Proceeding Internatioan Seminar on Mathematics,...

Proceeding

Internatioan Seminar on Mathematics, Science, and Computer Science Education

i | Indonesia University of Education

Proceeding

International Seminar on Mathematics, Science, and Computer Science Education

ii | Indonesia University of Education

PREFACE

The Seminar under the theme “Turning Dreams into Reality: Current Trends in Mathematics,

Science and Computer Science Education” is conducted by Faculty of Mathematics and Science

Education, UPI at October 19, 2013. The aim of the seminar is to provide a forum where teachers and researchers can exchange didactical, pedagogical, and epistemological ideas on mathematics, science,

and computer science education which is expected to stimulate research in those areas. The seminar

also provides an exceptional opportunity for all participants to contribute to the world of mathematics, science, and computer science education.

Some of outstanding scientists and educators from Germany, Australia, Hongkong, Malaysia,

Singapore, Netherland, and Indonesia joined in this seminar made the seminar trully international inscope. There were 485 participants, had many fruitful discussions and exchanges that contributed to

the success of the seminar. 153 papers discussed in the parallel session. The papers were distributed in

6 fields. 42 papers in mathematics or mathematics education, 19 papers in physics or physics education, 23 papers in chemistry or chemistry education, 25 papers in biology or biology education, 9 papers in

computer science or computer science education, and are 18 papers in science education. Of the total

number of presented papers, 153 included in this proceeding. Genereus support for the seminar was provided by SEAMEO QITEP in Science and

Himpunan Sarjana dan Pemerhati Pendidikan IPA Indonesia. The support permited us to gave an

opportunitiy for a significant number of young scientists and persons from many universities and other institutions brought new perspectives to their fields.

All in all, the seminar was very seccessfull. We expect that these future seminar will be as

stimulating as this most recent one was, as indicated by the contribution presented in this proceeding.

Chief of Organizing Committee ,

Dr. Sufyani Prabawanto, M.Ed.

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iii | Indonesia University of Education

Proceeding


iv | Indonesia University of Education

TABLE OF CONTENT

PREFACE .......................................................................................... .......... i

TABLE OF CONTENT ....................................................................................... ............. iii

COMPUTER SCIENCE .......................................................................................... .......... iv

1. GEOGRAPHIC INFORMATION SYSTEM BASED ON COMPUTER FOR

MANAGING DRAINAGE INFRASTRUCTURE Iskandar Muda Purwaamijaya ....................................................................... 1

2. LAND CAPABILITY EVALUATION BASED GEOGRAPHIC INFORMATION

SYSTEM FOR SPATIAL ARRANGEMENT Rina Marina Masri .................................................................................................... 11

3. LEGALITY OF THE COMMERCIAL WEBSITE

Cynthia Hayat , and Afrido V. Hutapea ......................................................... 20

4. DESIGNING THE 3T FRAMEWORK FOR PERFORMANCE

MEASUREMENT OF KNOWLEDGE MANAGEMENT SYSTEM (KMS)

Novi Sofia Fitriasari ...................................................................................... 26

5. COMPARISON OF HARDWARE IMPLEMENTATION BETWEEN

KARATSUBA-OFMAN ALGORITHM AND CLASSICAL MULTIPLIER

IN GF(213) Muhamad Nursalman, Arif Sasongko, Yusuf Kurniawan, Sarwono Sutikno .............. 35

COMPUTER SCIENCE EDUCATION ....................................................................... 45

6. THE EFFECTIVENESS OF MULTIMEDIA IN SPECIAL EDUCATION OF TUNAGRAHITA

Munir, Dedi Rohendi and Asep Wahyudin ......................................................... 47

7. CASE-BASED REASONING (CBR) AND ABILITY DEVELOPMENT OF PROBLEM SOLVING

Yana Aditia Gerhana, As’ari Djohar, and Ayu Puji Rahayu ............................ 51

8. ENHANCE MOTIVATION AND LEARNING ACHIEVEMENT STUDENT ON ALGORITHMS AND PROGRAMMING I COURSE WITH BLENDED

LEARNING METHOD USING ONLINE JUDGE Rosa Ariani Sukamto ...................................................................................... 56

9. DEVELOPMENT OF LEARNING BY DESIGNINGFOR SUPPORTING

THE LEARNING PROCESS IN CLASS AND ITS EFFECT ON STUDENT LEARNING EFFECTIVENESS OF COMPUTER SCIENCE UPI

ACADEMIC YEAR 2012/2013

Budi Laksono Putro ...................................................................................... 62

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v | Indonesia University of Education

1. COMPUTER SCIENCE

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vi | Indonesia University of Education

Institute of AdvancedEngineeringandScience

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1 | Indonesia University of Education

GEOGRAPHIC INFORMATION SYSTEM BASED ON COMPUTER

FOR MANAGING DRAINAGE INFRASTRUCTURE

Iskandar Muda Purwaamijaya

Civil Engineering Department,

Faculty ofTechnical and Vocational Education Indonesia University of Education

Article Info ABSTRACT Article history: ReceivedSeptember 25,2013 Revised

Accepted

City and region requires accurate management of drainage

infrastructure so that not appear flood disaster and erosion. Survey, investigation, design and construction phases have been done by

consultants and contractors but still a lot of complaints about the operational and maintenance phases of drainage infrastructure. Spatial

information system of drainage infrastructure is very important for

mitigating flood disasters and decreasing erosion. This research uses GPS (global positioning system) survey method used to get UTM

(Universal Transverse Mercator) coordinates of drainage infrastructure area as well as thematic maps and contour line using Geographic

Information System (GIS). UTM coordinates and thematic maps allow

general work authorities to allocate persons, instruments and funds appropriately in the maintenance phase. This method is applied to a

case study in Campus of Indonesia University of Education, Bandung City West Java, Indonesia. This case study is used to determine the

applicability of methods and relevance to drainage infrastructure and

facilities for the city of Bandung. By using this method to improve drainage infrastructure and facilities, general work office throughout

West Java Province can be effectively invest drainage infrastructure sources in space accurately, operate and maintain the entire drainage

infrastructure and facilities in the future.

Keywords :

Geographic Information

System Computer

Drainage

Infrastructure

CorrespondingAuthor: Iskandar Muda Purwaamijaya,

Indonesia University of Education Bandung 40154, Indonesia

Phone: 62-22-2013163 / 62-22-4241525/628174843722

Email : [email protected]

1. INTRODUCTION

Drainage infrastructures have been threatened by natural and socioeconomic disturbances (Ning, et al, 2013). Asset management program (AMP) formulated for the irrigation in Vietnam have

the general principles and functions of asset management for irrigation and drainage infrastructure,

there are: asset planning and creation strategies, operation and maintenance, performance monitoring, accounting, economics, audit and renewal analysis (Malano, et al, 1999). The development has not

only infrastructure, but also in policies, laws and institutional arrangements to cater to the needs of

emerging landscape and new realities (Hassan, 2008). Runoff from urban is one of the leading sources of water quality degradation in surface water.

Urbanization degrades stream ecosystems in a variety of ways that are not easy to separate: increased

frequency and intensity of flood flows, decreased groundwater levels, increased stream bank erosion and increased loads of pollutants (Hatt, et al, 2004).

Climate change is reality that planners and designers of drainage infrastructures must consider

(Arisz, et al, 2006). The cumulative effects of the gradual changes in hydrology due to climate change are expected to alter the magnitude and frequency of peak flows over the service life of

drainage infrastructure. Potential future changes in rainfall intensity are expected to alter the level of

service of drainage infrastructure, with increased rainfall intensity likely resulting in more frequent flooding of storm sewers and surcharging of culverts. The expected effects of climate change

necessitate a change in the approach used to plan for and design drainage infrastructure. New

development should ideally be served by both a minor storm drainage system, such as a traditional

Proceeding



storm sewer system, and a major overland storm drainage system designed to convey the excess

runoff when the capacity of the minor system is exceeded. The planning and design of new drainage

infrastructure should incorporate development features and sustainable urban drainage systems that provide multiple benefits (such as a reduction of localized urban flooding and harmful environmental

impacts).

Drainage infrastructure position data are collected using GPS receiver. The GPS operation principle is based on measuring ranges of distances between the receiver and the satellites (Acosta, et

al, 2012). The GPS has architecture of three segments: spatial, control and users. The spatial includes

24 satellites over 20 thousands km away from the earth, with six orbital levels and a 12-hours period. The second segment includes the Earth stations to control the satellites trajectories. Finally, the user’s

segment includes GPS receivers using two frequencies: L1 at 1,575.42 MHz for civil use and L2 at

1,227.60 MHz reserved to military use. The development of location based systems and GPS applications for drainage infrastructure

presents a number of challenges, including those of designing and developing for a range of

heterogeneous mobile device types, the associated spectrum of programming languages and the incorporation of spatial concepts into applied software solutions. (Gillibrand, et al, 2011). The study

and the analysis of accuracy, coverage and continuity of Global Positioning System (GPS) signal had

already been done by Abbous, et al, in 2012. This is frequently used today for data collection and integration within Geographic Information Systems (GISs).

Drainage infrastructure monitoring could use GPS tracking system with Google Map.

Research about design and development of GPS-GSM based tracking system with Google Map based monitoring had already been done by Verma, et al, in 2013. GPS has become a vital global utility,

indispensable for modern navigation on land, sea and air around the world, as well as an important

tool for map-making and land surveying (Alde, et al, 2011). GPS applications are for military, roads and highways, space, aviation, marine, rail and navigation. The GPS also suffers from some

limitations. This system was not cheap to build. Ongoing maintenance, including the launch of

replacement satellites, adds to the cost of the system. Certain atmospheric factors and other sources of error can affect the accuracy of GPS receivers. Each satellite is built to last 10 years. Replacements

are constantly being built and launched into orbit. The signals are weak under shade of trees, etc.

There are errors due to ionosphere, clocks, etc. Disaster can be well managed through spatial planning (Abbas, 2013). GIS is used for

managing the large volumes of data needed for the hazard and risk assessment. GIS software has

been used as a tool for storing all types of relevant data for analysis and decision making. The various thematic maps include road, water supply network, fire control office, drainage, land use, population

density map, ward boundaries, location of slums and location of water filling points. The proposed

GIS based flood mitigation and management program would improve the currently practiced disaster management programs.

Combined with the GPRS (General Packet Radio Service) technology, Geographic

Information Systems (GIS) extends its abilities from static to dynamic working environment for urban drainage network (Yang, 2013). The system can provide a user-friendly working environment

with many advantageous functions such as dynamic format of hydraulic model, urban drainage

network optimization design and planning, visual information management, dynamic state analysis and real time monitoring. It can be used as an effective means for drainage network management.

Adequate geographic information on hazards and areas vulnerable to hazards is required to be

able to prepare for disasters. Flood vulnerability mapping is fundamental in flood risk management because it identifies area vulnerable to flood disaster (Isma’il, et al, 2013). Flood map was produced

by application of remote sensing and GIS techniques. Using high resolution imagery, a digital

elevation model was developed with ArcGIS to identify flood prone areas along the middle course of the river. A flow accumulation model was created using the DEM and the DEM was reclassified into

high risk, moderate risk and low risk zones using equal interval of separation based on elevation. A

flood map can be used effectively in public enlightenment, disaster response planning and flood risk management.

The challenges of climate change, rapid land use changes and the fragile geomorphic state of

the city were investigated to determine the spatial flooding situation and degree of susceptibility. Geographic Information System was deployed; consequently, sea level rise, increased annual

precipitation and change from previous vegetated surface to impervious concrete surfaces,

availability and non-availability of drainage infrastructures were captured and integrated into a common geo-referenced framework (Model). The identified flooding indicator/factors were

represented as thematic layers and subsequently simulated to generate flooding susceptibility map

(Ogba, 2013).

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GPS is changing the way GIS users collect and manage geographic data (Leick, 2013). The

high accuracy that GPS provide has GIS professionals storing and managing their data in new ways.

GIS now support a double precision database, and GIS users are developing new methods for improving the spatial quality of the existing data in their systems. GPS provides a key component for

this, but there are many considerations when using GPS to obtain and understand accurate positions.

Geographic Information Systems (GIS) are one of the fastest growing computer-based technologies of past two decades yet full potential of this technology in construction has not been

realized (Sebt, et al, 2008). Based upon GIS capabilities, construction site layout is one of the areas

that GIS could be applied. The layout of temporary facilities (TFs) such as warehouse, fabrication shops, maintenance shops, concrete batch plants, construction equipment and residence facilities has

an important impact on the cost savings and efficiency of construction operations, especially for large

projects.

2. METHOD In order to determine the applicability and relevance of GPS survey method, thematic

maps and contour line (GPSM-TMCL) using GIS to a real world drainage infrastructure network,

the methodology is applied to a case study. The base study is based on the public drainage

infrastructure located within Campus of Indonesia University of Education, Bandung City West Java. This application serves as an example of how to implement GPSM-TMCL at general work

office level.

The five step process of GPSM-TMCL is applied to the case study region. Each step is defined in detail as well as the results of the process. Data was processed and layers were created

using Arcview GIS 3.3 and the 3d Analyst, Image Analyst, Network Analyst, Spatial Analyst

Extension.

2.1. Define study area

The study area used for the application of GPSM-TMCL is Campus of Indonesia University of Education, Bandung City West Java, Indonesia. According to the Indonesia Census Bureau

2007, Bandung City has a population of 2.5 million, an area of 167.30 square kilometers, and

is located along one hundred and fifty kilometers of Jakarta, capital of Indonesia. The primary drainage infrastructure provider in this city is the Bandung City General Work Office

(BCGWO), therefore, this case study focuses on drainage network within Indonesia

University of Education’s jurisdiction. 2.2. Gather data

The base layers of the maps consisted of UPI campus boundary maps and drainage

infrastructure which were accessed via Housing and Residential Provincial Office and Google Earth imagery. UPI campus boundary (building, road, drainage, contour line) were digitized

based on a geo-referenced map provided by the city of Bandung. Data layers for building,

road, drainage and contour line were provided by Housing and Residential Provincial Office and Google Earth imagery.

2.3. Create thematic maps of drainage infrastructure network and contour line layers

Thematic maps of drainage infrastructure and contour line derived from 3d analyst extension – interpolate grid – create contours for creating drainage flows pattern, slope, aspect, hill shade,

view shed, area and volume, cut and fill information layers. After ensuring 3 dimension

information was corrected for faculty connectivity using the boundary intersection rule, drainage performance scenarios were extracted at one straight line segment intervals from up

to four straight lines and overlaid on the building and road network.

2.4. Analyze data Using the 3 dimension information layers, three drainage infrastructure performance maps for

Campus of Indonesia University of Education were created for affected building and road

networks. In addition, extent maps were created to highlight notably large coverage of drainage infrastructure maintenance. Figure 1 and 2 illustrate examples of drainage

infrastructure and contour line, specifically for building and road network. The amount of at-

risk infrastructure for each one straight line segment scenario was calculated by extracting the building and road features from each corresponding map. The total acreage flood of at each

straight line segment intervals was calculated. Therefore, therefore applying GPSM-TMCL

and identifying at-risk facilities is useful from a planning perspective for Bandung City. 2.5. Synthesize results and recommendations

Based on the projected drainage infrastructure levels, Campus of Indonesia University of

Education is not yet achieving good performance in drainage infrastructure functions.

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Accordingly, drainage infrastructure in this area is not yet the most maximal and optimal

function, and therefore, building and road planning should prioritize projects centered in this

region. Students, lecturers and officials data was provided by Asset Bureau for building and ridership data was provided by Security Office and this is included in the map for further

adaptation planning analysis.

2.6. Reflection GPSM-TMCL is an applicable process that is useful for General Work Offices and Asset

Bureau. This case study application based on drainage network, catchment area, contour line,

building and road network in Campus of Indonesia University of Education serves as an example for how general work office and asset bureau can begin to apply GPSM-TMCL to

their spatial investment planning, building, drainage and road network using spatial analysis to

determine potential drainage infrastructure function along Campus of Indonesia University of Education regions. GPSM-TMCL identifies at-risk facilities to allow for improved planning of

current and future projects. The case study includes limitations associated with accessing the

geographic data.

3. RESULT AND ANALYSIS

Figure 1 Thematic map of drainage infrastructure and contour line in vector format GIS data

There are differences position information (abscissa, ordinate, height) which are got from GPS (Global Positioning System) measurement and plot of Google earth imagery. The value of

average abscissa difference is 9.779661 meters, ordinate is 13.66102 meters and height is 21.152

meters. Root mean squares or deviation standard is 7.5 meters for abscissa, 1.5 meters for ordinate and 52.5 meters for height.

Pool and flood happened disperse in Campus of Indonesia University of Education. Various

pool height and time length of pool happens which are caused by un-good function of drainage network, there are: (1) Drainage channel dimension is fit for water flows but is not good function, (2)

Flows disturbance which caused by less maintenance, (3) Accumulation of rubbish.

