as reading to learn (reading to

learn). The second level is a continuum, meaning that at the beginning the focus level

reading activities mastery writing system, has also started learning to read with

comprehension although further limited. Likewise, on reading further emphasizes on

understanding the content of reading, still need to improve and perfect mastery of the

techniques starters (Syafi'ie, 1999: 16).

The competency standards subjects Indonesian, in particular aspects of reading, for SD

and MI is "reading letters, syllables, words, sentences, paragraphs, texts reading, plans,

instructions, rules, announcements, dictionaries, encyclopedias, as well as to appreciate

and literary expression through reading literature results in the form of fairy tales,

children's stories, folk tales, animal stories, poems child, lyrics, poetry and drama of the

child. Competence read also directed cultivate reading culture".

Writing skills are not much different starters with the ability to read the beginning. At a

basic level, or the beginning, learning to write more oriented to the ability that is

mechanical. Children are trained to be able to write (like the ability to paint or draw)

symbols wrote that if linked in a structure, symbols become meaningful. Furthermore, with

these basic skills, gradually the children escorted on the ability of expressing ideas,

thoughts, feelings, in the form of written language through symbols written under their

control. This is the ability to write the truth.

Learning by Designing method

In the previous research has shown learning method Learning by Doing is learning by

students passively receive information, but are actively engaged in exploring, experiment,

and express themselves. One of the development of teaching methods Learning by Doing




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is Learning by Designing methods with the goal of helping students learn to design, create,

and invent something (Mitchel Resnick 2002).

Scratch is a new programming model, developed by the Lifelong Kindergarten research

group at the MIT Media Lab (Http://scratch.mit.edu). Scratch supports floating research

skills by learning 21st Century Learning Skills, as described on the website address

Http://www.21stcenturyskills.org. Learning by Designing method using a model consisting

of 5 stages step Scratch that Emagine, Create, Experiment, Share, Reflect is very suitable

for implementing Learning by Designing (Figure 1).

FIGURE 1. Methodology training Scratch

(Lifelong Kindergarten Group, MIT Media Lab)

The explanation of 5 (five) stages are:

1. Imagine

Is the process of thinking ideas imagination of a problem-solving process.

2. Create

Is the process of making of Scratch program design thinking ideas imagination

of a problem-solving process.

3. Experiment

Is a result of the design process to try Scratch program or system for real-world

learning.

4. Share

Is the process of trying to share with fellow students Scratch programming goals

for mutual communication and discussion of the development of Scratch

programmers design that has been created.

5. Reflect

Scratch is a programming evaluation process that has been made, as input to

create the Scratch programming designs better.

Skills Framework for the 21st Century by P21

In this study used the framework of the 21st century skills P21. P21 framework been the

most widely used and is based on the results of the comparison by the BIE, the framework

of P21 has more scope parameter is also accompanied by full documentation.

P21 develop a framework called 21st Century Learning Framework to help practitioners

integrate teaching skills in core academic subjects (P21, hlm.1, 2009). Trilling and Fadel




53

(pp. 47, 2009) describes the framework of P21 by using a diagram "rainbow" as shown in

Figure 2

FIGURE 2. Diagram "Rainbow Skills and Knowledge of the 21st century"

Diagram "Rainbow Skills and Knowledge 21st Century" describes the competence of

the students expected that the expertise, knowledge, and skills for students to live and work

successfully in the 21st century (Trilling and Fadel, pp. 48, 2009)

Based on the framework developed P21, each group is composed of parameters

competence competence even smaller with the following composition:

1. Skills to learn and innovate (C1)

a. Creativity and Innovation

b. Critical Thinking and Problem Solving

c. Communication and Collaboration

2. Skills and media information technology (C2)

a. Information skills

b. Media skills

c. Using ICT skills

3. Life skills and career (C3)

a. Flexibility and Adaptability

b. Initiative and self-directed

c. Ability to socialize and Cross-Cultural

d. Productivity and Accountability

e. Leadership and Responsibility

DATA PROCESSING AND ANALYSIS

Data collection

Observation, interviews, and questionnaires conducted to obtain research data. This

research was conducted on a class IV MI Taqwa Bandung. Research selected this location

because the students are used to perform project-based learning, but do not use methods

Learning by Designing. Thus the student learning outcomes will not be too troubled by

aspects of their mental readiness when using Learning by Designing.

Observations carried out on the two fourth grade classes MI Taqwa. Lessons observed a

cycle of learning by using Learning by Designing cycle. Observations made with the aid of

an observer from outside the class to obtain data on adherence to the stages of learning by




54

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teachers, classroom observation data which includes the activities of students, teachers, and

the effectiveness of learning. Meanwhile teachers observe the students also assess the

learning outcomes of each student.

