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"[ABSTRAKTesis ini membahas scaffolding dalam interaksi tutor-pemelajar + pemelajarpemelajarsecara asinkronis dalam forum diskusi tutorial online Writing 1Universitas Terbuka berdasarkan aspek manajemen tugas, proses balikan, danmanajemen dalam menjalin ikatan sosial. Penelitian ini adalah studi kasus yangbersifat naturalistik. Data yang digunakan berupa percakapan asinkronis,kuesioner dan wawancara. Hasil analisis membuktikan bahwa pemelajar dapatmembangun pengetahuannya secara kolaboratif melalui scaffolding dalampemelajaran bahasa yang menggunakan media komputer (CMC) secaraasinkronis. Namun demikian, kurangnya respon terhadap pertanyaan dan balikanyang dikirimkan, serta respon rekan yang tidak mengarahkan pemelajar untukmeningkatkan kemampuannya menjadikan interaksi ini tidak seluruhnyamengandung scaffolding. Hal ini dapat disebabkan oleh: tutor yang cenderunguntuk menunda memberikan respon, respon rekan tidak mengandung balikan, danpemelajar yang menunggu respon tutor karena tutor diyakini memiliki kompetensilebih baik dibandingkan rekan, serta fitur interaksi secara asinkronis yangmemungkinkan respon diberikan secara tidak simultan atau bahkan diabaikan.Hasil analisis juga menunjukkan bahwa tidak semua pemelajar memanfaatkanscaffolding untuk segera merevisi tulisannya, karena kurang jelasnya instruksiyang diberikan maupun fitur interaksi yang berlangsung secara asinkronis.

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ABSTRACTThis thesis focuses on scaffolding in tutor-learner + learner-learner interactionasynchronously on Writing 1 online tutorial discussion forum at Open Universitybased on the following aspects: task management, feedback process, and socialcohesiveness. The research is a naturalistic case study. Data are collected throughasynchronous chat records, questionnaires, and interviews. The analysis resultsprove learners are able to construct knowledge in collaboration throughscaffolding in language learning using asynchronous computer-mediatedcommunication (CMC). However, scaffolding is not found in the entireinteraction since there is a lack of responses towards questions and feedback, andpeers? responses do not guide learners to substantial improvement in performance.The reasons of these are: tutor tends to delay in responding, there is often nofeedback in peers? responses, learners? belief in tutor?s feedback instead of that oftheir peers, and a time-delayed frame feature of interaction which makes itpossible for users not to send messages simultaneously or simply to ignoreresponses. The analysis also shows that only a few of learners are usingscaffolding to revise their writings immediately. There is no clear instructionsabout revising their writings and the asynchronous interaction feature are tworeasons that make scaffolding less effective.;This thesis focuses on scaffolding in tutor-learner + learner-learner interactionasynchronously on Writing 1 online tutorial discussion forum at Open Universitybased on the following aspects: task management, feedback process, and socialcohesiveness. The research is a naturalistic case study. Data are collected throughasynchronous chat records, questionnaires, and interviews. The analysis resultsprove learners are able to construct knowledge in collaboration throughscaffolding in language learning using asynchronous computer-mediatedcommunication (CMC). However, scaffolding is not found in the entireinteraction since there is a lack of responses towards questions and feedback, andpeers’ responses do not guide learners to substantial improvement in performance.The reasons of these are: tutor tends to delay in responding, there is often nofeedback in peers’ responses, learners’ belief in tutor’s feedback instead of that oftheir peers, and a time-delayed frame feature of interaction which makes itpossible for users not to send messages simultaneously or simply to ignoreresponses. The analysis also shows that only a few of learners are usingscaffolding to revise their writings immediately. There is no clear instructionsabout revising their writings and the asynchronous interaction feature are tworeasons that make scaffolding less effective., This thesis focuses on scaffolding in tutor-learner + learner-learner interactionasynchronously on Writing 1 online tutorial discussion forum at Open Universitybased on the following aspects: task management, feedback process, and socialcohesiveness. The research is a naturalistic case study. Data are collected throughasynchronous chat records, questionnaires, and interviews. The analysis resultsprove learners are able to construct knowledge in collaboration throughscaffolding in language learning using asynchronous computer-mediatedcommunication (CMC). However, scaffolding is not found in the entireinteraction since there is a lack of responses towards questions and feedback, andpeers’ responses do not guide learners to substantial improvement in performance.The reasons of these are: tutor tends to delay in responding, there is often nofeedback in peers’ responses, learners’ belief in tutor’s feedback instead of that oftheir peers, and a time-delayed frame feature of interaction which makes itpossible for users not to send messages simultaneously or simply to ignoreresponses. The analysis also shows that only a few of learners are usingscaffolding to revise their writings immediately. There is no clear instructionsabout revising their writings and the asynchronous interaction feature are tworeasons that make scaffolding less effective.]"