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Table 1 Coordinates Point in Campus of Indonesia University of Education from GPS Survey and Plot of Google Imagery

GPS measurement Plot of Google Imagery Differences

No Location

Point's

Name

X

(abscissa)

Y

(ordinate)

Z

(height)

X

(abscissa)

Y

(ordinate)

Z

(height)

X

(abscissa)

Y

(ordinate)

Z

(height)

1 Faculty of Business and Economic Education A1 786,541 9,240,888

805 786,559 9,240,894 922.5 18 6 117.5

A2 786,520 9,240,806

702 786,560 9,240,887 922.5 40 81 220.5

A3 786,550 9,240,920

928 786,598 9,240,907 922.5 48 13 5.5

2 Faculty of Social Science Education B1 786,548 9,240,856

936 786,536 9,240,855 920.0 12 1 16

B2 786,555 9,240,856

932 786,539 9,240,831 917.5 16 25 14.5

3 Polyclinic C1 786,589 9,240,767

906 786,591 9,240,757 915.0 2 10 9

C2 786,594 9,240,760

904 786,585 9,240,777 915.0 9 17 11

4 Postgraduate School D1 786,561 9,240,978

925 786,513 9,240,912 912.5 48 66 12.5

5 Faculty of Art and Language Education E 786,677 9,240,834

902 786,668 9,240,743 917.5 9 91 15.5

6 Theater F1 786,642 9,240,756

929 786,648 9,240,775 917.5 6 19 11.5

F2 786,661 9,240,734

940 786,643 9,240,767 917.5 18 33 22.5

7 Student Center G1 785,609 9,240,870

930 785,611 9,240,874 912.5 2 4 17.5

G2 786,669 9,240,698

930 786,689 9,240,701 912.5 20 3 17.5

8 Cooperation Office H1 786,536 9,240,691

960 786,585 9,240,779 915.0 49 88 45

9 Rector Office I1 786,365 9,240,512

959 786,370 9,240,520 930.0 5 8 29

I2 786,728 9,240,818

943 786,736 9,240,821 930.0 8 3 13

10 Main Meeting Hall J1 786,551 9,240,569

913 786,551 9,240,582 907.5 0 13 5.5

J2 786,577 9,240,569

913 786,596 9,240,588 907.5 19 19 5.5

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11 Mosque K1 786,598 9,240,575

955 786,602 9,240,627 907.5 4 52 47.5

K2 786,589 9,240,589

956 786,600 9,240,604 907.5 11 15 48.5

K3 786,639 9,240,572

958 786,646 9,240,579 907.5 7 7 50.5

Table 1 Coordinates Point in Campus of Indonesia University of Education from GPS Survei and Plot of Google Imagery


No Location

Point's

Name

X

(abscissa)

Y

(ordinate)

Z

(height)

X

(abscissa)

Y

(ordinate)

Z

(height)

X

(abscissa)

Y

(ordinate)

Z

(height)

12 Faculty of Technical and Vocational Education L1 786,674 9,240,598

925 786,675 9,240,544 902.5 1 54 22.5

L2 786,701 9,240,512

925 786,705 9,240,515 900.0 4 3 25

L3 786,689 9,240,460

925 786,700 9,240,480 900.0 11 20 25

13 Swimming Pool M1 786,042 9,241,047

922 786,053 9,241,050 903.0 11 3 19

M2 786,052 9,241,020

922 786,059 9,241,026 903.0 7 6 19

M3 786,057 9,240,968

922 786,060 9,240,970 903.0 3 2 19

14 Stadium N1 786,068 9,241,048

935 786,070 9,241,051 907.5 2 3 27.5

N2 786,062 9,240,939

935 786,069 9,240,942 912.5 7 3 22.5

N3 786,129 9,240,910

935 786,133 9,240,912 912.5 4 2 22.5

15 Gymnasium O1 786,195 9,240,966

923 786,199 9,240,968 917.5 4 2 5.5

O2 786,258 9,241,001

940 786,261 9,241,005 920.0 3 4 20

O3 786,272 9,240,969

933 786,276 9,240,997 920.0 4 28 13

16 Sport Hall P1 786,200 9,241,032

911 786,203 9,241,036 917.5 3 4 6.5

P2 786,189 9,241,052

903 786,200 9,241,057 920.0 11 5 17

P3 786,251 9,241,025

955 786,263 9,241,030 922.5 12 5 32.5

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17 Dormitory Q1 786,425 9,240,981

966 786,436 9,240,984 927.5 11 3 38.5

Q2 786,472 9,240,989

906 786,479 9,240,994 927.5 7 5 21.5

Q3 786,458 9,240,972

922 786,402 9,240,979 927.5 56 7 5.5

18 Faculty of Mathematic and Natural Science - C R1 786,258 9,240,859

950 786,620 9,240,866 915.0 362 7 35

R2 786,240 9,240,889

930 786,242 9,240,897 912.5 2 8 17.5

R3 786,268 9,240,905

944 786,267 9,240,906 912.5 1 1 31.5

Table 1 Coordinates Point in Campus of Indonesia University of Education from GPS Survei and Plot of Google Imagery


No Location

Point's

Name

X

(abscissa)

Y

(ordinate)

Z

(height)

X

(abscissa)

Y

(ordinate)

Z

(height)

X

(abscissa)

Y

(ordinate)

Z

(height)

19 Faculty of Sport and Health Education S1 786,198 9,240,865

955 786,203 9,240,870 915.0 5 5 40

S2 786,241 9,240,838

906 786,245 9,240,841 915.0 4 3 9

20 Language Hall T1 786,380 9,240,905

901 786,385 9,240,908 920.0 5 3 19

T2 786,410 9,240,875

905 786,414 9,240,876 920.0 4 1 15

T3 786,429 9,240,893

904 786,429 9,240,898 922.5 0 5 18.5

T4 786,389 9,240,915

901 786,400 9,240,918 922.5 11 3 21.5

21 Community Development and Research Center U1 786,420 9,240,948

902 786,421 9,240,950 925.0 1 2 23

U2 786,435 9,240,920

905 786,439 9,240,928 925.0 4 8 20

22 University Center V1 786,478 9,240,895

920 786,481 9,240,897 922.5 3 2 2.5

V2 786,509 9,240,905

925 786,512 9,240,909 922.5 3 4 2.5

V3 786,525 9,240,880

950 786,528 9,240,882 920.0 3 2 30

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23 Information Technology Center W1 786,420 9,240,795

940 786,423 9,240,799 920.0 3 4 20

24 Laboratory School X1 786,532 9,240,775

938 786,535 9,240,779 915.0 3 4 23

X2 786,530 9,240,753

980 786,532 9,240,759 917.5 2 6 62.5

25 Finance, Academic and Administrative Bureau Y1 786,512 9,240,685

950 786,516 9,240,688 912.5 4 3 37.5

Y2 786,540 9,240,710

920 786,542 9,240,716 910.0 2 6 10

Y3 786,550 9,240,635

920 786,553 9,240,638 907.5 3 3 12.5

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Figure 2 Google imagery and thematic map of drainage infrastructure and contour line in raster and

vector format GIS data

4. CONCLUSIONS Due to the significant of drainage infrastructure operation and function as well as the

increasing planning of performance drainage infrastructure, planning adaptation such as GPSM-TMCL

are essential. Current financing and efforts are not timely enough to increase all potential drainage infrastructure associated with flood mitigation and disasters decreased. As a result, identifying potential

drainage infrastructure services and needs demand of public through spatial analysis is valuable for

improving decision making at the planning level. GPSM-TMCL is a five step process that is repeatable, straightforward, GIS - based and uses publically available geographic data. Although, there are

limitations associated with accessing regional specific data, determining the influence of building and

road impacts, and using newly developed population projections. GPSM-TMCL addresses the primary needs identified with existing methods. As scientific research continue and projections are revised over

time. GPSM-TMCL can be improved. Future research includes streamlining the data collection

process, enhancing the method of creating drainage infrastructure layers to include need analysis of general work sector and incorporating population projection models such as geometric and exponential

rate of growth. In addition once GPSM-TMCL is applied, the next step is to prioritize projects to make

cost-effective and sustainable decisions at the planning level. A prioritization index or framework is needed to guide planners in this process. GPSM-TMCL as well as the case study application serve as a

foundation for general work offices to start developing adaptation strategies in response to general

work needs and population increased. Ideally, the method and results can be applicable to general work office and asset bureau along city regions throughout the nation to reduce amount of flood and

disasters.

ACKNOWLEDGEMEN

The authors are grateful to Directorate of Higher Education, Rector of Indonesia University of

Education, Residential and Housing Office of West Java Province, Civil Engineering Department –

Indonesia University of Education for providing data, recommendation, logistic and financial support

for GIS and GPS application for managing drainage infrastructure.

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http://www.academia.edu/3181472/Application

http://www.gisdevelopment_net/application/natural_hazards/floods/ma08_217.htm

Proceeding


Indonesia University of Education | 11

LAND CAPABILITY EVALUATION BASED GEOGRAPHIC

INFORMATION SYSTEM FOR SPATIAL ARRANGEMENT

Rina Marina Masri

Civil Engineering Department,

Faculty of Technical and Vocational Education Indonesia University ofEducation

Article Info ABSTRACT Article history:

Catchment area requires accurate management of spatial planning, spatial using and spatial controlling so that does not appear activities conflict and

environmental degradation. Coordination and integration in spatial planning

have been done by government, business man and communities but still a lot of problems about the spatial using on lands. Land capability evaluation

based geographic information system is very important for spatial controlling and decreasing conflicts of spatial using. This research uses soil survey

method used to get seven themes of soil characteristic as well as thematic

map layers using Geographic Information System (GIS). Seven themes of soil characteristic and thematic map layers allow agricultural and general

work authorities to determine eight zones of land capability appropriately as guidance in spatial arrangement work. This method is applied to a case study

in Bandung and West Bandung District, West Java Province, Indonesia. This

case study is used to determine the applicability of methods and relevance to land capability evaluation and spatial arrangement for the Bandung and West

Bandung district. By using this method to improve land capability evaluation and spatial arrangement, agricultural and general work office throughout

West Java Province can be effectively invest land capability sources in space

accurately, operate and maintain the entire spatial arrangement in the future.

Keywords :

Land

Capability Evaluation

Geographic Information

System

CorrespondingAuthor: Rina Marina Masri,

Indonesia University of Education

Bandung 40154, Indonesia Phone: 62-22-2013163 / 62-22-4241525/6281315177863

Email : [email protected]

1. INTRODUCTION

The soil resource must be recognized as a dynamic living system that emerges through a

unique balance and interaction of its biological, chemical and physical components (Karlen, et al,

1997). Land resource provides basic human needs. Soil is the most important component of land resource. Physic-chemical properties of soil are analyzed to determine the land quality (College, et al,

2012).

Land capability classification (LCC) of a soil map unit is sought for sustainable use, management and conservation practices. High speed, high precision and simple generating of rules by

machine learning algorithms can be utilized to construct pre-defined rules for LCC of soil map units

in developing decision support systems for land use planning of an area. Decision tree (DT) is one of the most popular classification algorithms currently in machine learning and data mining (Kumar, et

al, 2013).

The matching of the land characteristics of the study area with the ratings of the land characteristic as developed by pedologists the world over it produced matched land characteristics

with land ratings and the overall gave the land capability classes of the study area. The ranking of

land characteristics for capability classification with ratings ended up in producing the land capability classes (Zata, et al, 2013).

Soil samples were collected from developed and undeveloped areas using both random

stratified sampling and variograms to determine sampling locations and frequency. This was

mailto:[email protected]

Proceeding



necessary to account for spatial differences in soil characteristics of oxidized and un-oxidized acid

sulfate soils (Sammut, et al, 2011). The chemical and physical properties of soil were assessed in the

field and laboratories. The field tests included: field pH, hydrogen peroxide reaction, texture by feel method, soil structure categorization of undisturbed soils, profile descriptions, redox and soil color.

Laboratory tests included: particle size distribution, pH of 1:5 soil extracts, nutrients, major elements,

pyrite concentration, cation exchange capacity, bulk density (on undisturbed soils), Emerson aggregate test for dispersion and slaking, soil mineralogy on selected samples and bulk density.

Hydrological measurements included tidal prediction, canal velocity, determination of canal

geometry and land and canal slope. A catchment health index was also included in the analysis. (Sammut, et al, 2011). Social, economic and productivity data were collected from study sites using

multiple methods (principally questionnaire-based surveys, interviews and focus group discussions

with stakeholders). Socio-economic data were categorized and analyzed, in conjunction with environmental data, to identify productive and unproductive farms and to draw associations between

culture system productivity with farm management and environmental factors. Geology, land use,

vegetation cover and a number of other themes were important data for land capability evaluation. The land evaluation has two parts; the physical evaluation and the economic evaluation. For

the physical evaluation of the land, data for 17 land characteristics have been used and a Boolean

classification method has been applied. The implementation includes models for general cultivation and five (wheat, barley, maize, seed cotton, sugar beet) specific crops. A new interpolation function is

introduced to map values to scores in terms of land characteristics (Kalogirou, 2002). The economic

evaluation includes income-maximization taking into account market restrictions. The expert system has been designed to help with the evaluation of land and to allow alteration in its rules based on

different performance observed in local areas. The GIS function help in managing the spatial data and

visualizing the results. The software developed allows the evaluation and presentation of any equivalent spatial dataset and does not require special computer skills.

Practical needs in the realm of Geographic Information Systems (GISs) have driven the

efforts to investigate formal and sound methods to describe spatial relations. After an introduction of the basic ideas and notions of topology, a novel theory of topological spatial relations between sets is

developed in which the relations are defined in terms of the intersections of the boundaries and

interiors of two sets (Egenhofer, 1991). The actual methodologies of land evaluation (LE) are used for supporting government

planning, in a top-down approach from resource base to land use. A Geographical Information

System (GIS) would help to improve the understanding of the processes of land evaluation and decision making (Trejo, 2013). It can improve the efficiency of data processing, can help to solve

data integration problems and can support spatial analysis. Moreover it can help to improve the

description of land utilization types required for land evaluation. The soil-based GIS data was compiled and interpreted for land use suitability and fertility

assessment (Bobade, 2010). Maps of fertility and land use suitability were generated from

interpretative records. A suitability map for each agricultural land use was developed by combining the climatic and soil factors for each crop.

One of the most useful applications of GIS for planning and management is the land use

suitability mapping and analysis (Malczewski, 2004). Broadly defined, land use suitability analysis aims at identifying the most appropriate spatial pattern for future land uses according to specify

requirements, preferences or predictors of some activity. The GIS-based land use suitability analysis

has been applied in a wide variety of situations including ecological approaches for defining land suitability/habitant for animal and plant species.

The integration of remote sensing methodologies with GIS provides a powerful way of

extracting land features inherent in satellite images (Zende, 2012). Various studies have been reported across the world, illustrating the application of GIS in the evaluation and management of

landform, soil and water resources. The spatial pattern of relief yields the topographic mosaic of a

terrain and is normally extracted from the topographical maps which are available at various scales and are rarely good inputs for terrain analysis.

Sustainable land use planning should be based on many factors – environmental

(ecological), economic, social, etc. Many different methods for evaluation of land use environmental determinants can be found in literature. One of the approaches is based on the concept of landscape

(natural, environmental) functions and its potentials (Drzewiecki, 2008).

Renewable resources are generally overharvested in the field and in laboratory experiments when there are no rules limiting who can harvest or how much (an open access situation) (Janssen,

2008). One method potentially available to resource users is to select their own institutional rules for

governing the use of a shared resource.

Proceeding



To create the final spatial information and analysis, land development priority maps and

information, data for spatial arrangement were incorporated with using Geo-spatial Information

System data of physiographic divisions, geologic divisions, land cover classification, elevation, drainage network, administrative districts and population density and environmental parameters

modeling (Gharagozlou, 2011). Special analysis also attention was paid to population density for the

construction of the land development priority map and using satellite image analysis to determine land use changes and analysis of geo-spatial information, because highly dense populated areas

represent the highly important urban and industrial areas. While geo-information technology offers an

opportunity to support spatial arrangement management adequate geo-spatial information is a prerequisite for sustainable development, but many parts of the world lack adequate geo-spatial

information on environmental resources. Such information providing, which serves as an important

tool for decision making in land use planning, can help provide effective information to natural disaster management.

In spatial arrangement management we witness a transition from building dikes (separating

water from land use) to ‘space for the river’ – such as schemes in different countries and different river basins being carried out in anticipation of expected climate change (Wiering, et al, 2006).

Overall, processes of institutional rescaling are having effects on spatial planning and water

management.

Disaster has serious impact to our society in many aspects. In the last decade more than

500.000 people were the victim of various natural disasters all over the world. Economic damage in terms of absolute amount and percentage to GDP was also very high. The risk of some types of

natural disasters, such as flood and landslide can actually be reduced provided appropriate policies

and infrastructures exist. Efforts in reducing disaster risk involve many disciplines and can be seen from many perspectives, such as data sharing and integration, modeling and management perspective

(Sutanta, et al, 2009).

Three basic components of any spatial planning documents are time, space and development (Jankovic, et al, 2011). Therefore, spatial planning must be approached with great seriousness, as

incorrect or slovenly set setting can adversely affect the development of local community. This is

particularly important in planning at the local level because the resources of the local level are limited, and the result of mistakes made often irreparable.

By aggregating information across multiple time series rather than monitoring each series

separately, planners can improve timeliness, accuracy and spatial resolution of detection. Planners evaluate several variants of the expectation-based scan statistic on the disease surveillance task (using

synthetic outbreaks injected into real-world hospital Emergency Department data) and draw

conclusions about which models and methods are most appropriate for which surveillance tasks (Neill, 2009).

2. RESEARCH METHOD In order to determine the applicability and relevance of Land Capability Evaluation method

based Geographic Information System for Spatial Arrangement (LCE-SA) using GIS to a real world

land capability, the methodology is applied to a case study. The base study is based on eight themes layers (flood, rocks, rain fall, soil drainage, erosion, effective depth of soil, land slope, soil texture)

located within Bandung and West Bandung District West Java. This application serves as an example

of how to implement LCE-SA at regional developmental and planning body level. The five step process of LCE-SA is applied to the case study region. Each step is defined in

detail as well as the results of the process. Data was processed and layers were created using Arcview

GIS 3.3 and geo-processing and Spatial Analyst Extension. 2.7. Define study area

The study area used for the application of LCE-SA is Bandung and West Bandung District,

Indonesia. According to the Indonesia Census Bureau 2008, Bandung and West Bandung District has a population of 4.3 million, an area of 3,092.07 square kilometers, and is located

along one hundred and twenty kilometers of Jakarta, capital of Indonesia. The land

capability and suitability provider in this city is the Regional Developmental and Planning Body (RDPB), therefore, this case study focuses on eight variables for land capability and

suitability within Bandung and West Bandung’s jurisdiction.

2.8. Gather data The base layers of the maps consisted of Bandung and West Bandung Administration maps

and eight variables for land capability and suitability which were accessed via Geo-Spatial

Information Body (BIG) and Regional Developmental and Planning Body (RDPB).

Proceeding



Bandung and West Bandung Administration were digitized based on a geo-referenced map

provided by BIG. Data layers for flood, rocks, rain fall, soil drainage, erosion, effective

depth of soil, land slope and soil texture were provided by RDPB. 2.9. Create thematic maps of land capability and suitability

Thematic maps of land capability and suitability derived from geo-processing extension –

geo-processing wizard – intersect two themes for creating class I to VIII of land capability and Good, Medium and Bad of land suitability layers. After ensuring zoning area,

information was connected for sub-district connectivity using the boundary intersection rule,

land capability and suitability performance were extracted at one sub-district and overlaid on the water and road network.

2.10. Analyze data

Using the eight information layers, land capability and suitability maps for Bandung and West Bandung were created for affected all existing activities in land use. In addition, extent

maps were created to highlight notably large coverage of spatial arrangement (spatial

planning, spatial use, spatial controlling). Figure 1 and 2 illustrate land capability and suitability, specifically for water and road network. The amount of at-risk land capability

and suitability for each sub-district was calculated by extracting the zoning area from each

corresponding map. The total acreage land capability and suitability zone at each sub-district was calculated. Therefore, applying LCE-SA and identifying at-risk all existing activities of

land use are useful from a planning perspective for Bandung and West Bandung District.

2.11. Synthesize results and recommendations Based on the projected population levels, Bandung and West Bandung District is not yet

achieving good performance in spatial arrangement functions. Accordingly, zoning area of

land capability and suitability in this area is not yet the most maximal and optimal function, and therefore, sustainable development in spatial arrangement should prioritize projects

centered in this region. Input variables data for land capability and suitability were provided

by Regional Developmental and Planning Body, for administration, water and road network data was provided by Geo-spatial Information Body and this is included in the map for

further spatial arrangement (spatial planning, spatial use, spatial controlling) analysis.

2.12. Reflection LCE-SA is an applicable process that is useful for Regional Developmental and Planning

Body, General Work Office and Agricultural Office. This case study application based on

flood, rocks, rain fall, soil drainage, erosion, effective depth of soil, land slope and soil texture themes in Bandung and West Bandung District serves as an example for how

regional developmental and planning body, general work office and agricultural office can

begin to apply LCE-SA to their spatial planning, spatial use and spatial controlling using spatial analysis to determine potential lands function along Bandung and West Bandung

regions. LCE-SA identifies at-risk all existing activities of land use to allow for improved

planning of current and future projects. The case study includes limitations associated with accessing the geographic data. .