After study completion, students are asked to fill out a self-assessment questionnaire

that it is an instrument of the framework of the 21st century skills. The charging instrument

made by 31 students of class IV MI Taqwa. Furthermore, the data from the questionnaire is

used to analyze the achievement of 21st century skills using Learning by Designing cycle

coupled with the data assessment of student learning outcomes.

Data processing

1. Validity, reliability, and Normality Data

Testing the validity of research data using Microsoft Excel application assistance with

the validation formula Pearson. The value of α = 0.05 number n = 67, so that the value of r table = 0242. Item declared valid if the value of r count> 0242. Based on test validity of the

data used, all variables declared invalid. Testing the reliability of research data using IBM

SPSS application assistance 22. The reliability of the test method used was Cronbach's

Alpha. Based on this reliability test, each of respondents declared unreliable. Normality

Test is used for the data to be analyzed using AMOS application IBM SPSS v.22 was

otherwise been normal. Test data is attached in Appendix A.

2. Analysis of pretest, posttest, and normalized Gain Index

Analysis of pretest, posttest, and the index gain conducted to determine whether an

increase in cognitive ability to master the subject of research in materials or materials

subject Computer Architecture and Organization by using learning methods Reading and

Writing better.

TABLE 1

Table 1 Value Average pretest and posttest experiment and Gain Index

Pre Test Post Test Index Gain

Cycles 1 64.84 80.32 0.44

Cycles 2 74.68 86.61 0.47

Cycles 3 91.53 99.35 0.92

TABLE 2

Table 2 Summary of Results of Student Learning by Designing Cycle

Skils Learning Step Grade Grade (%)

Wrinting Create 4.15 83

Experiment 4.08 81.6

Share 3.80 76

Reading Reflect 3.62 72.4

Imagine 3.84 76.8

In Table 2 can be seen the value of the average student in the five stages of learning

Learning by Designing. Almost all the average value at each stage in the category of

learning is very good because it is above the value of 75%, except at the stage of Reflect.




55

Description Variable Rate

Data that has been tested reliability and validity further processed to determine the value

of the percentage. Value presented on the processing of data from respondents was the

result of calculating the average of each respondent to answer each of the questions.

Table 3 Summary of Self-Assessment Students Skills Category Parameter Grade Grade

(%)

C1 (Learning and

Innovation Skills)

Creativity and Innovation Creative Thinking 4.37 87.46

In Creative works with Others 4.28 85.67

Innovation Implementation 4.09 81.79

Critical Thinking and

Problem Solving

Taking consideration / consultation

with effective

4.04 80.90

Using systems thinking 4.16 83.28

Make judgments and decisions 4.12 82.39

Solve the problem 4.00 80.00

Communication and

Collaboration

Communicate clearly 3.94 78.81

Collaborate with others 4.04 80.90

Average 4.12 82.35

C2 (Skills Information

Technology and Media)

Information skills Accessing and evaluating media 4.18 83.58

Use and process information 4.22 84.48

Media skills analyzing media 4.39 87.76

Creating media products 4.37 87.46

Using ICT skills Applying technology effectively 4.19 83.88

Average 4.27 85.43

C3 (Life Skills and

Career)

Flexibility and

Adaptability

Adapting to change 4.25 85.07

be flexible 4.21 84.18

Managing Goals and Time 3.96 79.10

Work independently 4.04 80.90

Working independently Being learner

self-directed den

4.07 81.49

Ability to socialize and

Cross-Cultural

Interact effectively with others 3.88 77.61

Work effectively with diverse teams 4.15 82.99

Productivity and

Accountability

managing Projects 4.12 82.39

Making the results / products 4.06 81.19

Leadership and

Responsibility

Guide and lead others 3.76 75.22

Responsible for others 3.76 75.22

Average 4.02 80.49

By presenting the data in the table can be seen that all the values were above 3.5, which

if it were presented in a scale of 100 or made percentage is above a value of 75%. A value

above 75% belong to the scale very well.

The percentage value of each group of skills can be seen in Figure 3. Skills C1 (Skills

Learning and Innovation) students' average is 4.27 or 82.40%, the value of skills C2 (Skills

Technology and Media Information) average student even higher is the value of 4:27 on a

scale of 5 or amounted to 84.10%, while the value of C3 skill (Life skills and Career) mean

students are at the lowest value which is 4:02 or 80.42%.