"Penggusuran hunian pada suatu komunitas dapat berdampak pada rentan terjadinya penurunan kualitas hidup warga tergusur, seperti kehilangan tempat tinggal, kehilangan pekerjaan, gangguan kesehatan, serta mengalami trauma dan gangguan psikologis. Dalam konteks tersebut, respon komunitas tergusur sebagai strategi bertahan hidup menjadi penting. Penelitian-penelitian sebelumnya tentang strategi bertahan hidup komunitas tergusur dibagi menjadi tiga jenis berdasarkan bentuknya, yaitu aksi protes atau demonstrasi, proses hukum, dan bekerja sama dengan pihak ketiga. Namun, ketiga jenis penelitian tersebut cenderung belum membahas mengenai kualitas relasional pada tataran internal komunitas. Oleh karena itu, studi ini ingin menyatakan bahwa pengembangan kualittas relasional dalam komunitas merupakan bentuk strategi bertahan hidup yang dinilai efektif dan dapat segera dilakukan pasca terjadinya penggusuran. Pendekatan penelitian dalam studi ini adalah kualitatif dengan jenis studi kasus yang dilakukan di Kampung Akuarium, Kecamatan Penjaringan, Jakarta Utara. Pengumpulan data dilakukan melalui wawancara mendalam pada 9 orang informan yang terdiri dari warga serta pihak NGO yang memiliki fokus pada isu-isu perkotaan.

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The eviction of settlements in a community can have an impact on the vulnerability of evicted community’s quality of life, such as homelessness, job loss, health problems, trauma, and psychological disorders. In that context, evicted community’s response to the decline in quality of life becomes important. Previous studies on the livelihood strategy of evictees are divided into three types based on their forms, those are protests or demonstrations, legal processes, and cooperating with third parties. However, these three types of studies tend not to discuss the relational quality at the internal level of the community. Therefore, this study wishes to state that the development of relational quality in evicted community is a form of livelihood strategy that is considered effective and can be done immediately after thee evictions. The research aproach in this study is qualitative approach with the type of case study conducted in Kampung Akuarium, Penjaringan Sub-district, North Jakarta. Data collection was conducted through in-depth interviews on 9 informants that consist of citizens of Kampung Akuarium and NGO that focus on urban issues"

"Dalam pembelajaran kolaboratif daring melalui forum diskusi daring (FDD), pelajar mengkonstruk pemahaman personalnya secara aktif melalui serangkaian mekanisme eksplorasi dan transaksi ide. Salah satu kerangka kerja yang memodelkan kehadiran yang muncul dalam pembelajaran kolaboratif daring adalah kerangka kerja Community of Inquiry (CoI). Kerangka kerja CoI mendapat perhatian luas para peneliti dan praktisi. Namun, penelitian terkini mengenai model CoI masih terbatas pada pemetaan aktivitas instruksional dan belum diwujudkan menjadi sebuah desain interaksi suatu lingkungan belajar daring untuk pembelajaran kolaboratif yang dapat mendukung munculnya kehadiran yang terdapat pada model CoI. Penelitian ini bertujuan mengembangkan desain interaksi forum diskusi daring asinkronus dengan metode User-Centered Design (UCD) yang dikontekstualisasikan menurut pendekatan Learning-Centered Design (LCD).Pendefinisian kebutuhan desain dalam penelitian ini melibatkan survei daring dan wawancara eksploratif mengenai pengalaman menggunakan atau mengelola FDD untuk pembelajaran. Hasil survei dan wawancara tersebut dianalisis secara kualitatif untuk memformulasikan kebutuhan desain. Tujuh skenario penggunaan dan antarmuka forum diskusi untuk memfasilitasi aktivitas perkenalan serta empat tahap inquiry dikembangkan sebagai luaran desain interaksi. Rancangan tersebut dievaluasi melalui pengujian kontekstual yang melibatkan 10 mahasiswa.Pengujian kontekstual menunjukkan bahwa purwarupa mampu mendorong dan memfasilitasi aktivitas perkenalan (kehadiran sosial), eksplorasi gagasan, menyimpulkan (kehadiran kognitif), dan membantu partisipan diskusi yang mencari bantuan (kehadiran pengajaran). Akan tetapi, purwarupa masih belum cukup mendorong partisipan melakukan aktivitas triggering events (kehadiran kognitif), memilah dan mengintegrasikan gagasan (kehadiran kognitif), dan eksplorasi (kehadiran kognitif) sehingga diperlukan instruksi langsung dosen. Penelitian selanjutnya dapat meredesain desain usulan berdasarkan rekomendasi dan mengembangkan sistem yang berfungsi penuh yang dapat diujikan pada konteks penggunaan yang sebenarnya.