3. RESULT AND ANALYSIS Tabel 1Interval Scale of Land Capability Evaluation

No Land Capability Class Class Interval

1 I 315,00 - 350,00

2 II 280,00 - 314,90

3 III 245,00 - 279,90

4 1V 210,00 - 244,90

5 V 175,00 - 209,40

6 VI 140,00 - 174,90

7 VII 105,00 - 139,90

8 VIII 70-104,90

Proceeding



Figure 1 Land Capability Map of Bandung and West Bandung District from GIS Analysis

Figure 2 Land Suitability Evaluation in Bandung and West Bandung District from GIS Analysis

Proceeding



Table 2 Area of Land Suitability in Bandung and West Bandung Sub-District (Ha)

No Village Sub-District I II III IV V VI VII Total

1 Cibeuying Cimenyan 182,387.28 3,847,805.64 922,697.20 4,952,890.12

2 Cibodas Lembang 9,736.80 2,444,633.41 37,655.91 3,465,129.19 5,957,155.31

3 Ciburial Cimenyan 163,163.94 1,449,856.41 2,013,765.29 562,523.21 731,412.04 2,755,817.00 7,676,537.90

4 Cikadut Cimenyan 163.61 1,023,431.61 2,350,638.93 3,374,234.15

5 Cikahuripan Lembang 3,526,497.01 1,655,495.70 1,911,534.93 8,235.67 7,101,763.31

6 Cikidang Lembang 3,110,786.81 716,656.09 4,448,270.82 8,275,713.72

7 Cikole Lembang 95,823.89 3,797,538.83 293,689.83 3,802,620.56 7,989,673.11

8 Cilengkrang Cilengkrang 1,362,722.94 329,232.90 1,244,803.74 664,276.22 174,579.10 3,775,614.90

9 Cimenyan Cimenyan 383,826.90 3,903,777.26 206,912.69 1,036,450.77 3,880,569.32 9,411,536.93

10 Cipanjalu Cilengkrang 344,134.88 9,331,469.81 4,322,904.50 5,142,438.55 669,299.47 19,810,247.20

11 Ciporeat Cilengkrang 8.69 241,357.23 2,041,075.65 739,254.65 2,324,644.86 868,154.40 6,214,495.48

12 Girimekar Cilengkrang 1,647,010.81 575,843.04 1,797,150.21 1,625,306.52 5,645,310.58

13 Gudang Kahuripan Lembang 355,753.36 234,458.06 2,868,114.36 431,638.73 3,889,964.51

14 Jatiendah Cilengkrang 757.62 1,476,709.70 1,477,467.32

15 Jayagiri Lembang 999,531.66 5,374,022.07 2,650,053.96 9,023,607.69

16 Kayuambon Lembang 40,479.96 1,826,956.69 343,157.28 2,210,593.93

17 Langensari Lembang 52,253.38 2,086,722.31 507,245.67 4,353,217.52 60.64 6,999,499.52

18 Lembang Lembang 1,853,204.66 138,957.77 1,992,162.43

19 Mandalamekar Cimenyan 32,941.75 209,341.92 846,220.72 938,620.51 2,027,124.89

20 Mekarmanik Cimenyan 270,350.51 8,172,117.15 1,873,282.08 2,204,202.55 12,519,952.29

21 Mekarsaluyu Cimenyan 1,071,082.24 928,466.59 434,102.55 2,300,807.65 4,734,459.02

22 Mekarwangi Lembang 358,478.55 936,454.99 1,000,055.28 613,248.80 625,636.58 677,741.35 4,211,615.54

23 Melatiwangi Cilengkrang 151,698.89 1,237,955.00 794,312.55 2,183,966.43

24 Padasuka Cimenyan 814,887.34 699,670.68 1,514,558.02

25 Pagerwangi Lembang 40,486.87 2,718,514.47 1,568,674.87 324,739.23 4,652,415.44

26 Sindanglaya Cimenyan 577,376.73 1,335,301.12 1,912,677.86

27 Sukajaya Lembang 494,554.19 1,329,828.22 31,855.54 1,439,300.65 2,943,023.87 8,298.63 6,246,861.10

28 Suntenjaya Lembang 192,627.90 2,331,580.48 1,416,673.44 9,823,895.84 1,887,894.47 214,118.16 15,866,790.29

29 Wangunharja Lembang 1,982,310.88 229,481.38 3,518,180.67 1,155,049.09 1,001,722.18 7,886,744.19

30 Wangunsari Lembang 329,382.38 1,271,809.34 1,905,030.44 2,696.75 3,508,918.90

5,892,676.00 28,135,132.95 34,413,766.94 52,998,383.70 33,255,822.82 26,551,822.65 1,796,946.98 183,044,552.04

Proceeding



Table 3 Area of Land Suitability in Bandung and West Bandung Sub-District for Housing

No Sub-district Good (ha) Medium (ha) Bad (ha) Total (ha)

1 Arjasari 0 2780.8 2932.48 5713.28

2 Baleendah 2047.68 1289.28 884.8 4221.76

3 Bajaran 1946.56 2022.4 5561.6 9530.56

4 Batujajar 1997.12 3867.84 278.08 6143.04

5 Bojongsoang 3008.32 25.28 0 3033.6

6 Cicalengka 632 4196.48 4247.04 9075.52

7 Cikalong Wetan 0 4550.4 6370.56 10920.96

8 Cikancung 556.16 1769.6 1415.68 3741.44

9 Cilengkrang 0 1415.68 2047.68 3463.36

10 Cileunyi 1365.12 1365.12 303.36 3033.6

11 Cililin 1339.84 5056 1946.56 8342.4

12 Cimahi Selatan 75.84 1643.2 0 1719.04

13 Cimahi Tengah 0 1162.88 0 1162.88

14 Cimahi Utara 25.28 1440.96 0 1466.24

15 Cimenyan 0 75.84 4525.12 4600.96

16 Ciparay 2376.32 2629.12 404.48 5409.92

17 Cipatat 252.8 9631.68 2401.6 12286.08

18 Cipeundeuy 0 6395.84 1491.52 7887.36

19 Cipongkor 25.28 2755.52 4752.64 7533.44

20 Cisarua 353.92 3438.08 1466.24 5258.24

21 Ciwidey 50.56 8013.76 9682.24 17746.56

22 Dayeuh Kolot 1643.2 0 0 1643.2

23 Gunung Halu 0 15648.32 12715.84 28364.16

24 Ibun 101.12 3539.2 2199.36 5839.68

25 Katapang 2199.36 0 0 2199.36

26 Kertasari 0 4702.08 9404.16 14106.24

27 Lembang 25.28 4272.32 5561.6 9859.2

28 Majalaya 4322.88 303.36 0 4626.24

29 Margahayu 960.64 0 0 960.64

30 Margaasih 1744.32 278.08 0 2022.4

31 Ngamprah 303.36 2477.44 1061.76 3842.56

32 Pacet 0 5966.08 3690.02 9656.1

33 Padalarang 2047.68 1264 834.24 4145.92

34 Pameungpeuk 834.24 657.28 151.68 1643.2

35 Pangalengan 0 8468.8 14763.52 23232.32

36 Parongpong 985.92 3210.56 75.84 4272.32

37 Paseh 1289.28 2199.36 1440.96 4929.6

38 Pasirjambu 0 6092.48 16558.4 22650.88

39 Rancaekek 4954.88 25.28 0 4980.16

40 Sindangkerta 25.28 5460.48 4474.56 9960.32

41 Soreang 2502.28 3311.68 682.56 6496.52

Total 39992.5 133402.56 124326.2 297721.26

4. CONCLUSIONS Due to the significant of land capability and suitability operation and function as well as the

increasing planning of performance spatial arrangement (spatial planning, spatial use and spatial

controlling), standard guidance such as LCE-SA are essential. Current financing and efforts are not

timely enough to increase all potential land capability and suitability associated with flood mitigation and disasters decreased. As a result, identifying potential land capability, land suitability and needs

demand of public through spatial analysis is valuable for improving decision making at the planning

Proceeding



level. LCE-SA is a five step process that is repeatable, straightforward, GIS - based and uses publically

available geographic data. Although, there are limitations associated with accessing regional specific

data, determining the influence of spatial arrangement impacts, and using newly developed population projections. LCE-SA addresses the primary needs identified with existing methods. As scientific

research continue and projections are revised over time. LCE-SA can be improved. Future research

includes streamlining the data collection process, enhancing the method of flood, rocks, rain fall, soil drainage, erosion, effective depth of soil, land slope and soil texture layers to include need analysis of

regional development and planning, general work, agricultural sector and incorporating population

projection models such as geometric and exponential rate of growth. In addition once LCE-SA is applied, the next step is to prioritize projects to make cost-effective and sustainable decisions at the

planning level. A prioritization index or framework is needed to guide planners in this process. LCE-

SA as well as the case study application served as a foundation for regional developmental and planning body, general work offices and agricultural offices to start developing adaptation strategies in

response to regional development and planning, general work, agricultural needs and population

increased. Ideally, the method and results can be applicable to regional developmental and planning offices, general work office and agricultural offices along district regions throughout the nation to

reduce amount of conflicts, floods and disasters.

ACKNOWLEDGEMEN The authors are grateful to Directorate of Higher Education, Rector of Indonesia University of

Education, Regional Development and Planning Body of West Java Province, Civil Engineering Department – Indonesia University of Education for providing data, recommendation, logistic and

financial support for Land Capability Evaluation Based Geographic Information System for Spatial

Arrangement. .

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Modeling”, Journal of Geographic Information System, 3, 367-372, 2011.

[2] A.I. Zata, et al., “Land Capability Evaluation of ChromuUsterts of Savannah Sugar Company

Numan, Northeast, Nigeria”, Advances in Agricultural Research and Development, Volume 1 (1), pp. 001-009, June 2013.

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Aquaculture Systems”, Australian Centre for International Agricultural Research, December 2011.

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[15] M.J. Egenhofer, “Point-Set Topological Spatial Relations”, International Journal for

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Proceeding



LEGALITY OF THE COMMERCIAL WEBSITE

Cynthia Hayat

1 , and Afrido V. Hutapea

2

1Faculty of Engineering and Computer Science Department of Information Systems

Krida Wacana Christian University - Jakarta 2Post Graduate Program Information Systems Management

Gunadarma University

Article Info ABSTRACT

Article history:

The trade transaction with the internet was not controlled , both from the aspect of the clarity of the law and from each trade tax. Many cases of the

deception and dishonesty damaging the customer Became reason the

importance of a department or the system that could arrange the trade that used the internet . The department or this system functioned as the official

permission of department that misses some commercial website or the legality website commercial.With the legality commercial website was hoped for so

that the process of the online trade transaction his more orderly and clear legal

rules but also that the government could pull the trade tax from goods or the service . The legality website this could increase of the customer 's trust when

they want to do online transactions , reduced the crime rate / dishonesty , and

the owner of commercial websites to obey the tax .

Keywords :

legality

legality of commercial websites

EC -trust

CorrespondingAuthor: Cynthia Hayat

1,

Department of Information Systems

Faculty of Engineering and Computer Science Krida Wacana Christian University

Bandung, Indonesia

Email : cynthia.hayat @ ukrida.ac.id

1. INTRODUCTION Information technology gave birth to the Internet . Rapid development of the internet , one

of which produces a model of electronic commerce is Electronic Commerce ( e - commerce ) .In

practice, e - commerce raises several issues concerning the legal aspects of trading in the use of systems that form the on line networking management . Some of the problems according to True

Wahyono , among others, regarding the principles of jurisdiction in a transaction , contract issues in

electronic transactions , consumer protection issues , tax issues ( taxation ) , and cases of fraud and fraudulent transactions [ 1 ] .

According Anggara , Supriyadi WE , and Ririn Sjafriani , difficult law enforcement in electronic trading . This is actually troublesome , because if the author only affected the criminal ,

there will be a selective or discriminatory in application of the law [ 2 ] .

Research in Malaysia to 370 respondents by a private university in Selangor , found that confidence (trust ) and consumer attitudes have a stronger direct effect on interest buy online [ 3 ] .

While Severine Dusolier mention some issues in electronic commerce , among others , the

problem Taxation Law , Electronic Payment Issues , Legal Contract and Evidence , Liability / Responsibility , Intellectual Property Rights , Consumer Protection , Privacy Issues , and

International Law [ 4 ] .

Tax law requires that every eligible taxpayer subjectively and objectively carry out tax obligations. This provision stands on the assumption that each individual has had an adequate

understanding of the tax. In fact, the direction of government policy that focuses not rely on tax

revenue for natural resources and foreign loans to finance the country is a manifestation of the era calls.

Taxes can be viewed from the perspective of economics and law (juridical). From an

economic perspective, the tax is a transfer of resources from the private sector (the people) to the

Proceeding



government sector.

Given the vital role of the tax, while on the other hand the absence of immediate payoff from

paying taxes, then the tax liability must have legal provisions. Therefore juridical terms, fees merupaka tax that can be imposed. In this case there are legal consequences if the taxpayer does not

perform its obligations.

The emergence of various problems related to trade via the internet , the law required the reference models that can be used as a standard transaction . One of the widely used international

benchmark is Unctral Model Law on Electronic Commerce , published by UNCITRAL as one of the

international commission under the auspices of the UN . The model law has been used by many countries to be the basis of legislation in the field of e - commerce , such as the Electronic

Transaction Act of Singapore , the law of electronic transactions in Malaysia and many others [ 5 ] .

The writing is expected will provide the solution of various problems arising from electronic commerce . Solutions that can be applied , among others, the process of legalization for all

commercial websites . Legality commercial website will use media web portals as a means for the

government to provide information to the public . With the legality of commercial websites is expected that electronic commerce is more orderly and clear legal rules so as to increase the

confidence ( trust) when transacting customers .

2. BASIC CONCEPTS

2.1 Confidence in the Electronic Commerce ( EC - Trust) Shopping with internet media is different from traditional shopping market in terms of

quantity and quality of information offered to the customer . Intensive two-way communication

should be provided to produce a successful transaction . In the communication process , developing

customer loyalty and trust to be the most important issue / critical . Confidence in the electronic media is also called " e -trust " unbelievable increase consumer

loyalty . Consumers believe that the payment channels on the internet is not safe . This reduces

consumer confidence , so that they are lazy to do online banking transactions [ 6 ] . There are three factors that EC -Trust can be identified and analyzed . These factors is the

quality of information , web interface design , and the company's reputation . A framework is shown

in the graphic below :

Figure 1 . Contibution of Factors EC - Trust [ 6 ] .

2.1.1 Information Quality Quality of information published on the internet media will directly affect the individual's

perception of the company . Built a solid foundation of user satisfaction levels are very well informed

so as to provide a starting point for determining the quality of information [ 7 ] . Focus on the

information submitted on the internet , can be categorized into the following four attributes , namely : 1. Accuracy , accurate and appropriate information to the user knowledge . Any information would be

misleading to the user to build a sense of distrust .

2. True , spelling and proper grammar should be used . Any typographical errors will distract people in reading the information .

3. Timely , information must be current and on time according to the user's request .

4. Proper use , business content of the information must be able to give visitors a brief understanding of the company and the products or services provided.

2.1.2 Design Interface Website Design interface website was also the starting point for the development of EC -trust . The

web interface is more attractive and user - friendly can make people feel happy and more trusting to

visit the website. Each link is broken or messy interface will directly lower the individual intention to explore the web site .

Website interface design should meet the criteria ; should be easy to navigate , quick to

download , and reliable .

Information Quality

Design Interface Website EC-Trust

Corporate Reputation

Proceeding



2.1.3 Corporate Reputation Almost the same as other remote shopping channels , the company's reputation remains one of

the main elements in developing confidence . For companies on the internet , reputation depends on at least two sources :

The brand name , helping companies build relationships of trust with customers simply because

customers know what they need and the company's existing assets seen by them .

Seal approval , is defined as " information about other companies that specialize in ensuring the

safety of web site " [ 8 ] .

2.2 Certification Certification Electronic and Reliability

To reduce the level of crime cybercrime , the government actually has held certifications

elektornik . Electronic Certification organizers , according to Article 10 of the ITE , is a legal entity that serves as a credible party , which provides audit and Electronic Certificate [ 2 ] .

Function of the electronic certificate issued by the Operator Certification Electronic 's security

to guarantee the implementation of the electronic system . To date, more electronic certifications applicable to the banking sector . Institutions such as the cost of non - banking , telecommunications ,

information technology , capital markets and others can also use an electronic certificate to ensure the

implementation of the security of their electronic systems [ 9 ] . While the object of the certificate is not on the reliability of electronic documents and electronic

transactions but on businesses that conduct electronic transactions . In simple terms it is the gift of

confidence to businesses that conduct electronic transactions . In practice , the electronic certification and certification begiru reliability is not effective in

reducing online fraud and fraudulent transactions . Reliability of the electronic certification and

certification serves only as a gift of confidence in the businesses that conduct electronic transactions .

3. METHOD Type of research by the author based on a qualitative approach using literature methods .

Literature study conducted by gathering relevant information from scientific books , research journals ,

legislation , government regulations , and other written sources .


4.1 Legality Commercial Website Increasing number of cases of fraud , as well as discomfort between sellers and buyers on

online transactions , so it is expected that the certainty of the government to ensure the comfort of the

community in terms of transactions in cyberspace . With the legality of the website , where every website that make buying and selling must have identification numbers such as construction permit

numbers , which is equipped with data such as the name of the owner of the website owner's website ,

address , social security number , and TIN . Documents required at the time of the legality of commercial websites usually refers to Bylaw

No. 15, [ 10 ] but should be reconsidered because the owners of commercial websites dominated the

home-based business , or a low- income communities . Completeness of the documents supplied to obtain sufficient legal full name , identity card number , Tax ID Numbers website owner , and address

of residence is unclear .

After registration website to obtain legality done , will obtain a business license number . Permit numbers will later be separated and distinct from SIUP . People who want to transact online can

find a legal web site and be guaranteed to be secure from fraudulent transactions . If any website is to

close the sale , to have a clear status , it will increase the confidence ( trust) to transact online community , and also can reduce the level of crime / fraud in cyberspace . Thus facilitating the

performance of the police in crime follow that occur in cyberspace . If all online transactions can be

done with a sense of security and will reduce the transaction directly , and can streamline many things like , the level of congestion on the road , the cost of transportation , brokers , and so forth . In addition

, each transaction must be subject to the sales tax .

4.2 Legality Website For Commercial Website The web portal is a web site that presents information from various sources in an integrated

manner . Web portals have standard features such as search engine information , but it can also include

e - mail , news , entertainment , and others. Web portals have a certain ability to follow the tastes of the

visitors. Content is usually in the form of dynamic content [ 11 ]

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At the end of the dot - com boom in the 1990s , many governments are committed to creating

portal sites for their citizens . Many U.S. states have their own portal which provides direct access to

the eCommerce applications . The Government will then assign a company to manage their portal . One of the most successful companies today are NICUSA which manages 18 state portals . [ 12 ] .

Government can do with the legalization of commercial websites using media web portals . The

web portal will be managed by a private agency ( non-government ) . The private agency is committed to providing information services to the community .