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FIGURE 3. Average Value per group Skills

Model 21st Century Skills

Testing Model

Testing the model goodness of fit is taken from the application IBM SPSS v.22 AMOS

using Chi-square parameter, probability, CMIN / DF, GFI, RMSEA, TLI, and CFI value

generated by the model testing AMOS 4.14 and the images shown by the following table 4.

FIGURE 4. Testing Results Goodness of Fit Model

Table 4 Results of Testing Goodness of Fit Model Measurement

Parameter Grade Reference Test Results Model Evaluation

Chi Square Close to 0 5.649 Good

Probability 0,05 0.342 Good

CMIN/DF 2.00 1.130 Good

RMSEA 0,0 0.044 Good

GFI 0, 0 0.861 Average

AGFI 0, 0 0.990 Good

TLI 0, 0 0.998 Good

CFI 0, 0 0.981 Good

C1 C2 C3

Datenreihen1 82.40 84.10 80.42

78.00

80.00

82.00

84.00

86.00

Gra

de

Average Grades Percentage

Students Skills




57

The values of the test results are shown in Table 4 shows that the model has passed the

test of goodness of fit so that the theoretical model with the data obtained is appropriate

and the model does not need to be modified. Estimates of causality and Variable Effects.

Variable Effects

In the calculation of the estimated effect of acquired data concerning the learning phase

Learning by Designing cycles anything significant impact on the 21st century skills. Later

in this section will discuss how large such significance. There are direct and indirect

effects of endogenous variables to exogene variable. However, the research model that is

used throughout the endogenous variables directly related to the exogene variable

Table 5 below shows the significant value of the learning phase Learning by Designing

cycle with 21st century skills produced by AMOS program IBM SPSS version 22.

Table 5 Effect Variables (Standardized Direct Effect)

reflect share experiment create imagine

C2 .000 .000 .473 .362 .003

C3 .008 .013 .267 .097 .501

C1 .366 .381 .075 .004 .277

Previously been known to what extent that affects the 21st century skills of students in a

positive and significant. Based on the table 4.5 it can be seen how high a significance

influence.

That affect the learning stage is the stage C1 skills Share with sizes significance of

38.1%. The second position C1 is affecting skill Reflect stage with a significance value of

36.6%. While the stage Imagine, Create, and Experiment C1 affect the skills of 27.7%,

0.4% and 7.5%.

The learning phase of the most influential on the skills of C2 (information technology

skills and media students) is the stage Experiment with a significance value of 47.3% and

an influential Create phase of 36.2%. Another stage that significantly influence the skills

C2 is the stage experiment with the effect of the significant value of 29.2%. Stage imagine

positive effect on skill C2 but insignificant to the value effect of 0.3%.

While the learning phase of the most influential in C3 skills (life skills and career) is the

stage Imagine the effect of the significant value of 50.1%. Another influential phase high

enough to skill C3 is the stage Experiment with significant value effect of 26.7%. Create

and Share stage had no significant effect with significant value 9.7% and 1.3%.

CONCLUSION

The results of this study can be summarized as follows:

1. The use of computer media can improve learning outcomes Indonesian subject of

reading and writing at Grade 4 MI Taqwa school year 2015/2016. This is evidenced by

the data experiment 1,2, and 3 showed an increase in the value of pretest and posttest

with the average value of the last 96.81, high gain index is 0.83, and classroom

observation with an average value of 4.5 (the bulk good).

2. The growing interest of students in learning and mastery learning Indonesian subject of

reading and writing at Grade 4 MI Taqwa school year 2014/2015. This is evidenced by

the data experiment 1,2, and 3 showed an increase in the value of interest and

thoroughness of increasing the value of the last 97% interest in students and student

mastery final value of 84%.




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3. All phases of learning Learning by Designing a positive influence on the achievement

of 21st century skills students learning Indonesian in the subject of reading and writing

although not all have a significant effect. Learning by Designing learning phase the

most significant influence on Learning and Innovation Skills is the stage Reflect and

Share. While the stage Learning by Designing the most significant influence on the

Skills of Information Technology and Media is the Create phase. While the Life and

Career Skills significantly influenced by the stage of Imagine.

4. Stage 4. Reflect affect Learning and Innovation Skills amounted to 36.6%, while stage

affects Share of 38.1%. Create a significance influence on the stage and Media

Information Technology Skills is 36.2% while the stage Experiment influence of

47.3%. While the stage Imagine having the greatest influence significance of the Life

Skills and career that is equal to 50.1%.

