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"Penggunaan gamifikasi pada sebuah sistem pembelajaran terbukti membawa efek positif. Online collaborative learning atau pembelajaran kolaboratif daring yang memanfaatkan sistem gamifikasi juga terbukti dapat memberikan efek positif terhadap proses kolaborasi antar peserta didik. Sayangnya, saat ini penelitian terkait hubungan elemen-elemen gamifikasi terhadap partisipasi peserta pembelajaran kolaboratif daring masih kurang. Berangkat dari isu tersebut, penelitian ini merancang fitur pembelajaran kolaboratif daring berbasis gamifikasi dengan memperhatikan faktor partisipasi pembelajar dan elemen gamifikasi dengan studi kasus aplikasi SoloLearn. Penelitian ini menggunakan kerangka Mechanics, Dynamics, Aesthetics untuk menganalisis elemen dalam gamifikasi SoloLearn. Metode penelitian menggunakan teknik observasi atas aplikasi SoloLearn dan riset pengguna menggunakan survei daring. Data penelitian dianalisis dari segi gamifikasi dan faktor yang mempengaruhi partisipasi pelajar dalam pembelajaran kolaboratif learning. Hasil analisis digunakan untuk mengusulkan desain alternatif menggunakan metode user-centered design. Penelitian menghasilkan tujuh desain alternatif yang dikembangkan dengan acuan prinsip desain interaksi Shneiderman’s Eight Golden Rules of Interface Design. Evaluasi terhadap desain dilaksanakan dengan menerapkan wawancara kontekstual daring. Hasil evaluasi menunjukkan bahwa semua desain alternatif diterima oleh responden dalam hal memotivasi dan membantu proses pembelajaran pada aplikasi SoloLearn.

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The use of gamification in a learning system has been shown to have a positive effect. Online collaborative learning that utilizes the gamification system has also been shown to have a positive effect on the collaborative process between students. Unfortunately, currently, research related to the relationship of gamification elements to the participation of online collaborative learning participants is still lacking. Based on this issue, this research designs a gamification-based online collaborative learning feature by paying attention to the learner participation factor and gamification elements with a case study of the SoloLearn application. This research uses the Mechanics, Dynamics, Aesthetics framework to analyze the elements in SoloLearn gamification. The research method uses observation techniques on the SoloLearn application and user research uses online surveys. The research data were analyzed in terms of gamification and the factors that influence student participation in collaborative learning. The results of the analysis are used to propose alternative designs using the user-centered design method. The research resulted in seven alternative designs which were developed with reference to the interaction design principles of Shneiderman's Eight Golden Rules of Interface Design. Evaluation of the design was carried out by applying online contextual interviews. The results of the evaluation showed that all alternative designs were accepted by the respondents in terms of motivating and helping the learning process in the SoloLearn application."

"BPK RI terus meningkatkan perannya melalui audit kinerja yang di dalam proses pengembangannya terjadi pembelajaran organisasional, individual dan interaksi dengan auditee. Penelitian ini mengunakan pendekatan kualitatif dan dinamika sistem kuantitatif dengan menggunakan konsep Learning Linkage (Kim, 1993). Hasil penelitian menunjukkan bahwa observasi oleh individu pada pembelajaran individual selain terhadap respon lingkungan (Kim, 1993), juga dilakukan terhadap tindakan individu dan organisasi. Peningkatan pembelajaran individual merupakan pengungkit dalam sistem penyelarasan pembelajaran untuk pengembangan audit kinerja, diperlukan pengelolaan terhadap hambatan pembelajaran utamanya hambatan pada tindakan organisasi dan tindakan individu. Untuk menguatkan dampak pelatihan audit kinerja dalam pembelajaran individual melalui pendidikan dan pelatihan, perlu melibatkan bimbingan berupa coaching dan mentoring serta penerapan dalam praktik audit kinerja. Dalam sistem penyelarasan pembelajaran, penggunaan respon lingkungan untuk pengembangan rencana audit merupakan koreksi berdasarkan sistem penyelarasan pembelajaran.

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Supreme Audit Board of Republic of Indonesia continues to enhance its role through the Performance Audit. In the process of Performance Audit development, organizational learning, individual learning and interaction with the auditee are occured. Research using qualitative and quantitative system dynamics approaches. Conception used is Learning Linkage (Kim, 1993). The results showed that learning begins from the individual observations are not just limited to the observation of environment response but also to the actions of individual and organization. Increased individual learning is leverage in learning allignment system for performance audit development. Learning barriers management is required especially barriers in organizational action. To enhance the outcome of training, training should involve mentoring, coaching and field audit practice. Considering environmental response for audit plan is a system correction based on learning alingment system."

"Intended for junior/senior/first-year graduate courses in Gas Dynamics or Compressible Flow, in departments of mechanical engineering or aerospace engineering. This edition aims to foster a deeper understanding of compressible flow and gas dynamics fundamentals."