4.3 Legal Process Flow Chart of Commercial Websites cDesign flow chart of the process flow of the legality of commercial websites look like Figure

2 . Process legality commercial website as follows : every commercial web site owners will sign up to

the ISP . The signup process is equipped with a commercial website registration requirements completeness ( tax ID number , social security number , name , address ) . ISP then checks the

completeness requirements . If it does not meet registration requirements to the government , then the

web application was rejected . If the registration requirements of commercial websites have been met , then the ISP to register the commercial to the government web site . The Government will verify the

data entered by the ISP . Whether the data is valid or not . If data is not valid then denied registration

permits commercial website and if data is valid then the government will issue a Permit Number Website . If the number has been issued license Commercial Website , then the ISP can activate the

website . Data that already passed verification website will be displayed on the website portal . Facility

serves as a portal website of the government to provide information to the public .

ISP Website PortalUser

Tidak Ya

Pemerintah

Mulai

Selesai

Pendaftaran Website

Komersil

Setuju?Pengajuan No. Ijin

Website Komersil

Mengeluarkan

Nomor Ijin Web

Pengaktifan

Web

Pemilik,

Alamat

Usaha,

Nomor Ijin

Web

Pengecekan Syarat

Kelengkapan

Pendaftaran Website

Pengecekan Syarat

Kelengkapan Pendaftaran

Website

Setuju?

Ya

Tidak

Figure 2 . Flowchart legality commercial website

4.4 Tax for Online Transaction Online shopping in Indonesia through three channels. First, through an online store, such as

lazada.com and zalora.co.id. Secondly, through a platform that brings the sellers with buyers, as well as

a forum for both. For example, kaskus.co.id and tokobagus.com. Third, through social networking.

Most of the online shopping websites in this category use Facebook to sell and shop. "There are no rules, just trust. Pattern, shopping on the internet but still payment through ATM or bank.

Stretching trading online makes the Directorate General of Taxation tempted to capture

potential revenues that have never touched it. Because it was not long before the tax would require online businesses to pay taxes. Technical rules for the application of online transaction tax is only

asserted tax liability for businesses online that they also have to pay taxes like other businesses.

Proceeding



For example, obligations to pay income tax (income tax) Article 23 (ie for legal entities), also

Sales tax (VAT). "The potential of VAT alone could reach billions of dollars.

It is not easy for the business to tax online transactions. For example, purchase the song or by downloading from the download sites abroad. By rule, buy goods imported from outside nature, and

should be subject to import duties. Well until now no solution.

Shortage of information technology tools such as software and hardware have adequate government, became one of the obstacles taxation of electronic transactions.

Figure 2. Draft of Tax System

5. CONCLUSIONS The continued development of electronic commerce raises several issues concerning the

principles of which yuridiski in transactions , consumer protection issues , tax issues , cases of fraud

and deception , and trust in bertransakasi . Solutions that can be applied to solve a variety of problems such as the process of legalization for all commercial websites . Legality commercial website will use

media web portals as a means for the government . The web portal will be managed by a private agency

(non-government). The private agency is committed to providing information services to the community. With the legality of commercial websites is expected that electronic commerce is more

orderly and clear legal rules so as to increase the confidence ( trust) when transacting customers .

Suggestions Legality of commercial websites should be protected by the ITE Law , so that the duty to run

by everyone who uses the website as a marketing medium / profile . All transaction are not registered /

website without permission from the government considered illegal or unlawful .

REFERENCES [ 1 ] . Bambang , Dawn . , Eko Saputro TA . , " Shopping Through Internet Fraud , " accessed on July

9, 2011 .

[ 2 ] . WE Supriyadi . , Anggara . , And Ririn Sjafriani . , " ITE Law Controversy :

Libel sued in the realm of Maya " , Degraf Publishing , Jakarta , 2010 . [ 3 ] . Binus Library , " Chapter 2 Review of Literature Thesis 2012-0119 " , 2012. available from

http://library.binus.ac.id/eColls/eThesis/Bab2/TSA-2012-0119 % 20BAB % 202.pdf ( accessed :

Monday, December 31, 2012 ) . [ 4 ] . Kholil , " Legal issues in E - Commerce " , 2011. available from

( accessed : Monday, December 31, 2012 ) .

[ 5 ] . Wahyono , Teguh . , " Ethics + Responsibility Computer Professionals in the Field Information Technology 2nd Edition " , Andi Yogyakarta , 2009.

[ 6 ] . Fung , Raymond . , Matthew Lee , " EC - Trust ( Trust in Electronic Commerce ) :

Exploring the Antecedent Factors " , City University of Hong , 1999. [ 7 ] . Ives, B. , Olson , MH , and Baroudi , JJ , " The Measurement of User Information Satisfaction , "

Communications of the ACM ( 26:10 ) , October 1983 , pp . 785-793 .

[ 8 ] . Cheskin Research and Studio Archetype / Sapient , " eCommerce Trust Study" , Available from http://www.studioarchetype.com/cheskin/assets/images/etrust.pdf , ( accessed : January 1999 )

.

Proceeding



[ 9 ] . Afriyadi , Teguh . , " Functions and Certification Certification Electronic Reliability in the

Business World " , Retrieved from

( accessed : Tuesday, 27 November 2012) . [ 10 ] . Siswosoediro , Harry S. , " Book Smart Handling Licensing & Documentation " ,

by Henry S. Siswosoediro , Media Vision Publisher , Jakarta 2008

[ 11 ] . Anonymous , " Web Portal " , Retrieved from http://id.wikipedia.org/wiki/Portal_web ( accessed : Monday, December 31, 2012 ) .

[ 12 ] . Ervannur , " Web Portal " , Retrieved from http://ervannur.wordpress.com/2011/03/17

/ web - portal / ( accessed : Monday, December 31, 2012 ) .

Proceeding



DESIGNING THE 3T FRAMEWORK FOR PERFORMANCE

MEASUREMENT OF KNOWLEDGE MANAGEMENT SYSTEM

(KMS)

Novi Sofia Fitriasari

Department of Computer Science

Faculty of Mathematics and Science Education Indonesia University of Education


Article history:

The 3T Framework is a framework for performance measurement of knowledge management system in organization environment through a

systematic. Performance Measurement of KMS is one of the main prerequisite

before organization makes any improves to increase knowledge management to a certain level of maturity. Performance Measurement will be assist

organization in making systematic improvement. So it can be emphasized that the measurement of the performance of KMS is one important factor in

implementing knowledge management (KM) in an organization. The 3T

framework design using Design Science Research. Framework consists of the assessment stage, the stage determines KPI (key performance indicator) and

determine the stage of maturity. Assessment stage is a stage of identifying the vision, mission, strategies, goals, maps and strategy of program initiatives for

knowledge management systems. determine KPIs Stages. This stage to

identify the KPIs based on predetermined goals. KPI identification based on 5 KPA (key process areas) is the organization, KM process, KM Team, KM

technology and knowledge artifacts. Determine the level of maturity stages were conducted to evaluate the performance of the KMS to determine the level

of maturity for the 5 KPA.

Keywords :

KnowledgeManagement

System,

Maturity Level Performance Measurement

Framework Design Science Research

CorrespondingAuthor: Novi Sofia Fitriasari,

Department of Chemistry Education Faculty of Mathematics and science Education


Bandung 40154, Indonesia

1. INTRODUCTION 1.1 Background

Knowledge management performance measurement is very important in improving the quality

of a Knowledge Management System (KMS) in the organization. The importance of performance measurement is reinforced by statements from several researchers including Choy Chong and Tobing.

Choy Chong stated that the measurement of knowledge management performance is a critical success

factor (CSF) in implementing Knowledge Management. Knowledge Management in the future depends on the quality of measurement and whether the output generated by these measurements will provide a

real added value for the organization [1]. Tobing states that are pushing the need for performance

measurement to knowledge management [2]: 1. Traditional performance indicators adopted by most companies today, still focused on the past, not

giving a clear direction or guidance on what to do at this time and the time will come.

2. Performance indicators and measurement results are used by many companies today are very difficult to use for decision-making.

3. So that management can make informed decisions and achieve strategic goals

4. In order to make improvements and continuous improvement.

Proceeding



From the above it can be concluded that the measurement of the performance of KMS is one of the

CSFs for implementing KM so that the resulting value indicators in performance measurement can be

used to make decisions in conducting continuous improvement and refinement. At this time there is some research that discuss knowledge management performance

measurement such as :

1. Development and Validation of a Knowledge Management Capability Assessment Model (KMCA) by Kulkarani and Freeze [3].

2. Measuring Knowledge Management Performance by Shannak [4].

3. Evaluating Knowledge Management Performance by Minone and Turner [5]. Based on the research that can be identified in a study on knowledge management

performance measurement at least equipped with elements of strategy, focus areas and levels of

maturity. This research will be the development of performance measurement elements KMS from previous research by producing a framework called 3T Framework. The 3T Framework is a framework

for measuring the performance of KMS implementation within the organization systematic.

1.2 Problems The research questions for this paper are

1. What elements are contained in the KMS performance measurement framework

2. What elements are contained in the KMS performance maturity model and how the model of the KMS performance maturity.

3. How performance measurement framework of KMS.

1.3 Goals Goals for this paper are

1. Conducting analysis to determine the elements contained in the KMS performance

measurement. 2. Conducting analysis to determine the elements contained in the KMS performance

maturity and designing model of the KMS performance maturity.

3. Designing the 3T framework. 4. Evaluating the 3T Framework

2. METHOD The method used to produce 3T Framework adapted from information systems research

methods ofHevner, March, Park, & Ram(2004)[6]. There are four steps being taken in designing performance measurement framework

1. Doing construction to define the elements of performance measurement.

2. Designing the framework, 3. Instantiation the framework,

4. Evaluating the framework.

Stages of the research method can be illustrated in Figure 1

Proceeding



Figure1. Research Methodology


3.1 Construction Elements of Performance Measurement and Maturity Model Stages to design KMS performance measurement framework are the construction elements of

performance measurement and KMS maturity model. First, Construction elements of performance

measurement is based on an understanding of the most basic and fundamental aspects of performance measurement according of Moeheriono and build and implementation of Rohm it can be defined the

elements that must exist in the measurement of a performance are: Vision, Mission, Strategy, Strategy

Map, objective, performance, initiative and Evaluation [7],[8]. Another stage to design KMS Performance is maturity model analysis. Maturity model analysis conducted to define the maturity

model for KMS, by reviewing past research on knowledge management maturity model that can be

used to identify elements and relationships forming KMS maturity model. Stages of maturity model development can be seen in the figure 2

Figure2.Stages of maturity model development

Previous research study was conducted as a first step in defining the elements and relations of the maturity model KMS. There are three knowledge management maturity model that has been

presented in previous research. The research are

1. Holistic Development of Knowledge Management with KMMM by Ehms dan Langen. In the research produces KMMM model as the knowledge management maturity model [9].

Review of past research on maturity

models KMS

Defining elements and relationships as

forming KMS maturity model

KMS maturity model

Maturity Level

KMS Model

Used To

Produce

Information Symbol

Activity Result Knowledge Base

Proceeding



2. A Model of Organizational Knowledge Management Maturity based on People, Process and

Technology by Pee and Kankanhalli. In the research produces General Knowledge

Management Maturity Model (G-KMMM) as the knowledge management maturity model[10].

3. A Maturity Model for Quality Improvement in Knowledge Management, by Paulzen, Perc,

Doumi and Roibas. In that research produces Knowledge Process Quality Model (KPQM) as a maturity model on knowledge management[11].

Research conducted on previous research include the level of maturity, maturity attributes and

characteristics of maturity. Maturity level of research are adapted from the CMM is a maturity model concept of SEI. The maturity model is typically used to determine the maturity level of software

development.

To identify the model elements KMS maturity mapping knowledge management maturity level according KMMM models, G-KMMM and KPQM. Mapping is done in order to comprehensively

identify the maturity level to KMS. Mapping can be seen in table 1.

Table 1Maturity Levels KMS linkage used in research

Maturity Level Maturity levels are

used in research KMMM G-

KMMM

KPQM

Initial Initial Initial Initial

Repeatabl

e

Aware Aware Aware

Defined Defined Established Defined

Managed Managed Quantitavely

Managed

Managed

Optimizing

Optimizing

Optimizing Optimizing

After identifying the maturity level of the next step is to identify attributes of maturity.

Maturity attributes found on previous research mapped to elements KMS. KMS element consists of 5 elements. That element are the organization, KM process, KM Team, KM technology and knowledge

artifacts[12].

Mapping can be seen in table 2

Table 2 Pemetaan Atribut Kematangan dengan Elemen SMP

ELEMENTS

KMS

MATURITY ATTRIBUTES

KMMM G-

KMMM

KPQM

The Organization Strategic, Knowledge Goal

Environment,

Partnerships

Collaboration, culture

Organization

KM Team People, Competencies

Leadership, Support

Roles Organizations

People People

KM Process, Process Process

KM Technology Technology, Infrastructure Technolog

y

Technolog

y

Knowledge

Artifacts Knowledge Structure

Knowledge Form

Mapping in Table 2 done to show that maturity attributes of a maturity model can be based on the forming elements of knowledge management systems. Therefore, to determine the attributes of

maturity based on the elements of KMS. After determining the level of maturity and attributes the next

step is to determine the characteristics of maturity at KMS. Explanation of the characteristics of the maturity level of the outline can be seen in Table 3

Proceeding



Table 3 Maturity Levels and Characteristics for Knowledge Management Systems

Maturity Level Maturity Characteristics

1. Initial There is no knowledge management processes, and environmental management within the

organization did not support the existence of knowledge management and therefore will not

form a system of knowledge management in organizations (K1).

2. Aware There is awareness within the organization to manage knowledge, but may not know how to do it (K2)

3. Defined There is a knowledge management process, management support knowledge management by

defining formally as organizational elements, KM team, KM technologies, and to produce artifacts of knowledge (K3).

4. Managed Knowledge management has been managed well by the organization to form a knowledge

management system within the organization and there is a knowledge management system of

performance measurement as a process in improving the performance of a knowledge management system (K4).

5. Optimizing Knowledge Management Systems are well integrated into the organization so that if there are

changes in the organization's business objectives, Knowledge Management System can be

flexible to adapt to changes without lowering the level of maturity. Performance measurement instruments that have been defined at the level of managed can be combined with other

instruments as a tool of strategic control (K5).

Based on previous research studies on KMS maturity model can be concluded that there are three elements formation of KMS maturity model that are:

1. Maturity level: The level of maturity in the maturity model showing the performance of the

KMS are initial, aware, defined, managed or optimizing. 2. Characteristics of Maturity: the maturity characteristics represent the performance of SMP

conditions in accordance with the level of maturity.

3. Maturity attribute: Maturity attribute indicates that the element is owned by KMS. That element are the organization, the team KM, KM processes, KM technology and knowledge

artifacts.

Relation on the elements depicted in the figure 3.

Figure 3 The linkage between the levels, attributes and characteristics Maturity at KMS

KMS maturity model can be visualized from the figure 4.

Level 1-Initial

Level 2-Aware

Level 3-Defined

Level 4-Managed

Level 5-Optimizing

the organization

KM process

KM Team

KM technology

Knowledge Artifacts

Characteristics

Characteristics

Characteristics

Characteristics

Characteristics

Characteristics

Characteristics

Characteristics

Characteristics

Characteristics

Characteristics

Characteristics

Characteristics

Characteristics

Characteristics

Characteristics

Characteristics

Characteristics

Characteristics

Characteristics

Characteristics

Characteristics

Characteristics

Characteristics

Characteristics

Figure 4. Level Maturity Model for Knowledge Management Systems[12]

Proceeding



3.2 Designing The 3T Framework Stages to produce 3T framework consists of previous research studies, defining the elements

and relationshipsof the KMS performance measurement. First, Review of previous research. There are three research regarding the knowledge management performance measurement:

1. Development and Validation of a Knowledge Management Capability Assessment Model

(KMCA) by Kulkarani and Freeze [3]. 2. Measuring Knowledge Management Performance by Shannak [4].

3. Evaluating Knowledge Management Performance by Minone and Turner [5].

Based on the research that can be identified in a study on knowledge management

performance measurement at least equipped with elements of strategy, focus areas and levels of

maturity. Mapping elements of knowledge management performance measurement of some previous researchers can be seen in Table 4

Table4Element in Knowledge Management Performance Measurement

Elements Literature

Kulkarni & Freeze, 2004

Shannak, 2009 Minonne & Turner, 2009

Strategy √ √

Fokus area √ √ √

Maturity Level √ √

Another stage to produce 3T Framewok is defining elements of the framework 3T. To

define the elements of the framework 3T conducting by the development of the measuring element has

been defined previously. Development will be done by looking at the elements that must be present in

a performance measurement There are 8 main elements of the framework 3T. The elements are:

1. Vision of a KMS : is a sentence in the hope that an organization wants to achieve with the

implementation of knowledge management systems. 2. Mision of a KMS : an effort that will be implemented to realize the vision of KMS.

3. Objectives of KMS: A declaration which states clearly what is to be achieved by the

application of knowledge management systems. 4. Strategy of KMS: is a step that is planned to achieve the goal of knowledge management

systems

5. Initiatives program of KMS: Designing a program to follow up on each goal 6. Strategy Map of KMS : Is a causal relationship to produce a strategic map.

7. Key Performance Indicator (KPI) : Is a measure of performance that can translate the strategy

of knowledge management systems into terminology that can be measured. In determining the KPI based on elements from KMS, which was then said to be a key process areas or KPA on

performance measurement framework of the KMS.

8. Evaluation: Provide an overview or the results to the organization about how big the successful implementation of knowledge management systemsand determine which program

initiatives will be undertaken by organizations in order to further improve the performance of

the KMS. The success level of implementation of KMS associated with the maturity level. Finally, Defining relations on elements framework 3T, relations can be described as follows

Proceeding



Figure 5 Relation Element Performance Measurement for KMS[12]

To Sum up, 3T framework elements that have been defined above mapped into three phases:

assessment, define KPIs and determine the stage of maturity . Explanation of the three stages are as follows

1. assessment phase: Activities conducted at the beginning of the process of defining KPIs,

intended to identify the vision, mission, strategy, objectives, strategy maps and program initiatives of the knowledge management system.

2. Determine KPI phase: Activities undertaken to identify the KPI based on a predetermined

goal. KPI identification based on five KPA. The KPA is an organization, KM process, KM team, KM technology and knowledge artifacts.

3. Determine the level of maturity phase: Activities undertaken to evaluate the performance

of KMS with determining the level of maturity for the five KPA.

The third stage is illustrated in the following 3T Framework.Alignment of KMS with the

business strategy that organizations should keep in mind the knowledge management system that was built to be useful to the organization's business continuing. The changes in the business organization

will have an impact on knowledge management systems. Therefore, in defining the vision, mission,

strategy of KMS, preferably aligned with organizational business strategy

Figure 6The 3T Framework for Measuring Performance KMS [13]

Proceeding



3.3 Instantiations phase for The 3T Framework Instantiation stage is a stage show the 3T Framework can be applied in organizations. In the

instance of the Framework will be three phases. The phases are [13] 1. Phases assessment KMS done by defining the vision, mission, strategies, goals, strategy maps and

program initiatives in the implementation of knowledge management systems.

2. Phases determine KPIs. This stage is to identify the KPIs that derived from the implementation of objective knowledge management system. KPIs can be used to measure the performance organized.

3. Phases determine the maturity level of KMS. This stage is to identify the characteristics of the

attributes contained in each maturity at each level of maturity.