REFERENCES

1. Akhadiah, 1991 / 1992. Menulis I. Jakarta : Universitas Terbuka

2. Depdiknas, 2006. Kurikulum Tingkat Satuan Pendidikan Mata Pelajaran Bahasa

Indonesia. Jakarta : Depdiknas

3. Suparno dan Yunus, M, 2007. Keterampilan Dasar Menulis. Jakarta : Universitas

Terbuka

4. Syafi’ie, I, 1999. Pembelajaran Membaca dan Menulis di Sekolah Dasar. Malang :

Universitas Negeri malang

5. Resnick, M. (2007). All I really need to know (about creative thinking) I learned

(by studying how children learn) in kindergarten. Proceedings of the 6th ACM

SIGCHI conference on Creativity & cognition (pp. 1-6). ACM.

6. Trilling, B., & Fadel, C. (2009). 21ST CENTURY SKILLS | learning for life in our

times. John Wiley & Sons.




59

CS-11106

Development of Visualization System in Application Tour

Guide Borobudur Temple Based on Android Using Grey Level

Co-Ocurrence Matrix (GLCM)

Fivtatianti Hendajani1,a)

and Ire Puspa Wardhani2,b)

Abdul Hakim3,c)

1 Computer Engineering, STMIK Jakarta STI&K, Jakarta, Indonesia

2Computer Science Study, STMIK Jakarta STI&K, Jakarta, Indonesia 3Computer Engineering, STMIK Jakarta STI&K, Jakarta, Indonesia

Article info

Abstract

Keywords:

Borobudur is a large Buddhist temple that has many reliefs on temple

walls. When we Visiting Borobudur temple, besides being able to add

insight into the culture, the history of Indonesia may also increase

knowledge of human civilization. To know the history and culture of

the Borobudur temple, especially in the relief of the temple, tourists

can use the services of a tour guide who can accompany each visitor

by providing an explanation of the Borobudur information. With the

application of Borobudur tour guide based on Android to be made, at

least can help tourists to know more about Borobudur. Applications

developed in order to display the visualization of the story reliefs on

temple walls. Smartphone camera used to take pictures o f the temple

wall reliefs will be able to know the purpose of the story is the relief

Grey Level Co-occurance Matrix (GLCM) method. Images obtained

from the camera smartphone preceded by preprocesing process, is the

process of segmentation based on feature extraction. The image results

will then be compared with existing data. If the data in accordance

with the expected results or get the best results, it will display a series

of stories in text form.

Corresponding Author: [email protected]

b)[email protected]

c)[email protected]

INTRODUCTION

Indonesia has a lot of interesting places that can be visited, from nature tourism to

historical tours. One of the historical heritage and the UNESCO World Heritage entered

the Guinness World Records, as well as archaeological sites in the world's biggest

Buddhist temple is a temple of Borobudur. In this temple there are 2672 relief panels

which when arranged in rows then extends for 6 km. Ensemble relief is the most complete

in the world and unrivalled artistic value as well as every scene is a masterpiece that

represents the whole picture of the life of Buddha. But when we visitting Borobudur

unaccompanied tour guide, we will only see as a pile of stones with a stone wall reliefs

without knowing the history and meaning behind the symbols and the stone wall reliefs.

The specific objectives of the development of visualization systems is a tour guide for

promoting Borobudur participate by providing good information, correct, complete and

uniform. These systems utilize mobile devices based on Android. To find out the story on

temple wall reliefs will be used matching characteristic relief with GLCM method .

Literature study

Smartphone

Smartphone or is a mobile phone that is equipped with high technology such as a

computer. Usually a smart-phone equipped with an operating system, Android OS,




60

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Windows Phone, Windows Mobile and others. In addition, the smart phone is also

equipped with complete connectivity such as WiFi, 3G or 4G, from single-core processor

to a quad core, the ability to download applications, high-resolution camera and a built-in

Global Positioning System (GPS) [1].

Digital image

Image is another term for an image , which is a form of visual information ." A picture

is more than a thousand words " means "a picture is significantly more than a thousand

words " means that an image will provide more information than the information that is

presented in the form of words. Digital image is defined as a two dimensional light

intensity function , which is expressed by f(x,y) , where the value or the amplitude of f at

spatial coordinates (x,y) expressed the intensity ( brightness ) of the image at point, Digital

image is the image of f (x,y) which has carried out the digitization both coordinate area and

the brightness level . F value at the coordinates (x,y) indicates the brightness level of the

image or the grayness at that point.[2]

Figure 1. Digital image[2]

Preprocessing

Preprocessing is processing image data for processing to processing activities . Usually

involves cleaning of noise in the image, the image color conversion , edge detection on the

image. Preprocessing is processing the original data before the data is processed by the

neural network, preprocessing must be adapted to the needs of the data. Proprocessing goal

is to eliminate noise, clarify the data features, enlarge or reduce the size of data, converting

the original data so that the data obtained in accordance with needs. Proprocessing

advantage is more data ready to be processed by the neural network, the data according to

the needs and features of the data more clearly[3].