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Online discussion forum (ODF) is often utilized in a collaborative online learning. Based on this learning approach, learners construct their personal understandings of a concept through involving themselves in a series of exploration and transaction of ideas. Community of Inquiry (CoI) Framework is a model that describes the presences in a collaborative learning. Despite its popularity among researchers and practitioners, the state-of-the-art of the CoI model is still limited to mapping instructional activities which are yet to be developed further into an interaction design for an online collaborative learning environment which is intended to support the CoI presences. This study is aimed at developing interaction design for an asynchronous online discussion forum using User-Centered Design (UCD) method that are contextualized to Learning-Centered Design (LCD) approach.

The design requirements were formulated based on online surveys and explorative interviews to capture their experience in using or managing the ODF for educational purposes. The results were analysed qualitatively to formulate the design requirements. Seven scenario and user interfaces were designed to facilitate an introductory activity and four phases of inquiry as the outputs of interaction design. The design was evaluated through contextual interviews involving 10 students.

The contextual interviews revealed that the prototype could encourage and support introductory activity (social presence), idea exploration (cognitive presence), summarizing the discussion (cognitive presence), and helping other participants in the forum (teaching presence). However, it is still unable to adequately encourage the participants to respond with triggering event (cognitive presence), filtering and integrating ideas (cognitive presence), and resolution (cognitive presence) replies. As a result, further direct instruction from the facilitator is needed. Future research could be aimed at redesigning the proposed design based on the recommendations and developing a fully-functional working system to be tested in the real settings"

"ABSTRAKPenelitian ini dilakukan untuk mendapatkan perbedaan pola interaksi antara pemelajaran tatap muka dan forum diskusi asinkronus dalam blended learning di Universitas Indonesia. Vrasidas and McIsaac (1999) mendefinisikan interaksi sebagai proses yang terdiri dari tindakan timbal balik dari dua atau lebih pelaku dalam konteks yang tersedia. Pola interaksi yang dilihat adalah pelaku interaksi yang paling banyak melakukan interaksi, kategori interaksi yang paling banyak dilakukan dosen, dan kategori interaksi yang paling banyak dilakukan mahasiswa baik pada forum diskusi asinkronus maupun pemelajaran tatap muka. Konten interaksi dari sampel Matakuliah Pengembangan Terintegrasi B (MPKT B) tersebut dianalisis menggunakan Analisis Interaksi Pembelajaran Campuran. Hasil analisis konten kualitatif dari penelitian ini menunjukkan bahwa terdapat perbedaan pola interaksi pada pelaku interaksi dan kategori interaksi yang paling banyak dilakukan dosen. Sementara itu, tidak ditemukan perbedaan kategori interaksi yang paling banyak dilakukan mahasiswa.