3.4 Evaluating for The 3T Framework Evaluation framework was done by using analytical methods is performed usingtest validity,

reliability of the questionnaire instrument which was made based on the KPI of knowledge management systems and the maturity model of the KMS that has been previously defined. Here is a

scenario in conducting performance measurement of KMS.

1. Determining the research object In evaluating the 3T framework, a case study by conducting a survey in one of the units at

Telecommunications Company in Bandung

2. Making a questionnaire In this study, a survey using the questionnaire method, which consists of two forms of

questionnaires, the questionnaire to determine the performance of the KMS and the maturity level

of the KMS. Question questionnaire formed from five key process areas: organization, KM process, KM team, KM technology and knowledge artifacts.

3. Implementation of the survey in order to collect data. The data was collected using two sources of data which consist of primary and secondary data

4. Processing the data from the questionnaire The data processing can be performed using SPSS 16.0 to test the questionnaire instrument

validation and reliability and using Microsoft Excel 2007 to calculate the level of performance and maturity level.

Level of KMS Performance To measure the performance of KMS were calculated using the frequencies used to calculate

the number of respondents, who chose the performance levels of low, medium, or highbased on each

KPA contained in the KMS. From the results of respondents' answers can be recapitulated that illustrates the trend in the level of performance. Recapitulation of the full performance level can be

seen in research reports with titlesDesigning Performance Measurement Framework of KMS created by

Fitriasari, N. S.[12]. In figure 7 can be seen Representation on the element Organizational Performance Level.

Figure7Representation on the element Organizational Performance Level[12]

Figure 7 performance represents an average organizational elements are at medium levels

shows that each KPI in the organization element of respondents had achieved enough.

Maturity Value of the KMS To get a clearer picture of the current maturity value and the expected, rising star charts can be

created. The diagram can be seen in the figure 8. This Figure represents the average value of the KMS

maturity element currently at maturity level 3 is defined where all elements of SMP has been well documented formal and expectations desired by the respondents for Knowledge Management System is

the increased level of maturity up to level 5 or optimizingwhich means that there is a knowledge

management system is expected to be integrated with organizational business processes. Therefore,

0204060

O1

O2

O3

O4

O5

O6

O7

O8 Low

Medium

High

Proceeding




when there are changes in the organization's business objectives, knowledge management systems will

adapt to the flexible.

Figure 8. Rising Star Diagram, Maturity Value of the As-Is and To-Be from Maturity

Attributes.[12]

4. CONCLUSIONS 1. Based on the analysis that had been done, resulting in that characteristic at maturity level used as

a reference to see the level of maturity of the existing KMS and used as a guideline to achieve the expected level of maturity. Characteristics at each level of maturity which describes five attributes

of an element of the KMS

2. Based on the results of the design that has been done can be concluded that the performance measurement framework KMS consists of three stages: stages of assessment, determine Key

Performance Indicators and determine the level of maturity.

3. Based on the results of an evaluation framework that has been done can be concluded that the KMS performance measurement framework can be used to measure performance KMS based on

elements from KMS

REFERENCES [1] Choy chong, S., “KM critical success factors A Comparison of perceived importance versus

implementation in Malaysian ICT companies,” The Learning Organization vol 13 No 3 ,pp. 230 – 256, 2006.

[2] Tobing, P. L.,” Knowledge Management: Konsep,Arsitektur dan Implementasi”, Yogyakarta:

Graha Ilmu, 2007. [3] Kulkarni, U., & Freeze, R., “Development And Validation Of A Knowledge Management

Capability Assessment Model”. Twenty-Fifth International Conference on Information Systems,

pp. 657-670, 2004. [4] Shannak, R. O. , “Measuring Knowledge Management Performance”, European Journal of

Scientific Research , 242-253, 2009.

[5] Minonne, C., & Turner, G.,” Evaluating Knowledge Management Performance. Electronic Journal of Knowledge Management Volume 7 Issue 5 , pp.583 – 592,2009.

[6] Hevner, A., March, S. T., Park, J., & Ram, S. ,” Design Science in Information Systems Research.

MIS Quarterly”, pp.75-105, 2004. [7] Moeheriono.,” Pengukuran Kinerja Berbasis Kompetensi,” Bogor: Ghalia Indonesia, 2009.

[8] Rohm, H.,” Performance In Action:A Balancing Act,” Perform Volume 2 Issue 2 , pp. 1-9, 2000.

[9] Ehms, K., & Langen, D. M., “ Holistic Development of Knowledge Management with KMMM”, Siemens AG, 2002.

[10] Pee, L., & Kankanhalli, A.,” A Model of Organizational Knowledge Management Maturity based

on People, Process, Technology”. Journal Information and Knowledge Management(JIKM) volume;8, issue 2 , pp.79-99, 2009.

[11] Paulzen, O., Perc, P., Doumi, M., & Roibas, A. C.,” A Maturity Model for Quality Improvement in

Knowledge Management,” Australasian (ACIS), pp. 1-12,2002. [12] Fitriasari, N. S., “Perancangan Framework Pengukuran Kinerja SMP”, Tesis Magister

Informatika, STEI ITB Bandung, 2010.

[13] Fitriasari, N. S., Sastramihardja, H. S ., Framework Pengukuran Kinerja SMP. Proceeding Vocational Education in IT Polytechnic , Competitive Advantage in ICT, pp. 326-334,2010


Proceeding



COMPARISON OF HARDWARE IMPLEMENTATION

BETWEENKARATSUBA-OFMAN ALGORITHM AND

CLASSICAL MULTIPLIER IN GF(213

)

Muhamad Nursalman

1, Arif Sasongko

2, Yusuf Kurniawan

2, Sarwono Sutikno

2

1Computer Science, Faculty of Mathematics and Science Education,

Universitas Pendidikan Indonesia 2Electrical Engineering, School of Electrical Engineering and Informatics,

Institut Teknologi Bandung


Article history:

Problem solved in this research is the polynomial multiplication in Binary Finite Field in hardware. We know that the process of multiplication in

hardware consuming very large resource compared to the summation process. Therefore, the question that arises is how to make the hardware for the

multiplication process as efficient as possible, especially if we want to apply it

on the restricted devices, one example is in the process of cryptography. Streamline methods used in the multiplication of this research is Karatsuba

Ofman Algorithm (KOA), in which this method was made with the divide and conquer technique, breaking each segment multiplication into two parts, and

then multiplying. Then to reduce the number of multiplication, that is by

utilizing multiplier segments and used to modify the other multiplier segments, consequently the number of multiplications is reduced. We already knowthat

theKOAapplicationtopolynomialmultiplicationwitha largenumber of bitsin Binary Finite Field veryefficient. This method is applied to polynomial

multiplication in GF(213

) becausewe want to knowthe extent ofits

efficiencywhen applied tosmallbits. The main results are obtained by using the method of KOA number of multiplication operation is reduced when compared

to ordinary/classical polynomial multiplication.

Keywords : Polynomial Multiplication

GF(213

) KOA

Classical Multiplication

VHDL

CorrespondingAuthor: Muhamad Nursalman

Department of Computer Science Faculty of Mathematics and science Education

Indonesia University of Education Bandung 40154, Indonesia

Email :[email protected]

1. INTRODUCTION

In today's digital age of human mobility is high enough so that the accompanying digital device developed in the form of restricted devices with high ability. One of the applications in limited

devices is cryptography, where in it there is the process of multiplication. In its implementation in

hardware, in addition to having a long delay time, the multiplication process takes a lot of resources compared to the summation process, especially if the process multiplication aplenty, this obviously is

not efficient. Therefore, the problem that arises is how to implement this in hardware multiplication

efficiently. So it can be applied also in applications, including cryptography, in limited devices. A complex multiplication is polynomial multiplication in Binary Finite Field. This

multiplication besides multiplying that many tribes are also modulo process by a function f(x), it is

reducing function in Binary Finite Field. One application is the polynomial multiplication in elliptic curve cryptography on the most basic level. This research will develop an implementation of the

polynomial multiplication in GF(213).

In the implementation parameters of space and speed are very important to consider, while the process of polynomial multiplication in Binary Finite Field can’t be released to do with the

implementation. Because the process takes a lot of resources. Therefore, in this study developed an


Proceeding



implementation in hardware so that the multiplication is more efficient than the usual classical

multiplication.

The approach taken to solve the problem is how to reduce the number of multiplications existing processes so as to be less than before so that the process is in a Finite Field can be done more

quickly. KOA is one method that can be done, KOA works by divide and conquer, which break down

every multiplication tribes into two parts, and then multiplying. From the process of utilizing KOA multiplier and/or multiplicand tribes that can be modified by other tribes so that the number of

processes multiplication be reduced. So the result is a reduction in the area and increase the speed of

the process of polynomial multiplication in GF(213). Contribution of this research is the hardware implementation of polynomial multiplication in

GF(213) by using the method of KOA, where it includes system architecture, FSM, VHDL programs,

and simulation. Outline paper, the rest of this paper is organized as follows: Section 2, the literature related to

theories underlying this study, the method KOA compared with the classical method of multiplying

two polynomials in GF(2n) to describe the analysis associated with advantages and disadvantages. Section 3, delivering KOA method and the steps undertaken in problem solving polynomial

multiplication mentioned above for implementation in hardware. Section 4, and present the results of

evaluation/discussion of the application of the above methods. Section 5, conclusions and further research.

2. METHOD As already indicated that the implementation of polynomial multiplication performed in this

study is in Binary Finite Field GF(2n), where there is a modulo process by the function f( x ), where this

function so that the result multiplication remain in GF(2n). Function f(x) itself is a function of the reducing polynomial of degree n.

In the classical polynomial multiplication measures usually done as follows.

Suppose there are two polynomials A(x) and B(x) of degree (n–1) as follows. 1

1 1 0

1

0

( ) ...n

n

ni

i

i

A x a x a x a

a x

1

1 1 0

1

0

( ) ...n

n

nj

j

j

B x b x b x b

b x

Then

1 1

0 0

1 1

0 0

( ) ( ) ( ) mod ( )

mod ( )

mod ( )

n ni j

i j

i j

n ni j

i j

i j

C x A x B x f x

a x b x f x

a b x f x

Polynomial C(x) can be generated by n2 multiplications and (n–1)2 summations. Time complexity of this classic multiplication is O(n2).

When viewed from the side of the area, obviously, polynomial multiplication does

not require a lot of areas because the process is simple, all the tribes living multiplication then multiplied the scores are added, after which in–modulo by the function f(x). But using the classic

polynomial multiplication process is long because of all the tribes multiplication should be processed

one by one. Moreover, we know that the multiplication process requires a great resource that causes the classic polynomial multiplication process takes much longer.

It is less appropriate when applied to the device performance is limited while the demand is

high. Therefore, there needs to be a method that can be implemented with efficient polynomial multiplication. In addition, there is still lack of research in the implementation in hardware.

Therefore, in this study tries to offer a solution to the above problems. Methods offered for

multiplying two polynomials above is Karatsuba Ofman Algorithm Method (KOA), in which this method works by divide and conquer. For solving polynomial multiplication problem above,

KOAwilldivideAandB, which each into twosegments, which consists of the segment of high and low

segments as follows.

Proceeding



1 2

1 2 1 0

/ 2 / 2 1 / 2 1

1 / 2 / 2 1 0

/ 2

...

... ...

n n

n n

n n n

n n n

n

H L

A a x a x a x a

x a x a a x a

x A A

1 2

1 2 1 0

/ 2 / 2 1 / 2 1

1 / 2 / 2 1 0

/ 2

...

... ...

n n

n n

n n n

n n n

n

H L

B b x b x b x b

x b x b b x b

x B B

Then after that, the two polynomials multiply as mentioned below.

/ 2 / 2

/ 2

mod

mod

n n

H L H L

n n

H H H L L H L L

AB x A A x B B f x

x A B x A B A B A B f x

Note the multiplication segments is in parentheses above, H L L HA B A B . KOA modify it

into a form like the following below.

H L L H H L L H H H H H L L L L

H H H L L H L L H H L L

H L H L H H L L

A B A B A B A B A B A B A B A B

A B A B A B A B A B A B

A A B B A B A B

3 .

So the polynomial multiplication forms A and B be as follows below.

/ 2

mod

n n

H H H L H L

H H L L L L

AB x A B x A A B B

A B A B A B f x

Note carefully that the number of multiplications that must be performed before as many as four pieces, namely

H HA B , H LA B , L HA B , and L LA B .

Then after modified with KOA, multiplication amount into three pieces, reduced from the

previous one, those are

H HA B , H L H LA A B B and L LA B .

When viewed as a whole multiplication, where the polynomials A and B have n coefficients,

then by using the method of KOA multiplication number now reduced to 3/4n2, where previously using classical multiplication method multiplication number is n2.

KOA process continues recursively can be done by re- divide each segment multiplication

existing segments into high and low segments until the last stage, the division into one coefficient. Butkeep in mindthatKOAis stillefficientif thenumber ofthe bitfor each ofAandBisgreater than8, less

than the KOA no longer efficient. Therefore, in this study the division is doing quite a one-time only

because it operates in GF(213).

3. RESULT AND ANALYSIS The purpose of this study is to implement KOA method as described above for polynomial

multiplication in GF(213) in hardware. Therefore, the number of coefficients for each polynomial of

degree 12, which will be multiplied, A and B, consisting of 13 bits of the numbers 0 and 1 because it is

operated in a binary finite field with irreducible polynomial is 13 4 3 1f x x x x x .

We know that the multiplication operation has a high cost in terms of hardware. Therefore, we use the KOA to reduce the number of multiplication operations polynomial multiplication in A and B

above. Because operated in GF(213), then the form of A and B as follows. 12 11

12 11 1 0

6 6 5 5 4

12 11 6 5 4 0

6

...

... ...

H L

A a x a x a x a

x a x a x a a x a x a

x A A

12 11

12 11 1 0

6 6 5 5 4

12 11 6 5 4 0

6

...

... ...

H L

B b x b x b x b

x b x b x b b x b x b

x B B

Then

Proceeding



6 6

12 6

mod

mod

H L H L

H H H L H L

H H L L L L

AB x A A x B B f x

x A B x A A B B

A B A B A B f x

Note that AH and BH, each consisting of 7 bits high and AL and BL each consisting of 6 bits

low. Therefore, multiplication segments that generate power greater than 12 will be performed

by the modulo function. While multiplication in the above segment result of degree less than thirteen so it does not need to be done by the modulo function. Then we can write the

multiplication AB into the following form.

12 6

12

6

mod

mod

mod

H H H L H L

H H L L L L

H H

H L H L H H L L

L L

AB x A B x A A B B

A B A B f x A B

x A B f x

x A A B B A B A B f x

A B

4 .

From the last formula above, then we make the algorithm and its Finite State

Machine. Then we made a block diagram of the datapath circuit. In the manufacture of customized datapath with minimal requirements to meet the hardware requirements in

accordance with the Finite State Machine.

Used to implement programming language VHDL in Quartus II, where later on it made the components required for the above polynomial multiplication along with datapath,

control or Fintie State Machine (FSM) and the main program to combine the two, datapath

and the FSM. Then for measure the system performance compared with the calculation above

Mathematics, whether appropriate or not.

Multiplication of polynomials AB formula above, we get the following solution algorithm.

5.

0

1

0 0 1

1

2

0 0 1

0 0 2

6

1 1

6

1 1

6

0 0

0 0 1

0 2

1:

2 :

3 :

4 :

5 :

6 :

7 :

8 :

9 :

10 :

11:

12 :

H L

H L

H H

L L

S RM A A

S RM B B

S RM RM RM

S RM A B

S RM A B

S RM RM RM

S RM RM RM

S RM RM x

S RM RM x

S RM RM x

S RM RM RM

S Output RM RM

6 .

From the algorithm we can generate as many as 12 states plus one state, S0, to start or idle.

12th State is a state that produces output. From the above algorithm generated picture of his

Finite State Machine as follows.

Proceeding



StartKOA

S1

S2

S5

S4

S3

S6S7

S8

S11

S10

S9

S12

StartKOA = 1

Note the FSM algorithm above we can see that we need a minimum of five fruits registers,

two for input A and B, and three pieces to accommodate the results of preliminary calculations. Then consider again the following formula AB multiplication.

12

6

mod

mod

H H

H L H L H H L L

L L

AB x A B f x

x A A B B A B A B f x

A B

From the above formula we get that multiplication AHBHis a 7 bits multiplication with input

High (AH) and 7 bits High (BH), then the multiplication process produces 7 7H H operator.

Because multiplication is generating polynomials of degree greater than 12, then in the

process, there is also the operator modulo by a function f(x). Then the sum of H LA A and

H LB B is the sum of the input 7 bits High (AH or BH) and 6 bits Low (AL or BL), then this

sum produces operator. Then look for multiplication, this is a 7 bits multiplication with the

input bits Low Low and 7, then this multiplication process produces 7 6H L operator.

Furthermore, ALBL multiplication is multiplication by input 6 bits Low (AL) and the 6 bits Low

(BL), then the multiplication process produces 6 6L L operator. Then note the following

segments,

12 6 6

H H H Hx A B x x A B

and

6

H L H L H H L Lx A A B B A B A B ,

both multiplied by x6. Then the second segment produces multiplication operator with x6.

Because multiplication is also generating polynomials of degree greater than 12, then in the

process, there is also the modulo process by the function f(x). Last is the sum of all segments of the existing product, then this process produces 13 bits summation operator.

From the above results, the resulting datapath circuit is as follows.

Proceeding



6( )x

13 13 7H 7H 13

Op2

M0

M1

M2

EnM0

EnM1

EnM2

A

B

7H 6L

3

3

3

A

B

6L 6L

7L 7L

Op1

Then for every operator generated over each of the corresponding components made. Then the components used in the datapath are implemented in machine language VHDL in Quartus II.

FSM diagram above serves to control the datapath in order to run as it should, from the start

input, process until the output. FSM consists of the following three main parts, namely the State Register, the Next State Logic and Output Logic. Here is the implementation of a Finite

State Machine above.

LIBRARY ieee;

USE ieee.std_logic_1164.all;

ENTITY fsm IS PORT (

Clock, Reset, Start: IN std_logic;

OE, enM0, enM1, enM2: OUT std_logic;

IE_op1, IE_op2, IE_op3: OUT std_logic_vector(2 downto 0));

END fsm;

ARCHITECTURE fsm_KOA13 OF fsm IS

TYPE state_type IS (s0, s1, s2, s3, s4, s5, s6, s7, s8, s9, s10, s11, s12);

signal next_state, current_state: state_type;

BEGIN

process (Clock, Reset)

begin

if Reset = '1' then

current_state <= s0;

elsif (rising_edge(Clock)) then

current_state <= next_state;

Proceeding



end if;

end process;

process (current_state)

begin

next_state <= current_state;

case current_state is

when s0 =>

IF (Start = '1')

THEN next_state <= s1;

ELSE next_state <= s0;

END IF;

when s1 => next_state <= s2;










when others => next_state <= s12;

end case;

end process;

PROCESS(current_state)

BEGIN

CASE current_state IS

WHEN s1 => IE_op1<="000"; IE_op2 <= "000"; IE_op3 <= "001"; OE <= '0'; enM0 <= '1';

enM1 <= '0'; enM2 <= '0';


enM1 <= '1'; enM2 <= '0';


enM1 <= '0'; enM2 <= '0';


enM1 <= '1'; enM2 <= '0';


Proceeding



enM1 <= '0'; enM2 <= '1';


enM1 <= '0'; enM2 <= '0';


enM1 <= '0'; enM2 <= '0';

WHEN s8 => IE_op2 <= "011"; IE_op3 <= "101"; OE <= '0'; enM0 <= '0'; enM1 <= '1';

enM2 <= '0';


enM2 <= '0';


enM2 <= '0';

WHEN s11 => IE_op1<="011"; IE_op2 <= "010";

IE_op3 <= "000"; OE <= '0'; enM0 <= '1'; enM1 <= '0'; enM2 <= '0';

WHEN others => IE_op1<="010"; IE_op2 <= "100"; IE_op3 <= "000"; OE <= '1'; enM0 <= '0';

enM1 <= '0'; enM2 <= '0';

END CASE;

END PROCESS;

END fsm_KOA13;

Here are the results of the implementation of the above, consists of a summary and output flow of the process with input A and B as shown below.