Edge Detection

Edge detection in the preprocessing, that is detects the edges and contours of an object

that provides an important role in the human visual system. Furthermore edge detection

can see the edge of the image so that it can assist in describing the visual system or

reconstruct the object. In computer vision, edge detection and contour is one of the basic

image processing is very important[4].

Features Extraction

Features extraction is the process of making the unique characteristics of data to be

processed, features extraction requires creativity and accuracy of researchers, and on the

same object can be taken different features. Feature extraction objectives are: reduce the

amount of data, taking the most important information from the data processed, enhances

precision in image processing. [5]. In improving the quality of the image one of which is

pre-processing, there are three things that can be done in a preprocessing, that is kolekso

geometric (rotation, translation, zoom), an increase in the value of dynamic pixel

(histogram), improvement of image quality (filtering)

Grey Level Co-occurrence Matrix (GLCM)

(a) (b)

Figure 2 ( a) sample images with 4 gray level , ( b ) GLCM at a distance of 1 at 0 ° [6]

f(




61

In some cases, the extraction of the first order can no longer be used to identify

differences between the images . Because it takes making statistical characteristics of order

2 is called GLCM . One technique to obtain the statistical characteristics of second order is

to calculate the probability of adjacency relationship between two pixels at a certain

distance and angular orientation . This approach works with membetntuk concurrency

matrix of image data , which is a square matrix with the number of elements as kuardat

number of pixels in the image intensity level . [ 6 ]

In figure 2 and 3 this example of GLCM formation on the image with 4 overall degree

of gray at a distance d =1 and the direction of 0°.

Figure 3. Rules direction with GLCM texture analysis . [ 6]

This approach is often done for texture analysis based on statistical characteristics such

as intensity distribution in the area. Statistical characteristics of texture measurements [7],

which are:

1. Mean, the average of the probability distribution P (i, j) which can be calculated based

on the sample x and sample y, where � ≈ �

(1)

(2)

2. Varriance, to determine the distribution of the value or the deviation of the average

value of the data (texture). Calculated based on the sample x and sample y, where � ≈ �

(3)

(4)

3. Uniformity of energy, Local homogenietas size and is the opposite of entropy. This

feature is used to look at the level of uniformity of texture. The higher the energy

value, the higher the level homogenietas texture. Energy value is in the range [0,1],

where the value of 1 represents a homogenous area.

�= ∑ ∑ � ,�−

=�−

=

�= ∑ ∑ � ,�−

=�−

=

�= ∑ − � ∑ � ,�−

=�−

=

�= ∑( − � ∑ � ,�−

=�−

=




62

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(5)

4. Entropy, measure the level of randomness (randomness) surface texture due to the

spatial or frequency interference

(6)

5. Contrast, variations in the value of a local intensity in the cooccurrence matrix.

(7)

6. Dissimilarity, size variations in the level of intensity that defines the pixel in the image

pair.

(8)

7. Homogeneity, measuring the level homogenietas texture looping structure in which the

weight value is the inverse of the contrast (equation 9), but in the MATLAB

programming language is the inverse of disimilaritas (equation 10).

(9)

(10)

8. Correlation, size connectedness linear gray level of the pixel relative to the other pixel

at a certain position. The formula given by equation (11) or (12) for a double angle � = � = � and � = � = � .

(11)

(12)

Designing

Borobudur tour guide application running on Android operating system is used on

smartphones. Using this application, users may choose icon Borobudur tour guide to enter

the main menu. Navigation structure of the application is presented in figure 4. At

� ��= ∑ ∑ � ,�−

=�−

=

�= − ∑ ∑ � , . � � , �−

=�−

=

� = ∑ ∑�−=

�−= − � ,

� � = ∑ ∑|�−=

�−=− | � ,

� �� = ∑ ∑ � ,1 + −�−

=�−

=

� �� = ∑ ∑ � ,1 + | − |�−

=�−

=

� �= ∑ ∑ − � ( − � � ,� ��−

=�−

=

� � = 1� ∑ ∑ ∗ � ,�−=

�−=

− � )




63

Rupadhatu choice there is the option to be able to capture the wall reliefs that would later

appear story or intention relief images in text form. Menu utama

Gate ArupadhatuKamadhatu Rupadhatu About

videofoto videofoto Scan

kodevideofoto videofoto

Teks TeksTeksTeksTeks Teks Teks

video Figure 4. Navigation structure of the application

The algorithms for image processing by using filtering can see in figure 5 , the phases

of the Low-Pass Filter processing performed in the system. Start

Finish

Input image

Read image

YCbCr to RGB

Read image by Pixel

Low pass filter

Add noise

Take Y component

RGB to YCbCr

Read image by Pixel

Imshow (Y)