7 .

Proceeding



Let A=1110001100101 and let B=1010011000111, then if we use the formula of KOA for 13 bits the output is C=0011101010110 with 9.5 clocks or 9.5 ns. the resultis the same asifwedo

it manually.

4. CONCLUSIONS When viewed as a whole multiplication, where the polynomials A and B have n coefficients,

then by using the KOA method the multiplication number reduced to 3/4n2, where previously using

classical multiplication method the multiplication number are n2. It is proved that the method of KOA

multiplication reduce the number of existing multiplication processes. Future research is combining the KOA method with another method, wherethe

resultscanprovidebetter performancethanbefore,both in terms ofspeedandspace.

REFERENCES [1] Andre Weimerskirch and Christof Paar, “Generalizations of the Karatsuba Algorithm for Efficient

Implementations,” Ruhr-Universitat Bochum, Germany

[2] Chester Rebeiro, Debdeep Mukhopadhyay, “High Speed Compact Elliptic Curve Cryptoprocessor

for FPGA Platforms,” INDOCRYPT 2008: 376-388

[3] Cristof Paar, “A New Architecture for a Parallel Finite Field Multiplier with Low Complexity

Based on Composite Fields,” IEEE Transactions on Computers, July 1996

[4] Cristof Paar, Peter Fleischmann, Peter Roelse, “Efficient Multiplier Architectures for Galois Fields

GF (24n),” IEEE Transactions on Computers, February 1998

[5] Daniel V. Bailey and Christof Paar, “Efficient Arithmetic in Finite Field Extensions with Application in Elliptic Curve Cryptography,” To appear in Journal of Cryptology, Worcester

Polytechnic Institute

[6] Don Johnson, Alfred Menezes, Scott Vanstone, ”The Elliptic Curve Digital Signature Algorithm

(ECDSA)”, Certicom, 2001

[7] Haining Fan, Jiaguang Sun, Ming Gu and Kwok-Yan Lam, “Overlap-free Karatsuba-Ofman

Polynomial Multiplication Algorithms,“IET Information security, vol. 4, no. 1, pp. 8-14, 2010.

[8] Misrolav Knezevic, ”Efficient Hardware Implementations of Cryptographic Primitives,” Disertasi,

Arenberg Doctoral School of Science, Engineering & Technology, Maret 2011

[9] M.Machhout, M.Zeghid, W.El hadj youssef, B.Bouallegue, A.Baganne, and R.Tourki, “Efficient

Large Numbers Karatsuba-Ofman Multiplier Designs for Embedded Systems,” World Academy of Science, Engineering and Technology 28, 2009

Proceeding



[10] Sameh M. Shohdy, Ashraf B. El-Sisi, and Nabil Ismail, “Hardware Implementation of Efficient

Modifled Karatsuba Multiplier Used in Elliptic Curves,” International Journal of Network

Security, Vol.11, No.3, PP.155-162, Nov. 2010

[11] Steffen Peter and Peter Langendorfer, “An Efficient Polynomial Multiplier in GF(2m) and its

Application to ECC Designs,” IHP GmbH, Frankfurt(Oder), Germany

[12] Sudhanshu Mishra , Manoranjan Pradhan, “Synthesis Comparison of Karatsuba Multiplier using

Polynomial Multiplication, Vedic Multiplier and Classical Multiplier,” International Journal of Computer Applications (0975 – 8887) Volume 41– No.9, March 2012

[13] Y.A.Suryawanshi, Neha Trimbak Khadgi, “Design Of Elliptic Curve Crypto Processor with Modified Karatsuba Multiplier and its Performance Analysis,” International Journal of Distributed

and Parallel Systems (IJDPS) Vol.4, No.3, May 2013

Proceeding



2. COMPUTER SCIENCE EDUCATION

Proceeding



Proceeding



Institute of AdvancedEngineeringandScience Institute of AdvancedEngineerndScience

THE EFFECTIVENESS OF MULTIMEDIA IN SPECIAL

EDUCATION OF TUNAGRAHITA

Munir, Dedi Rohendi and Asep Wahyudin


Article Info ABSTRACT Article history:

Education did not see someone from physical and/or psychic quality or disability. Education was the right of all people. There were students who

had disability physically such as having dysfunctioned eyes so they could not

see, read and write; dysfunctioned ears so they needed a sign language; and other physical disability which would hinder learning process. In addition to

physical disability, there were also students who had mental disability (idiots), unstable emotion (one could be so hot tempered, taciturn or

unsocialized), and intellectual disability (one could have a very low

intellectual and vise versa; he/she could have a very high intellectual). Those affected learning process. Teachers also obliged to be concerned on them

specifically so they would still be motivated to learn. The method used were research and development through observation. As for the result, the

utilization of multimedia technology could improve motivation of students of

special education (tunagrahita) viewed from attitude, behavior, curiosity and learning style.

Keywords :

Special education

Tunagrahita Multimedia

CorrespondingAuthor: Email : [email protected],[email protected] and [email protected]

1. INTRODUCTION

The Institution of Assesment and Technology Application developed a computer system

which was friendly toward blind, physically disabled and mute people based on Free OSS. Text to

speech web was software which utilized text synthesized technology into sound so that blind people would know the content of a site and speech recognition technology application (software that used

interface media to operate computer) was also developed.

Among technology products which could be used for learning media of children with special education was Braille Translation Software which converted text into appropriate Braille format;

Screen enlargement software to enlarge the size of text and graphics—which was similar with

captioning and real-time graphics display on television that played dialogue and act on shows and film television through printed text. Computer speech sythesizers could create artificial speech.

Speech recognition software (software that recognises sounds) could help students who could only

spell several sounds in conducting tasks. Computerized gait trainers could help individual who had worse balance or those who had less body controlled to learn walking and special computer with

LCD screen, which had games facility as they could give internet access easily and enabled students

to continue participating in learning. The essence of learning media in children education was basically a helping tools for teacher

when conducting intervention. The presence of this media was not only in academic learning but also

in developing basic psychological aspects accompanied. In many cases, the intervention was hard to deal without media. The difficulty not only concerned a conceptual understanding of learning

material given but also included intervention related to basic psychology aspect development which

hindered children learning. The approach of learning media by using adaptive media was one of solutions which could be

used by teacher to handle various weaknesses. The students with tunagrahita dissability had some

characteristics such as follows: (i) Physics: the stamina and the body function was less than normal children, the movement was less dynamic and there was balance disturbance (light, medium and

hard); (ii) Intelligence: learning capacity was limited, did imitation when learned, avoided thinking,

hard to focus, had perceptual abnormality and forgot quickly; (iii) Social / Emotional: could not lead




Proceeding



and take care of oneself, influenced easily, tended to play with younger children, and hard to

understand the rules in family, school and society.

In addition, another development experienced by tunagrahita children was having communication weakness either in language or speech so that would reduce learning comprehension.

The development was closely related to cognitive development—there was a barrier in the cognitive

development so that the development of language and speech would also be hindered. As it was happened to tunagrahita children. Somantri (2006: 94) stated that: “Tunagrahita people depended a

lot into the other, and less influenced by sosial aid.” In a relationship with peers, tunagrahita refused

another person, but it would be different when they grew up. They made contact and conducted a working together activity. In contrast to normal people, tunagrahita were rarely accepted, often

rejected by group and rarely realized their position in a group. Thus, tunagrahita children needed a

media which was capable to touch the senses either partially or completely. Adaptive media was a media adapted to children condition. The adaptation proses should be

occured on tools rather than children. It ment the tools that should be adjusted; not the children. The

adaptation could be ways, materials, designs or models, so that the tools could be used and suitable with children necessity. Survey result of National Council on Disabilities (1993) about the benefit of

assistive tool/technology for children with special need had improved students’ independence, helped

academic understanding, improved learning activity in classroom and enabled functional activities more. The conference in Europe stated that technology development should not be a discrimination

for anybody; yet, it should be an integral part of their life in school and society.

One of the adaptive medias is multimedia technology. Multimedia technology can be defined as a combination of various media such as text, picture, video and animation in a computer based

program which facilitates interactive communication. Text is a combination of letters which forms

word or sentence which explains the meaning or material of learning so it is understandable for people who read it. According to Agnew and Kellerman (1996), picture is the image in the form of

lines, circles, squares, shadows, colours etc which are developed by using a software so that

multimedia can be viewed effective and interesting. On the other side, graphics is a visual information. Audio can be defined as various sounds in digital form such as music, narration etc

which can be heard to deliver background sound, sad and grief message, spirit etc based on situation

and condition. Audio not only also enhances memory but also helps those who have vision disability. Video is basically tools or media that shows simulation of real things. Agnew and Kellerman (1996)

defined video as digital media that shows arrangement or sequence of moving pictures and is able to

show illusion/fantasy. Video can also be a tools to deliver information which is interesting, direct and effective. Animation is a combination of text, graphics and sounds in an activity. Neo & Neo

(1997) defined animation as a technology which can make silent picture into motion one as if the

picture is really alive. In fact, there was no spesific tools for children with special need (tunagrahita). The tools or

media used were generally the tools which commonly used by normal children. Yet, multimedia was

an alternative media which can be used. One of the excellences of multimedia was interactive. Jacobs (1992) stated that interactive created two-ways relationship which could create dialogue between two

users or more. interactive could improve creativity and feedback toward user’s input so that learning

can be two-ways or more if it was helped by another media. Phillips (1997) defined interactive multimedia as a phrase described a new wave in computer software especially which related to

information. The component of multimedia was marked as the presence of text, pictures, sounds,

animation and video; which some / all of the component were regulated by several coherent programs. The interactive component refered to a proses of user empowerment to control

environment usually by using computer.

This research aimed to develop media model based on multimedia and tested the impact of learning media usage for students with special need (tunagrahita).

2. RESEARCH METHOD The methodology stages used in this research were: (i) the development of multimedia model,

which consisted of model necessity analysis, model tested, model review and evaluation, and model

packaging. (ii) model implementation in learning to find out the impact. This research was conducted in schools for special need especially tunagrahita school in West Java, namely: (i) SLB-C

Puspa Suryakanti, Kota Bandung, (ii) SLB-C YPLB, Kabupaten Majalengka, (iii) SLB-C Pambudi

Dharma I, Kota Cimahi, (iv) SLB-C Handayani, Kabupaten Sukabumi, dan (v) SLB-C Tunas Kasih, Kabupaten Bogor.

Proceeding



3. RESULT AND ANALYSIS The data gained from the research result toward the development of multimedia model for

school with special need (tunagrahita school) were as follow: Curriculum and instructional design

(89%), content (88%), communication (89%), computer capacity (87%), creativity (86%),

compatibility (84%), dan cosmetic (81%). Thus, the multimedia developed was suitable to use.

3.1. Curriculum, instructional design and content The curriculum and instructional design of multimedia model for tunagrahita’s learning was

adapted to target learners, fulfilled the standard of learning material, formulated a clear and

consistent objectives between objective, material and evaluation and examples which were suitable

with pedagogical aspects. Those should be concerned since special education for tunagrahita were an academic proses aimed to improve sosial, culture, moral and religion value of students. Besides,

it was also to prepare students in dealing with challenge and experience in real life. The role of

teacher was to make the students became a generation which was capable of improving their capacity and capability in order to find, manage and evaluate information and knowledge to solve

problems on real life and participate actively in society.

The learning proses as an important part of curriculum should make student absorped information or knowledge and technology they learned as part of themselves. Therefore, the

curriculum system developed would not be stiff but flexible. Target curriculum was not only

delivering a certain subject to student. The learning proses oriented to four pillars, namely 1) Learning to know, 2) Learning to do, 3) Learning to live together, 4) Learning to be. In order to

have self confidence and was ready to live among society based on his/her capability or to continue

his/her education to the higher one according his/her talent and interest.

3.2. Communication Education was an organized and sustained communication designed to bring learning for

student. Media selection as communication tools by teacher was very important. A teacher could

use various alternative learning media which were estimated useful to help student learned. One of

them was computer animation media since it was assumed that visual aspect could give more information clearly rather than words. Multimedia could help students with light tunagrahita

learned for example at different levels of abstaction since the role of the picture on computer as a

mediator between problems on real life and abstract world of science. Multimedia was basically presented to make learning proses easier, so that the use of a

suitable multimedia would facilitate learning material to be delivered to student. In computer

animation mediation, there was not only picture visualization but also sound imagination. This straightened tunagrahita student in receiving information of science subject. What has been heard

was strengthened by visual, and what has been seen was strengthened by audio. This would give a

strong impression for them so that they would be able to retain response in their memory. Multimedia could be favoured by tunagrahita student, so that science was expected to be

more fun, not boredom and could increase student’s result of learning either in the aspect of

knowledge, comprehension or application significantly. In other words, it helped student gain a deeper understanding about theories and concept of science.

3.3. Computer capacity The development of curriculum related to the development of science and technology.

Technology consisted of hardware which related to physical object, material or tools of higher

technology and software or system technology related to programs or information as a content or material of hardware teaching. Technology could and should be tought early by using method

adapted to the ability and intelligence of student. It was appropriate with one of curriculum

foundations. It ment that the curriculum should be able to be appropriate with the present technology by adopting and creating it into the content for student to be learned. In relation to the

proses, technology functioned to make implementation of curriculum easier to support things that

could not be done directly by student then visualized by animation in computer as to improve learning experience so that the result would be better and meaningful.

3.4. Creativityand Compatibility The developed multimedia gave a freedom to student to put new idea through creative

drawing lesson, colouring and connecting words and unique pictures according to the level of

maturity, experience and student vision without breaking norms. Media completeness in multimedia

Proceeding




technology involved senses utilization, so that imagination, creativity, fantasy and emotion of

student developed into a better one. Many review showed that learning proses which involved

more than one sense would be more effective. The lesson would be remembered for a longer time.

3.5. Cosmetic Appearance was important in multimedia development. Beside to attract student interest, it

was also to give a clear guidance to student in using multimedia. Interface development for

tunagrahita was rather difficult because it should have a high quality, creativity and art value.

Interface was a gate for multimedia. The developed multimedia for tunagrahita had a variated format file; music and video which recorded were in the form of audio interchange file format (aiff

and aif), musical instrument digital interface (midi, mid dan mff), resource interchange file format

(riff), sound (snd), wave (wav), sun audio (au), mpeg level 3 (mp3), and real audio @ real media (ram and ra).

The result of observation stated multimedia technology utilization could increase learning

motivation for student with special need viewed from attitude, behaviour, curiosity and style. Student showed a good improvement especially in the termof concept, vocabulary and counting.

The improvement was happened because of student involvement in learning especially multimedia

utilization which involved senses. Attitude, behaviour, curiosity and learning style simultaneously affected student maturity. It

ment that if those experienced development then maturity would also be the same. Yet, student

would also experience barrier if only they did not have good interest and maturity. The immaturity of student competence affected student ability negatively in several aspects, such as student were

not capable of measuring themselves, not optimal in mastering information, inappropriate in

determining learning objective, less capable of making learning strategy and also less capable of solving problems they found

4. CONCLUSIONS Multimedia combined various media (text, sound, picture, animation and video) in a

software and had an ability of non linear interactivity. Those thouched various senses of students so

that impacted on the increasing of students’ motivation of special education (tunagrahita) viewed from attitude, behaviour, curiousity and learning style. Multimedia model developed according to

evaluation was worth to be used for educational purposes of special education viewed from the

aspects of curriculum and instructional design, content, communication, computer capacity, creativity, compatibility and cosmetic.

References [1]. Agnew, P.W., Kellerman, A.S. & Meyer, J. (1996). Multimedia in the Classroom.Boston: Allyn

and Bacon. [2]. Jacobs, G. 1992. An Interactive Learning Revolution ? The CTTSS file. October 3(5):3-5

[3]. Neo, M. and Neo, T.K. (2000). Multimedia learning: using multimedia as a platform for

instruction and learning in higher education. Paper presented at the Multimedia University International Symposium on Information and Communication Technologies 2000

(M2USIC’2000), October 5-6, 2000, Petaling Jaya, Malaysia.

[4]. National Council On Disabilities (1993). Study On The Financing Of Assistive Technology Devices And Services For Individuals With Disabilities. Supplementary ReadingReports

Available From The National Council On Disability. [5]. Phillips, J.A. (1997). The theory of multiple intelligences: A pedagogical paradigm in the use of

multimedia technology in enhancing higher order thinking among learners .Abstracts of the 6th

SEAMEO INNOTECH International Conference on the Learning Society and the Future, Manila,

Philippines. [6]. Somantri, T. Sutjihati. (2006). Psikologi Anak Luar Biasa. Bandung: PT Refika Aditama.

nstitute of AdvancedEngineeringandScience

Proceeding



CASE-BASED REASONING (CBR)

AND ABILITY DEVELOPMENT OF PROBLEM SOLVING

Yana Aditia Gerhana1, As’ari Djohar

2 and Ayu Puji Rahayu

3

1,2 SPS UPI Bandung

3STKIP Garut

Article Info ABSTRACT Articlehistory:

This paper provides a conceptual overview of how artificial intelligence can be

used in learning process. Case-based Reasoning (CBR) is part of artificial intelligence that provides a model of learning problem-solving. Problem

solving in the Case-based Reasoning is done by reusing previous solutions that

havesimilarity. The development of Case-based Reasoning is strongly influenced by cognitive science, many studies have proven the success of the

Case-based Reasoning in learning. Case-based Reasoning is able to be an alternative solution to develop problem-solving skills of students in learning.

Keywords :

Artificial Intelligence Case-

basedReasoning Problem

Solving Similarities Cognitive

CorrespondingAuthor:

1. INTRODUCTION

Gagne (Dahar 2011:119) states that the highest order of intellectual skills is a problem solving ability. The low ability of a teacher to develop problem solving skills of students is regarded to be

one factor contributing towards the low competence of students. In performing learning activity there

is a tendency for teachers to develop learning materials more by providing as many materials as possible, in hope that students will be able to understand and apply the knowledge acquired, rather

thandeveloping reasoning ability of students in solving problems.

The application of Case-based reasoning (CBR) in learning activity can be an alternative solution in developing problem solving skills for students. CBR is an automated reasoning system, where the

problem is solved by means of utilizing past experience as revealed by Mulyana and Hartati

(2009:17) that the CBR is a major paradigm in automated reasoning and machine learning, students who perform reasoning can solve new problems by seeing theirsimilarities to one or several of

previous problem solvings. Scank and Kolodner (Mulyana and Hartati 2009:19) revealmany studies

have described the role of CBR in reasoning and learning for highly developed people. Kolodner (Mulyana and Hartati 2009:19) mentions an example of teaching formed by the CBR in reasoning

diagnosis in the medical field of which one of the main components has used the type of pattern

matching, which the process of case-based reasoning is based on the experience of previous patients.

2. ArtificialIntelligence Simon (Kusrini 2006:3) revealed that artificial intelligence is a research field, application and

instruction related to computer programming to do smart things in the view of human being. More

specific definition is proposed by Russell and Norving (2010:2), artificial intelligence is defined into

four categories, one of which defines artificial intelligence from the perspective of thinking humanly, the definition is proposed by Bellman (Russell and Norving 2010:2) that artificial intelligence is the

automation of activities, the activities in which we connect with the thinking humanly, activities

consist of the decision-making, problem solving and learning. Furthermore, Russell and Norving (2010:3) explain the artificial intelligence from the perspective of human thinking in the cognitive

approach, cognitive disciplines that unify the computer models of artificial intelligence as well as

experimental techniques from cognitive psychology to try to build appropriate theories to examine the ways of human mind workings.

Intelligence was created and put into a machine (computer) in order that it can do the job as

humans do. At the beginning of creation, the computer is only used for calculating. But along with age development, the role of computer is present in almost all aspects of human life. Computer is no

longer used as a tool of counting. Moreover,it is expected that computer be empowered to do all the

things that humans do.

Proceeding



2.1. The concept of Artificial Intelligence Kusrini (2006:5) states that there are some concepts in artificial intelligence, as follows:

a. Turing Test - Methods of Testing Intelligence Test is a method of testing intelligence created by Alan Turing. The testing process

involves a questioner (human) and two objects are questioned. The one is a man and the other

is a machine to be tested. Questioner can not look directly at the object which is questioned. Questioner is asked to differentiate the answers made by computers and what by the human

based on the answers of both objects. If the questioner can’t distinguish the answers made by

computers and what by the human Turing views the machine tested is regarded to be SMART.

b. Symbolic processing Computer was originally designed to process numbers or figures (numerical processing).

While the human tend to be symbolic in thinking and solving problem, not based on some formulas or doing math computation. The important charasteristic of artificial intelligence is

that artificial intelligence is a part of computer science that make symbolic processing and

non-algorithmic problem solving .

c. Heuristic The term heuristic is taken from the Greek word that means ‘find’. Heuristic is a strategy

to make the search processing of problem space selectively, which guides the search process that we do along with the path that has the greatest chance of success.

d. Conclusion (inferencing) Artificial intelligence tries to make machine have the ability to think or consider

(reasoning). Thinking ability (reasoning) including processes of conclusions (interferencing) is

based on the facts and rules using heuristics or other search methods.

e. Pattern Matching Artificial intelligence works with pattern matching method that attempts to explain the

objects, events or processes, in computational or logic relationships.

Artificial intelligence has been the basis of the development of CBR; this is in line with the statement of Hullermeier (2007:30) that the CBR is one of the latest developments in

artificial intelligence research that has become technology. In CBR knowledge is stored in

computer systems into a knowledge base that can be used in solving problem. The system was developed in order to have the thinking ability (reasoning) to reach the conclusion of the

problem heuristically. CBR is a problem-solving model by matching the similar case of the

previous problem.

3. Case - Based Reasoning (CBR) The definition of CBR is expressed by Montani and Jain (2010:8) that CBR is a problem solving

method that gives priority to past experience utilizing to solve current problems, the solution to the

current problem can be found by reusing or adopting a solution to a problem that has been solved

previously. Aamodt and Plaza (1994:2) state that CBR is basically used to solve a new problem by remembering a situation / same previous problem and using information and situation to solve the

problems. In one illustration Aamodt and Plaza (1994:2) said CBR is illustrated as problem solving

situation by a Doctorwhen diagnosing one of his patients, the doctor remembered another patient whom he treated some times ago. The doctor thought the patient to another because of the similarity

of symptoms disease patients. The doctor then uses data from earlier diagnosis and treatment of

patients to determine the diagnosis and treatment of other patients. In addition, Aamodt and Plaza (1994:7) explain problem solving cycle in CBR system, which is described in Figure 1.

Proceeding



Figure 1. CBR Cycle

(Aamodt and Plaza 1994:8)

a. Retrieve Regaining cases most relevant (similar) to a new case. The retrieval phase begins by

describing / outlining some of the problems, and ends if there is a matching to the previous

problem that has the highest level of compatibility. This section refers to the terms of identification, initial match, search, selection and execution.

b. Reuse Modeling / reusing old knowledge and information based on the most relevant quality of

similarity into a new case, so as to produce the proposed solution where an adaptation to the new

problem may be required.

c. Revise Reviewing a proposed solution and then testing it on a real case (simulation) and if

necessary improving the solution to match the new case.

d. Retain Integrating / keeping new cases that have had a solution that can be used by following

cases that are similar to the cases. However, if the new solution gets failure, improving and testing

the used solutions tell the failure.

3.1. CBR and Human Reasoning Humans are creatures that have ability to think, so that the nature of human is that they

are thinking creature. Suriasumantri (2007: 42) states that reasoning is a process of thinking in drawing conclusions in the form of knowledge. The equation of CBR and human reasoning, Pal

and Shiu (2004:5) argue that:

The process in CBR is like reasoning reflections of human. When confronted in a situation, the problem is solved by the human like the completion of the CBR. When facing a new

problem it will refer to the same problems in previous days, both referring to the experience

themselves or other people’s experiences are stored in memory. Just as humans are capable of reasoning, CBR is developed to perform reasoning like

human beings, through reasoning, CBR can do the matching and recalling solutions stored in

previous days used to solve the current problems.

3.2. CBR in Education Kolodner et al (2003:3) stated that learning in the CBR paradigm means expanding one’s

knowledge through including new experiences into memory / database to be used in solving problems in the future time. Ritcher and Aamodt (2006:1) said that the development of CBR is

greatly influenced by the results of the research field of cognitive science. Mulyana and Hartati

(2009:19) stated that CBR is currently based on research on the role of memory in knowledge, Memory Organizing Packets (MOPS) has function to control the sequence of events, MOPs sets

single event called “memory” and this memory is playing many roles of interpretation and

problem solving.

Proceeding



4. Learning Theory Associated with CBR

4.1. Cognitive Learning The theory of cognitive learning is based on a view of Leibnitz concerning human nature.

According to Leibnitz (Sanjaya 2010:236):

A human is active organism. Human constitutes source of all activities. As a matter of fact, human is free to act; human is free to make a choice in every situation. Freedom is the central point

of his own conscience.A cognitive point of view of learning was revealed by Woolfolk (2009 : 4) as a

general approach that sees learning as an active mental process of acquiring, remembering, and using knowledge. There are some studies on CBR (Kolodner, 2002; Richter and Aamodt, 2006; Pal and

Shu, 2004; Lenz et al. 1998; Schank and Abelson, 1977) they agreed that the CBR is strongly

influenced by cognitive science. CBR research is strongly influenced by the study of human history knowledge, especially about the role of human memory in knowledge. Human memory has a role in

interpretation and problem solving.

4.2. Constructivistic Learning Theory Constructivistic learning theory of Sanjaya (2010:237) is included in one of cognitive

categories. Joyce et al (2009:13) expressed the concept of learning, that learning is knowledge construction. Furthermore, in the process of learning, brain stores information, processes it, and

change the previous conceptions. Learning is not just a process of absorbing information, ideas and

skills, because these new materials will be constructed by brain. According to Bruning et al (Woolfolk 2008:145) that students are active in constucting their

own knowledge and social interaction is important in knowledge construction. In line with Bruning,

Woolfolk (2008:145) says constructivism sees learning more than just receiving and processing information conveyed by the teacher or text.

Problems solving needs the ability to construct knowledge. The construction of knowledge

in CBR system is provided through the medium of interaction, where students find similarities of previous problems solving in the past and adopting them to solve new problems.

4.3. Learning Theory of Inductive Thinking Learning to think inductively that is initially pioneered by Hilda Taba (Joys et al, 1992:116)

is designed to improve thinking ability. Joys et al (2009:100) reveals that students are natural

conceptors who always perform conceptualization any time, compare and contrast all objects, events and emotions. In line with this natural tendency, it is imperative to form an effective learning

environment that can lead students to improve their effectiveness in shaping and using conceptual

skills in problem solving. Just as inductive learning, the core of CBR learning is emphasizing on developing the

thinking ability of students to solve problems. The process of retrieving CBR is the first step to be

followed when finding new problems. Retrieving process will perform two processing steps, namely the recognition of issues or facts and finding similarities of problem or the facts on the database to

find similarities and conclutions.

4.4. Problem-Based Learning (PBL) Jonassen (2004:21) states that learning to solve problem constitutes the most important skills

from which students can learn in any setting. Hmelo-Silver et al (Eggen and Kauchak 2012:307) defines problem-based learning as a set

of model that uses problem as a focus for developing problem-solving skills, subject and self-

regulation. Furthermore, Hmelo-Silver et al, explains the characteristics of problem-based learning in Figure 2.

Figure 2. Characteristics of Problem-Based Learning

(Silver et al 2004)

Learning to focus on problem solving

Responsibility to solve problem depends on students

Teachers support students to solve problem

Proceeding




First of all, learning begins with a problem and problem solving is the purpose of learning.

Krajcik and Blumenfeld (Eggen and Kauchak (2012:307) said that problem-based learning activity is

originated from a problem and problem solving is the focus of learning. Secondly, students are responsible for developing strategies and solving the problem. Problem-based learning is

implemented in small groups, so that all students are engaged in the problem solving process.

Thirdly, teachers guide students through giving questions and providing support for other learning when students try to solve the problem.

In encountering learning issues, Schwartz et al (Eggen and Kauchak 2012:322) reveals that

experts have tried to use technology to present the complex problems of real world. The same thing is expressed by Krajcik and Blumenfeld (Eggen and Kauchak 2012:323), the software designers have

developed simulation of problem solving. Furthermore, Triona and Klahr (Eggen and Kauchak

2012:323) asserts a number of studies show that simulation produces as good learning as direct experience with concrete materials.

Kolodner et al (2003:2) says that problem-based learning (PBL) is parallel with case-based

reasoning (CBR). CBR methodology provides classroom learning activity in which learning situations is in problem solving, while PBL provides reflections on the central role of problem-

solving activities and determining roles for student as researcher who discovers knowledge and the

teacher as a facilitator. This is a constructivistic process. Furthermore, Kolodner et al (2003:2) says that the PBL and CBR are two approaches that complement each other and provide a solid foundation

in constructivistic learning practices, or in other words PBL facilitates CBR to put philosophy into

learning practice. Learning practice using CBR in framework of PBL uses the aid of information technology.

5. CONCLUSIONS The change of learning paradigm has brought shift from teacher-centered learning to student-

centered learning, which is characterized by a critical, creative and innovative attitude in solving

problems. As automated reasoning and machine learning, CBR has been widely developed and adapted in many different fields, one of which is education. Through CBR students can develop

problem solving skills with the help of information technology, which in turn will improve the quality

of learning CBR itself.

References [1]. Aamodt, A. dan Plaza E. (1994). “Case-Based Reasoning: Foundational Issues, Methodological

Variations, and System Approaches”. Journal of Case-Based Reasoning: Foundational Issues,

Methodological Variations, and System Approaches. AI Communications. IOS Press, Vol. 7: 1,

pp. 39-59. [2]. Dahar W. R. (2011). Teori-teoriBelajardanPembelajaran. Bandung: Erlangga.

[3]. Eggen, P. danKauchak, D. (2012). Strategidan Model Pembelajaran: Mengajarkan Konten dan

Keterampilan Berpikir (edisi keenam). Boston: Pearson Education, Inc. [4]. Joyce, B. Weil, M dan Calhoun, E. (2009). Models Of Teaching: Model-Model Pengajaran

(edisikedelapan). Boston: Pearson Education, Inc.

[5]. Joyce, B. Weil, M dan Calhoun, E. (1992). Models Of Teaching (forth ed.). Massachusetts: A Divition of Simon &Chuster, Inc.

[6]. Jonassen D, H. (2011). Learning to Solve Problems: A Handbook for Designing Problem-Solving

Learning Environments. New York: Taylor & Francis Group. [7]. Jonassen D, H. (2004). Learning to Solve Problems: An Intructional Guide. New Jersey: John

Wiley & Sons, Inc.

[8]. Kolodner, J. L. (2002). “Analogical and Case-Based Reasoning: Their Implications for Education”. The Journal of The Learning Sciences, 11(1), 123–126,Lawrence Erlbaum Associates,

Inc.

nstitute of AdvancedEngineeringandScience

Proceeding



ENHANCE MOTIVATION AND LEARNING ACHIEVEMENT

STUDENT ON ALGORITHMS AND PROGRAMMING I

COURSE WITH BLENDED LEARNING METHOD

USING ONLINE JUDGE

Rosa Ariani Sukamto

Faculty of Mathematics Education and Science,



Article history:

Learning courses which is based on the abi l i ty of the current logic

oftenfocused on achieving the target mater ial . It 's causes learners often do not honed logic ski l ls on case studies. Learning process in the classroom too

often st i l l use techniques that teacher lecture center using the sl ide, so that

the students only l isten to one direct ion. Of course this method wi l l no t be effect ive in honing ski l ls of learners logic in solving case studies. Algor i

thms and Programming 1st is one of the basic course in Computer Science courses. This course plays an impor tant role in learning in Computer

Science courses, often referred to as the heart of Computer Science. Almost al l of the courses in Computer Science requires logic ski l ls learned in the

course Algor i thms and Programming 1st . This course real ly takes pract ice

to be able to hone the logic in solving case studies. Thus the learning process is needed to mot ivate students to do a lot of solve case study exercises. This

course requires a basic int roduct ion to the concepts and case study exercises. It is therefore necessary in the learning process using a blended/hybr id

learning which consist of lecture, quest ion and answer , discussion, and dr i l l

. Dri l l method used to hone logic thinking learners. Onl inejudge is used to mot ivate the students. Expected by the method of blended/hybrid learning wi l

l mot ivate learners to hone logic thinking and get the effect on the abi l i ty and achievement of learners.

Keywords :

Hybrid learning

Blended learning

Drill method Online judge

Motivation to learn Logic thinking

CorrespondingAuthor: [email protected]

1. INTRODUCTION

Learning courses which is based on the ability of the current logic often focused on achieving the

targetmaterial. It's causes learners often do not honed logic skills on case studies. Learning process in

the classroom toooften still use techniques that teacher lecture center using the slide, so that the students only listen to one direction.Of course this method will not be effective in honing skills of

learners logic in solving case studies.Algorithms and Programming 1st is one of the basic course in

Computer Science courses. This courseplays an important role in learning in Computer Science courses, often referred to as the heart of Computer Science.Almost all of the courses in Computer

Science requires logic skills learned in the course Algorithms andProgramming 1st . This course really takes practice to be able to hone the logic in solving case studies.This course requires a basic

introduction to the concepts and case study exercises. It is therefore necessaryin the learning process

using a blended/ hybrid of lectures, and discussion is used to explain the concept to beunderstood, while the drill method or exercise to hone logic thinking learners. In order to students are motivated

todo the exercises, then used a online judge software one of strategy game competition.Humans have a

tendency to feel frustrated or feel reluctant to do things over and over again and do notcontain any of the fun. Frustration often experienced by humans because doing things that are considered difficult.It is

considered difficult to be close to the things that are considered impossible for a human to his capacity

[1].


Proceeding



Learning is the study of how information is perceived, stored, documented, and accepted [2].

Andragogy isthe art and science of helping adults learn. Andragogy models possess five assertions:

1. letting learners know why it is sometimes necessary to learn, it will be delivered by lecture instructionalmethods,

2. show learners how to direct themselves towards the required information, it will be

submitted to the teachingmethods of lectures, question and answer, and discussion, 3. connecting the topic with the learners experience, it will be delivered with a discussion of

learning methodsand drill method or exercise,

4. people will not learn until he is ready and motivated to learn, it will be delivered with the drill method,

5. help find solutions to barriers, customs, and beliefs about learning, it will be delivered with

the drill method[3].

Blended/hybrid learning method that have been used can be based on student centered.

Expected by the method of blended/hybrid learning and use the online judge will motivate learners to hone practice more logic thinking and the effect on the ability and achievement of learners.

2. RESEARCH METHOD The research was conducted in the second semester of the academic year 2012/2013 in the course

FirstAlgorithms and Programming. The research was conducted in Computer Science program Faculty

of MathematicsEducation and Science, Indonesia University of Education. The research approach used in this research is aclassroom action research.

Performance measurement indicators in this research were divided into two indicators of

increasedmotivation and learning achievement student achievement indicators. Increase learning motivation indicators adoptedfrom the method developed by Hsiao-Lin Tuan, Chi-Chin Chin, and

Shyang-Horng Shieh [4]. That researchdeveloped a questionnaire to measure the motivation of learners

in the learning sciences. This research is based on thecriteria used in the questionnaire for the indicators of increasing learning motivation are,

1. self-efficacy,

2. active learning strategies, 3. science learning value,

4. performance goal,

5. achievement goal, 6. learning environment stimulation.

While the indicator from the aspects of cognitive performance is measured through a planned evaluation result in order to measure the cognitive abilities of the students in understanding the material

given.

3. RESULTS Research instruments used to the 62 students participating in college First Algorithms and

Programmingacademic year 2012/2013 class of 2012. Participants of first Algorithms and Programming of the academic year2012/2013 consists of 20 female students and 42 male students.

3.1. Reliability The questionnaire used is the result of a research questionnaire Hsiao-Lin Tuan, Chi-Chin

Chin, andShyang-Horng Shieh [4]. That research was developed a questionnaire to measure the

motivation of learners in thelearning sciences. The questionnaire used has been tested validity so it

is not necessary to do validation test. The questionnaire was given to students participating in the course at the end of the lecture.

Reliability testusing Cronbach's Alpha. The results of Cronbach's Alpha of 0.810319942. From the

calculation of Cronbach's Alphawhere the result is greater than 0.5 it can be concluded that the questionnaire was reliable.