EOF

?

yesno

Figure 5. Flowchart


Android application

(a) (b) (c) (d) (e) (f)

Figure 6. Display applicatioan, (a) icon (b) spalsh screen (c) main menu (a) text display (b)

foto display (c) video display

Development of Android-based applications using a computer with specs Dual Core

with 8 GB of memory, 32-bit operating systems. Used smart phone is the Samsung N7100

Galaxy Note II Quad Core with 16 GB of memory, 2 GB of RAM, 8 MP camera,

3264x2448 pixels. Editor program used is Windows SDK Notepad.Android r-10 to build

the Android emulator. Eclipse Indigo plugins that supports the ADT (Android

Development Tools). Display of Borobudur temple tour guide application can seen on

figure 6.




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(a) (b) (c) (d)

Figure 7. (a) The original image , (b) Image by removing color RGB, (c) Lowpass

filter, (d) Highpass filter

The following are the results of the processing of the application program using the

programming language mathlab 2014b , namely in figure 7. is an example of the process

on the image and table 1 is the result of calculation of the characteristics of color and

texture GLCM statistics to 10 images.

In the image filtering by using Low pass filter, aims to erode the existing image noise,

blur effect, and by using this filter, and by widening the matrix will further flatten its noise

can be seen in figure 7(a). While filtering by using a high-pass two-dimensional image

filter is a high-frequency image and can reduce low frequency image components, by

eliminating the blur effect can be seen in figure 7(b). In Table 1, under the yellow label is

the result of the calculation GLCM with a single angle and under a pink label is the result

of calculation GLCM with double corner.

Table 1. Results of calculation of the characteristics of color and texture GLCM

statistics

CONCLUSION

Visually the human eye, the image is rotated still has a texture similar to the original

image, but not as easy as it is for the computer, and to declare that both have the same

texture analysis is needed physically and mathematically to find a method and also a

proper algorithm in order the computer can analyze and compare the texture between the

two images as was done by the human eye. Image filtering method with Low-Pass Filter

despite being able to soften the image in eliminating noise, but that produced blurred

images, otherwise if using a high pass filter result will be better. In the visible can be seen

that using low-pass filter an image that experienced noise (noise) can be improved though

image quality produced blurry image. This research is still in its early stages in order to

build a visualization system Borobudur tour guide.

REFERENCES

[1]. Wibisono , Yudi, “Mobile Programming dengan Android”, 2011

[2]. Gonzales etc, “Digital Image Processing Second Edition”,USA, 2002

[3]. Anifah, Lilik. “Pengenalan Plat Mobil Indonesia menggunakan Learning Vector

Quantization”. Institut Teknologi Sepuluh November.

[4]. Murni, Anianti, ‘Pengantar Pengolahan Citra”, Elex Media Komputindo, Jakarta,1992.

[5]. Madenda, Sarifuddin,”Pengolahan Citra dan Video Digital”, Penerbit Erlangga,

Jakarta, 2015

[6]. Rancher, A. C. “Methods of Multivariate Analysis Second Edition”. Joh Wiley & Sons,

Canada.2004




65

[7]. Albbregtsen, Fritz, “Statistical Texture Measures Computed from Grey Level

Coocurrence Matrices”, Monograph, Image Processing Laboratory Department of

Informatics University of Oslo, 1995




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CS-11403

Application of Support Vector Machine in Hiragana

Handwriting Recognition

Saepudin1,a)

, Eddy Prasetyo Nugroho1,b)

, Rini Martiani1,c)

1Computer Science Department, Indonesia University of Education, Jl. Setiabudhi No 229

Bandung, Indonesia


Keywords: Pattern Recognition,

Handwriting Recognition,

Japanase Characters,

Hiragana,

Suppot Vector Machine,

Cross Validation

The invention of technologies that is useful to humans is the discovery

of pattern recognition in the field of machine learning that can mimic

some human sensory processes, although not able to equalize the results

as a whole carried out by humans. Although the development process of

writing a lot of use computerized, but writing with handwriting is still

widely used because the technology can not replace the role of all

human. Therefore, research on handwriting appears to be recognized by

the computer. Handwriting recognition by humans is an easy task but if

done by a computer turns the process is not easy and the main reason of

this problem is the number of characters that must be observed because

every person must have its own characteristics in writing by hand.

Japanese characters such as Hiragana and Katakana, are more complex

when compared with the roman letters. Besides the different character

more to learn it in usually requires a relatively longer time. Hiragana is

used to write original Japanese characters while Katakana is used to

write the characters that come from a foreign language absorbed into

Japanese. The concept of Support Vector Machine (SVM) is looking for

the best hyperplane which separates the two classes. To measure the

best separation hyperplane between two classes are to measure margin

hyperplane and seek maximum points. This research developed a

handwriting recognition technology to images offline through

handwriting letters that have been scanned by using support vector

machine. In this research also used methods of cross validation to

determine the accuracy of the use of classification methods Support

Vector Machine. From this research showed the lowest percentage for

the introduction of the 46 grade of 55.95% while for the second grade

was the result of the highest percentage that could reach 100%.

Corresponding Author:

a)

[email protected] b)

[email protected] c)

[email protected]

INTRODUCTION

The increasingly rapid technological developments and many of the latest findings of

research technology experts produce some works that facilitate human’s activities. One result of the invention of technologies that is useful to humans is the discovery of pattern

recognition in the field of machine learning that can mimic human sensory processes,

although not able to equalize the results as a whole carried out by humans.

Discussions are still relevant to be studied as handwriting, although there have been

several methods developed but still much research to produce better input. Because today

although the development process of writing a lot of use computerized, but writing with

handwriting is still widely used because the technology can not replace the role of all

human. Therefore, research on handwriting appears to be recognized by the computer.

Handwriting recognition by humans is an easy task but if done by a computer turns the

process is not easy and the main reason of this problem is the number of characters that




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must be observed because every person must have its own characteristics in writing by

hand.

Traditionally Japanese inscriptions are written vertically, starting from the top right

corner of the paper. Another way writing of handwriting Japanese horizontally from the

left on paper, like how to write a Latin inscription. To write the Japanese letter we can use

the rules of kanji and kana. Japanese characters are more complex when compared with the

roman letters. Besides the different character more to learn it in usually requires a

relatively longer time. With this research is expected to be easier to learn Japanese

characters, especially Hiragana.

Literature Review

Handwriting recognition system is part of a system of pattern recognition. Developing

handwriting recognition when it was discovered Optical Character Recognition (OCR).

Optical Character Recognition

Optical Character Recognition (OCR) is a computer system or application that can read

the letters either from the machine printer or handwritten and can be manipulated. Text

scanned with OCR can be searched word or phrase and every text can be changed,

manipulated or given a barcode.

Based on the book Kamus Komputer dan Teknologi Informasi (Febrian, 2007) OCR

described is a method of reading data by an optical scanner and translates the data into

binary data form that can be read by a computer. Results of OCR text corresponding to the

output image scanner in which the level of accuracy itself depends on the level of image

clarity and methods used in those applications. The image below is a block diagram of

OCR.

FIGURE 1 Block diagram of OCR

Document

Optical Scanner

Location and Segmentation

Preprocessing

Feature Extraction

Recognition and Postprocessing




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CS

FIGURE 2 The best hyperplane which separates the two class -1 and +1

Document; document (hard copy) is the raw data in the form of writing in paper or

other media.

Optical Scanner; optical scanner is the process of converting a document (hard copy)

into digital image files.

Location and Segmentation; the process of separating the observation area and division

on each character to be detected.

Preprocessing; an initial process to remove the parts that are not needed or enhance the

input image to the next process.

Feature Extraction; the process obtain the characteristics of a particular object and

perform calculations and comparisons that can be used to classify the characteristics

that exist in the image.

Recognition and Post processing; recognition is a process for recognizing a character

which is observed by comparing the traits of character that exists in the database while

Post Processing correction if the results are in accordance with the language used.

Identify of Character; the final process is to analyze whether the character in

accordance with the desired result

Support Vector Machine

Support Vector Machine (SVM) is a relatively new technique compared with the

Artificial Neural Network (ANN), which is used to make predictions or regression popular

today because it results in many implementations provide a better solution. Support Vector

Machine (SVM) is part of the algorithm Supervised Machine Learning. Nevertheless, this

algorithm in its performance has reached the state of the art because of its ability in a

variety of applications. Support Vector Machine (SVM) was introduced by Vapnik in 1992

as a series in the field of pattern recognition. SVM is a machine learning method that

works on the principle of Structural Risk Minimization (SRM) with the goal is finding

hyperplane-best hyperplane.