3.2. Questionnaire Result The results of the questionnaire data were analyzed by using frequency (proportion) in which

the choice to agree (scale 4) and strongly agree (5 scale) were merged into a group, and the option

to disagree (scale 2) andstrongly disagree (scale 1) into one group so that into two groups is likely to get the results of the global analysis.Questionnaire results will also be analyzed by dividing into

five grades range where if the results of the questionnairescores for positive questions are as

follows (the larger the value the better):

Proceeding



Quartile III <Score <Maximum, meaning very positive (the program was considered

successful) Median < Score < quartile III, positive means (programs considered successful)

Quartile I < Score < median, mean negative (considered less successful programs)

Minimal < Score < quartile I, meaning very negative (programs assessed did not work)

whereas for a negative question is as follows (the smaller the value the better):

Minimal <Score < quartile I, very negative meaning (the program was considered successful) Quartile I <Score < Median, negative meaning (the program is considered quite successful)

Median <Score < quartile III, positive means (programs considered less successful)

Quartile III <Score < Maximum, meaning very positive (rated program does not work)

The result of questionnaire are as follows:

3.3. Students Achievement First Algorithms and Programming courses has material series, wherein the material early will

always be re-used on subsequent material. Learning process is divided into two cycles, with the first cycle starting from the beginning ofcollege to mid test, and the second cycle starting from after the

mid test until final test. Each evaluation is conducted inthe First Algorithms and Programming is

done using the online judge. Achievement results on the final score in FirstAlgorithms and Programming courses consist of:

20% Quiz

20% Practicum

20% Homework

20% Mid Test

Quizzes were conducted three times, two quiz conducted in the first cycle and a quiz on the

second cycle. Practicum done every week in the week if there is no evaluation meeting. In the practicum also given weekly tasks done at home.Practicum score are taken from the average weekly

assignments. In the second cycle will be given a homework to be done by learners at home and

collected on a specified date. Score range for the final result is as follows

3.4. First Cycle

Evaluations are performed in the first cycle are quizzes, practicum, and mid test. Quiz

conducted twice. Practicum performed five times with practical tasks as much as five times. Quizzes and mid test done by providing one or two questions which must be resolved by creating a

computer program by learners. Practical tasks in the form of a question to be resolved by creating a

Proceeding



computer program by the students and were given a week to work at home. The average value of

first practical tasks through fifth are as follows:

Average of first and second quiz score are as follows:

Average of mid test are as follows:

Average of total evaluation score in first cycle are as follows:

3.5. Second Cycle Evaluation was conducted in the second cycle is a quiz, practicum, homework, and final test.

Quizzes are held once. Practicum held five times with five times as many practical tasks. Quizzes

and final test done by providing one or two questions which must be resolved by creating a

computer program by learners. Practical tasks in the form of a question to be resolved by creating a computer program by learners. Homework contains a matter that should be resolved by creating a

computer program by students and collected at the specified time. The average value of practical

tasks are as follows:

Average score of third quiz on the second cycle is as follows:

Proceeding



Average score of homework on the second cycle is as follows:

Average score of final test on the second cycle is as follows:

Average of total evaluation score in second cycle are as follows:

3.6. Discussion on the Cycle Implementation The total average value is decrease in second cycle compared with first cycle. This is because

the material presented on second cycle also includes material on first cycle so that more and more

mastery of the material. Material on first cycle is become the basis of the material on second cycle.

The total average value of the evaluation on first cycle and second cycle is as follows:

Proceeding



Impairment occurs is not too significant. Of the average value, it can be seen that the majority

of the students graduated with a minimum grade of C (enough score passing). In terms of student

achievement as seen from the achievement value, it can be seen that the students achievement obtain considered good result.

4. CONCLUSION Increased motivation using blended / hybrid learning considered successful based on the

results of the questionnaire. In terms of achievement of students still need to be improved further in

order to obtain better results. Need to developgame-based learning methods on subjects that are considered difficult, so that learners do not experience frustration during learning.

References [9]. Raph Koster, The Theory of Fun for Game Design.: Paraglyph Press, 2004.

[10]. George Brown, "How Students Learn," A supplement to the RoutledgeFalmer Key Guides for EffectiveTeaching in Higher Education series, 2004.

[11]. Stephen Pew, "Andragogy and Pedagogy as Founding Theory for Student Motivation in Higher

Education,"Student Motivation, vol. 2, pp. 14-25, 2007. [12]. Tuan, Hsiao-Lin, Chi-Chin Chin, dan Shyang-Horng Shieh. The Development of a Questionnaire

to MeasureStudents' Motivation Toward Science Learning. National Changhua University of

Education: Taiwan.International Journal of Science Education Vol. 27, No. 6; 16 Mei 2005, pp. 639-654.

Proceeding



DEVELOPMENT OF LEARNING BY DESIGNINGFOR

SUPPORTING THE LEARNING PROCESS IN CLASS AND ITS

EFFECT ON STUDENT LEARNING EFFECTIVENESS OF

COMPUTER SCIENCE UPI ACADEMIC YEAR 2012/2013

Budi Laksono Putro

Computer Science Education, Indonesia University of Education

Article Info ABSTRACT Articlehistory:

Development of teaching methods Learning by Doing is Learning by

Designing methods with the goal of helping students learn to design, create,

and invent something. Benefits of learning with Learning by Design is a

method of engaging students as active participants, providing the ability to

control and responsibility for the learning process, encouraging creative

problem-solving design project. Learning by Designing method consists of 5

steps that Emagine, Create, Experiment, Share, and Reflect on the learning

cycle. This condition as inspire research titled Development of Learning By

Designing For Supporting Classroom Learning Process and Its Effect on

Student Learning Effectiveness of Computer Science UPI Academic Year

2012/2013

Keywords :

Learning by Doing

Learning by Designing

Scratch

CorrespondingAuthor: [email protected]

1. INTRODUCTION

Indonesia's infrastructure, the country is not left behind in the affairs of the use of technology.

Through a Presidential Decree. 6/2001, the Indonesian government has launched an e-education begin.

This means that the government has started to try to initiate the use of ICT in education. Even to support the implementation of the Decree, the Directorate General of Higher Education Ministry of

Education to facilitate the development of ICT infrastructure and network for higher education

institutions in Indonesia. It is intended to increase computer literacy (computer literacy) for educators and educational sertapeserta teaching in 2009. Therefore, it can be said that for teachers, ICT is a key in

improving the quality of education. In this context, ICT can be used as a medium of learning, teacher

professional development, and development of learning management systems and learning resources (Brojonegoro, 2006).

Students currently living in the digital age, with a marked use of technologies of information 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 can only read but can not write. Digital capabilities

not only the ability chatting, browsing, and interacting, but also the ability to design, create, and create

the media Information and Communication Technology. In particular, programming support computational thinking that helps students learn problem-solving strategies, represent the idea of their

own thinking, and design in the form of programs.

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 is Learning by Designing

methods with the goal of helping students learn to design, create, and invent something (Mitchel Resnick 2002). The benefits of Learning by Designing learning methods are:

• Activities designed to actively engage students, provide the ability to control and be

responsible for the learning process.


Proceeding



• Designing activities encourage creative problem solving.

• These activities are often interdisciplinary design which brings together the ideas of

arithmetic, art, technology, and science. • Activities designed to help students learn to put themselves in other people's minds, because

they need to consider how others will use the things they make.

• Design activities provide an opportunity for reflection and collaboration.

• Design activities consist of a flow of positive feedback of learning, namely: when students are

designing, they get new ideas, thus driving them to design new things.

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. Scratch programming method developed consists of four steps, namely Emagine, Create, Experiment,

Share is perfect for applying Learning by Designing.

This condition inspired us to undertake a research study entitled Development of Learning By Designing For Supporting Classroom Learning Process and Its Effect on Student Learning

Effectiveness. Thus, the main objective of this research is to develop a method of Learning by

Designing by utilizing interactive media in the form of pouring knowledge / ideas of students in the form of design expected Scratch multimedia programming can optimally support the learning process

in the classroom and give effect to the effectiveness of the learning students.

2. RESEARCH METHOD The study was conducted by using the method of classroom action research the details of which

will be carried out as follows

a. Early preparation stages, include the following activities: identifying problems and formulating

action scenario, the following is a description of the activity

1. Identify the problem is identifying the problem of low learning effectiveness and student achievement semester Computer Science Program in the course of research subjects. Based

on these problems, it can be defined research goals.

2. action scenarios, namely the learning plan research subjects Subjects with Learning By Designing method. Action plan was drawn up in the form of proposals with respect to the

sequence of actions performed, when it will be done, the selection of subject matter that

will be the object, how monitoring, collection, data analysis and reflection, evaluation and licensing program chair of Computer Science studies.

b. Implementation phase , the implementation of the action plan consisting of four cycles . Each

cycle includes activities ; 1. Planning, preparation of plans based on the results of the initial planning stages . At this

stage includes actions to be performed to repair , improve or change the desired behaviors

and attitudes as the solution of problems . This plan is flexible in the sense that can be changed according to the real condition of the existing

2. Implementation, at this stage consists of any activity conducted by researchers in an

attempt repairs , improvement or change is implemented based on the plan of action . Type of action taken in TOD should always be based on theoretical and empirical considerations

for the results obtained by increasing the performance and results of the program are

optimal . 3. Observations, carried out in the framework of formal data collection in the study . In this

activity, the researchers looked at the results or impact of the actions taken or imposed

against the student . The term is used as observation data collected through observation techniques .

4. Reflection, consists of the activities of analysis, synthesis , interpretation of the

information obtained during the action activity . In the course of this research study , see , and considering the results or effects of the action . Any information collected needs to be

studied linkages with each other and the relation with the theory or the existing research

results and relevant . Through deep reflection can be concluded that steady and sharp . Reflection is a very important part of TOD is to understand the processes and outcomes

that occur , the form changes as a result of the action taken .

The first cycle , the learning material with Learning By Designing method . After the implementation of learning held discussions with the lecturer of the same subjects to reflect the

Proceeding



activities and take the final conclusion to determine the next action . In the second cycle of learning

with Learning By Designing method . The steps in the second cycle , similar to that done in the first

cycle , namely planning , implementation , observation and reflection. Cycle II is an improvement of the shortcomings / weaknesses that still exist in the learning cycle I. The third cycle of learning

with the learning materials Learning By Designing method . The steps on the third cycle of action ,

similar to that done in the second cycle , namely planning , implementation , observation and reflection . an improvement on the third cycle deficiencies / weaknesses that still occur in the

second cycle of learning . In the fourth cycle of learning with the learning materials Learning By

Designing method . The steps in the cycle of action IV , similar to that done in the third cycle , namely: planning , implementation , observation and reflection . cycle IV is an improvement to the

shortcomings / weaknesses that still occur in the third cycle of learning . TOD conducted at four

meetings . Each 3 x 50 -minute meeting . c. Reporting phase, is the phase of research reports, which is preceded by a discussion professors

who administer the same subject for feedback, and certainty, perfection of research results can

be accounted for. At this stage the data that have been collected are then analyzed using qualitative descriptive analysis model which consists of three activities, namely: data collection

as well as data reduction, data display, and conclusion. Data analysis was based on a study of

the theory of normative criteria to obtain the success and obstacles that occur in learning, both students and lecturers were further consideration to determine the follow-up.

Research steps above can be clarified by the following chart:

Phase I:

Plan

Phase II: Implementation

Cycles 1, 2, and 3

Phase III

Reporting

Figure 2.1: Step-by-step research

2.1. 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 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

1. Plan

2. Implementatio

n

3. Observation

4. Refleksi

Proceeding



step Scratch that Emagine, Create, Experiment, Share, Reflect is very suitable for implementing

Learning by Designing (Figure 3.1).

Figure 2.2: 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.

2.2. Research Design Experimental research design used was a pre-experimental namely One-Group Pretest-

posttest, where there is a group who were given treatment by using a media PC and later observe

the results, before implementation to prior treatment with demikan results of treatment pretest /

treatment can be determined more accurately , because there is a comparison between the situation before and after a given treatment. Design One-Group Pretest-posttest can be described as follows:

Figure 2.3 One-group pretest-posttest

Description: O1 = value pretest (before given treatment)

O2 = value posttest (after given treatment)

O1 X O2

Proceeding



2.2.1 Test Gain Gain test done to determine the extent of increase in student learning outcomes using

mathematical learning methods perklaian and principal sub division. Gain test is done by calculating the gain index using the following formula:

scorepretestscorepossibleimum

scorepretestscoreposttestg

max

(quoted by Meltzer, 2002)

Index gain calculation results are interpreted using the following classification according to Hake

Table 2.1 Interpretation Gain Index

Index Gain Interpretation

(<g>) > 0.7 High-g

0.7 > (<g>) > 0.3 Medium-g

(<g>) <0.3 Low-g

2.2.2 Data Analysis Questionnaire Statements contained in the questionnaire consisted of revelation favorable and

unfavorable statements. Statements are based on the aspects under study. The purpose of the

questionnaire was made to determine the response or attitude that students are learning is done

using the method Learning by Designing. According Sugiono Likert scale can be used to measure the attitudes, opinions and perceptions of a person or group of people.

Score questionnaire in this study were interpreted as follows

Alternative Answers Statement Score

Favorable Unfavorable

Strongly Agree 5 1

Agree 4 2

Not Agree 2 4

Strongly Not Agree 1 5

While the percentage category refers to the opinion poll results kunjaradiningrat (in suhermarn

2003) interpreted as follows

Table 2.3 Percentage Category Questionnaire Results

Percentage Category

0% there is no

1%-25% fraction

26-49% nearly half of

50% Half

51%-75% in general

76%-99% largely

100% wholly

Proceeding



3. RESULTANDANALYSIS Before the test instrument can be used in research, first test instrument to students who have

earned a Media Education lecture material (beyond the study sample). Results of the test instrument is

processed and tested for mengetaui difficulty index, discrimination power, validity and reliability of the instrument to be used in research. The first experiment tests the instrument consists of 25 essays

and a second experiment consists of 25 essays.

3.1. Population and Research Sample Experiments conducted research methods including quantitative part of the study population

according Sugiyono that definition is an object / subject that has certain qualities and characteristics

that set by the researchers to be studied and then drawn conclusions. Based on the statement that the population in this study were college students at the Education Media Education courses UPI

Computer Science 2012/2013. While the definition of the sample according to Sugiyono are part of

the population. The samples used in the study have differences between experiment 1 and experiment 2 the difference is due to several things including

a. Not all college students in the Education Media Education courses UPI Computer Science

2012/2013 following the lecture. b. There are students who are absent due to illness, or alpha license at the time of experiment 1 and

experiment 2

Here are the number of samples in detail in experiments 1 and experiment 2

Table 3.1 Total Population and Sample student

Data Number

Media Education lectures students on Computer Science

Education courses UPI 2012/2013

30 Student (Population)

Students who attended the experiment 1 30 Student (Sample)



3.2. Description Interpretation Student Description interpretation improvement of student learning is a picture of student learning

outcomes after the use of instructional media computer. Student learning outcomes were measured using a test instrument. The test instrument is given two (2) phases before the application of

instructional media computer called the pretest and after the application of instructional media

computer called the posttest. Measurement of student learning as much as 3 times the experiment is carried out to determine the effectiveness of the application of computer learning media. Tables 3.1

and 3.1 illustrate diagrams of student learning outcomes before and after implementation of a

computer instructional media

Table 3.2 Average Value pretest and posttest experiments 1, 2 and 3

Experiment

Average Value

Pretest Posttest

Experiment 1 60.71 90.21



Proceeding



The results in table 3.2 can be represented in the diagram 4.1 to better describe the increase or decrease

in test results

Diagram 3.1 Average Score Pretest and Postet in Experiment 1, 2 and 3

3.3. Analysis of Normalized Gain Index Gain index analysis is performed to determine whether increased cognitive ability in mastering

the subject of study materials or subject matter using the Media Education learning Learning by

Designing better.

Table 3.3 Average Value pretest and posttest experimental and Gain Index

Experiment

Average Value Experiment

Pretest Posttest

Index Gain

Experiment 1 60.71 90.21 0.75

Experiment 2 70.68 93.61 0.78

Experiment 3 80.75 96.81 0.83

Diagram3.2 Index Gain in Experiment 1, 2 and 3

0

20

40

60

80

100

120

Eksperiment 1 Eksperiment 2 Eksperiment 3

Value Student Achievement

Pre Test

Post Test

0.7

0.72

0.74

0.76

0.78

0.8

0.82

0.84

Eksperiment 1 Eksperiment 2 Eksperiment 3

Index Gain

Index Gain

Proceeding



3.4. Data Analysis Observations Observation in a study conducted to obtain data on the implementation of classroom teaching

and learning process samples using Learning by Designing. Observation data consists of 3 main parts: a. Data on the implementation of student learning Cooperative Learning with computer media.

b. Data of students and teachers about classroom activities, teaching effectiveness and teacher

activities. c. Data enforceability of any stage in the learning method Learning by Designing

Of these can be used to measure the achievement of the indicators of the effectiveness of learning. This

technique is used to obtain data on the implementation of classroom teaching and learning process samples using computer media. There are 3 objects observed were students, teachers and learning

implementation. Observations made by the teacher and observer

Table 3.4 Observations Implementation Learning methods Learning by Designing

No stages of Learning

Achieved

Experiments

1

Achieved Experiments 1

Achieved Experiments 1

Yes No Yes No Yes No

1 Explain the lecture material with Learning by Designing methods to

students

√ √ √

2 Interaktive demonstrating how to learn

by the method of Learning by Designing √ √ √

3 Actively involve the students to discuss the use of learning methods Learning by

Designing

√ √ √

4 Give to students to use methods of

learning Learning by Designing √ √ √

5 Give quizzes to lecture material √ √ √

6 Discuss the quiz with the method Learning by Designing

√ √ √

Proceeding



Table 3.5 Results Observation Application of Learning Activity Media Education courses with the

method Learning by Designing

N

O ASPECTS OF OBSERVATIONS

Experime

nt Avera

ge

Interpreta

tion

1

STUDENT ACTIVITIES 1 2 3

a. Students' attention to the learning materials 4 5 5 4.67 majority

b

. Activity asks students 4 4 5 4.33 majority

c

. Courage students to communicate and act 4 5 5 4.67 majority

d. Activity of students in using the Learning by Designing 4 5 5 4.67 majority

e

.

Students' interest in learning the method Learning by

Designing 4 5 5 4.67 majority

f

.

Students' interest in learning the method Learning by

Designing. 4 5 5 4.67 majority

g. cooperation group 4 4 5 4.33 majority

2

EFFECTIVENESS OF LEARNING

a

. Events Unit Class (SAP) developed 4 4 5 4.33 majority

b

.

SAP conformance with learning activities in the

classroom 4 4 5 4.33 majority

c. Use of the method Learning by Designing 4 5 5 4.67 majority

d

.

Suitability of the method Learning by Designing with

learning materials 4 5 5 4.67 majority

e

. Timeliness of the achievement of learning materials 3 4 5 4 majority

3

TEACHERS ACTIVITIES

a.

Ability conditioned classroom into a learning atmosphere 4 5 5 4.67 majority

b

. The ability to use the method Learning by Designing 4 4 5 4.33 majority

c

. the ability to participate 4 4 5 4.33 majority

d. Ability to manage group 4 5 5 4.67 majority

e

. Communication skills with students 4 5 5 4.67 majority

f

. Communication skills with students 4 5 5 4.67 majority

g. Understanding of the learning material 4 5 5 4.67 majority

h

. implementation of the evaluation 4 4 5 4.33 majority

i. The ability to close the learning activities. 4 4 5 4.33 majority

4. CONCLUSION In general, this research is expected to contribute to improving the quality and innovation of

learning in schools. Development of Learning By Designing learning methods to support the learning

process in the classroom and its impact on student learning effectively achieved. Experiments 1,2, and 3 showed an increase in the value of pretest and posttest with an average final value of 96.81, high

gain index is 0.83, and classroom observations with an average value of 4.5 (majority good).

In particular, the authors hope this research can provide benefits to improved learning for students, teachers, and education. To further method Learning by Designing can be developed and

improved for cases teaching diverse.

Proceeding



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