SVM classifier can guess where a kind of tag begins and ends in the text. This classifier

trained from a text that has been annotated. SVM classifier is used to distinguish an item of

a class to another class based on the attributes of training examples. These attributes are

called features. The simplest classification problem is to distinguish between positive and

negative examples of a concept. In the information extraction problem is how to determine

whether the text position is the start of a tag or not and the end of a tag or not. (Muludi,

dkk, 2008).




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To measure the best separation hyperplane between two classes is done by measuring

the hyperplane margin and look for maximum points. Margin is the closest distance

hyperplane with each of these classes. The closest pattern is called a support vector.


This study developed a handwriting recognition technology to images offline through

handwriting letters that have been scanned by using support vector machine. In this study

also used methods of cross validation to determine the accuracy of the use of classification

methods Support Vector Machine. Cross Validation is a statistical method to evaluate and

compare the learning algorithm by dividing the data into two or more segments. Segment

one is used for training data and the other is used to validate or as a segment of the test

data. Characteristic method of cross validation training data and test data must be crossed

in a continuous rotation so that each piece of data has a chance to validate. The following

step of cross validation

Divide the data into k subsets of equal size.

Using a subset of data for test data and the other for training data.

In k-times cross validation the first data is divided into segments of equal size k. The

next iteration k training and testing is done in every different iterations of the data held out

for testing while the remaining k one used for training data. In this study we use 10 times

the cross validation because with 10 times the result of extensive experiments for proving

the theoretical 10 times the experiment is the best choice to get the accurate validation

results.

Before the test is carried out prior training process that takes time and the amount of

data of different training. The following is a description of the process of training.

TABLE 1 Parameter measurement of the Training Process

No Number of classes Training Data Time

1. 2 Classes 60 images 0:00:01



4. 46 Classes 1380 images 7:01:26

From Table 1 we can conclude that the larger class image and data processing will

require greater time in the process of training. Here are the results of some tests that have

been done using different class. Each result can be seen on tables below.

TABLE 2 Result of the first test with two classes and 60 images

No Experiment Data Amount Accuracy (%)

1. Experiment 1 60 100













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Average 100

TABLE 3 Result of the second test with 15 classes and 450 images


1 Experiment 1 450 88,88









10 Experiment 10 450 87,77

Average 88,43

TABLE 4 Result of the third test with 30 classes and 900 images





4 Experiment4 900 73,33






10 Experiment 10 900 73,33

Average 73,53

TABLE 5 Result of the fourth test with 46 classes and 1380 images











10 Experiment 10 1380 56,37

Average 55,95

CONCLUSION

In the application of the method of Support Vector Machine can provide average value

accuracy of 100% for 2 classes. For 15 classes, average values obtained 88.43% accuracy,

for 30 classes average values obtained accuracy of 73.53% and for 46 classes can give an




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average accuracy of 55.95%. Processing time for 2 classes spend 1 second, while the

longest time is 7 hours 1 minute and 26 seconds, for 46 classes. The size of the value

depends on the accuracy of feature extraction used and the quality of the image.

Suggestions

Future studies are expected to improve the accuracy for multi-class, although initially

intended to Support Vector Machine classification by 2 classes. Handwriting recognition

not only recognizes a single letter, but also be able to recognize words or sentences.

Conducted research using feature extraction others to see how important the feature

extraction to improve the accuracy of the method Support Vector Machine.

REFERENCES

[1]. A. Ahmad, “Online Handwriting Recognition using Support Vector Machine”. Thesis,

Universiti Tenaga, 2004.

[2]. C. Burges, A Tutorial on Support Vector Machine for Pattern Recognition (Kluwer

Academic Publisher, Boston, 1998).

[3]. M. Cheriet, Character Recogniton System A Guide for Student and Partitioners (John

Wiley, New Jersey, 2007).

[4]. K. Febrianto, “Penerapan Fuzzy Feature Extraction dan Jaringan Syaraf Tiruan

Resilient Propagation Dalam Pengenalan Tulisan Tangan Katakana”. Undergraduate

thesis, Indonesia University of Education, 2010.

[5]. S. Nugroho, A. Witarto, D. Handoko, Support Vector Machine Teori dan Aplikasinya

dalam Bioinformatika. Ilmu Komputer.com 2003.

[6]. R. Pressman, Software Engineering A Practitioner’s Approach Fifth Edition (Mcgraw-

Hill, New York, 2001).

[7]. D. Suryani, “Pengenalan Huruf Hiragana dan Katakana Dengan Integral Proyeksi”.

Undergraduate thesis, Institut Teknologi Sepuluh November, 2009.

[8]. M. Wijaya, A. Prijono, Pengolahan Citra Digital Menggunakan Matlab Image

Processing Toolbox (Penerbit Informatika, Bandung, 2007).

bandung, october 17 -...

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