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ABSTRACTThis research was conducted to find the differences of patterns of interaction in face-to-face learning and asynchronous discussion forums in blended learning at the University of Indonesia. Vrasidas and McIsaac (1999) defines the interaction as a process that consists of reciprocal action of two or more actors in the given context. Patterns of interaction which is seen are which actors who do more interactions, which category of interaction that most teachers do, and which category of interaction that most students do both on the asynchronous discussion forums and face-to-face learning. Content of interactions of the sample from Matakuliah Pengembangan Kepribadian Terintegrasi B (MPKT B) were analyzed using the Analisis Interaksi Pembelajaran Campuran. Results of the qualitative content analysis of this research shows that there are differences in patterns of interaction of interaction actors and category of interaction that most teachers do. Meanwhile, there is no differences in the category of interaction that most students do."

"Para pakar sepakat bahwa forum diskusi online berpotensi memfasilitasi pembelajaran kolaboratif yang meningkatkan kemampuan berpikir kritis. Untuk menciptakan pengalaman belajar yang bermakna, sekelompok ahli mengajukan Model Community of Inquiry CoI sebagai kerangka kerja pembelajaran kolaboratif online. Diskusi online yang kritis dan mendalam merupakan dinamika dan interaksi timbal balik antara kehadiran sosial, pengajaran, dan kognisi. Kehadiran kognisi yang terdiri atas aktivitas triggering event, eksplorasi, integrasi, dan resolusi merupakan implementasi keterampilan berpikir kritis.Keberhasilan pembelajaran kolaboratif online membutuhkan keterampilan belajar tersendiri yang tidak terbentuk dengan sendirinya. Riset tentang bagaimana mengembangkan keterampilan tersebut masih terbatas. Penelitian ini mengusulkan metode pembekalan Model CoI dengan pendekatan cognitive apprenticeship untuk meningkatkan kemampuan mahasiswa dalam menjalankan peran pembelajar dalam lingkungan pembelajaran kolaboratif melalui forum diskusi online. Penyusunan rancangan pembekalan mempertimbangkan kesiapan awal mahasiswa dan disposisi berpikir kritis. Kontribusi penelitian ini berupa rancangan pembekalan Model CoI, rekomendasi berdasarkan hasil kajian, dan usulan fitur pendukung pembentukan pengetahuan bersama. Rancangan disajikan dalam skrip kronologis untuk memandu pelaksanaan pembekalan dan supaya dapat diadaptasi pada konteks lain.Pembekalan dilakukan terintegrasi dengan mata ajar Aljabar Linier yang diselenggarakan dengan blended-learning. Partisipan terdiri atas mahasiswa semester kedua Fakultas Ilmu Komputer UI yang dibagi dalam dua kelas: dengan pembekalan dan tanpa pembekalan. Respons terhadap survei dan kuesioner metakognisi dan kesiapan belajar online, dan transkrip diskusi merupakan sumber data kuantitatif dan kualitatif yang dianalisis dengan parallel design mixed method untuk meneliti pengaruh pembekalan terhadap kemampuan self-regulation dan co-regulation, strategi belajar, tingkat berpikir kritis, dan pola interaksi.Hasil penelitian menunjukkan bahwa pembekalan meningkatkan secara signifikan kemampuan metakognisi. Capaian mahasiswa kelas dengan pembekalan dalam menjawab soal dengan argumentasi lebih tinggi. Mereka dapat mengartikulasikan proses akomodasi yang dialaminya. Melalui forum diskusi online, mereka terpapar dengan berbagai strategi belajar dan mendorongnya untuk mengubah strateginya apabila diperlukan. Pembekalan dan pengalaman belajar mampu mengubah persepsi mahasiswa terhadap pemahaman dan tingkat motivasinya sendiri, sehingga lebih menyadari keterbatasan pengetahuannya.Teknologi memfasilitasi diskursus dan merekamnya dalam bentuk transkrip yang dapat dianalisis lebih lanjut. Transkrip diskusi online kelas dengan pembekalan menunjukkan bahwa kualitas pemicu dan ketepatan waktu memberikan pemicu mempengaruhi tingkat keaktifan kelompok. Diskusi paling intensif terjadi di awal periode ketika kelompok berupaya mendefinisikan masalah. Keaktifan menurun pada periode kedua dan ketiga; ketika masalah sudah didefinisikan dan mahasiswa perlu mencari sumber informasi lain serta berpikir mendalam untuk mengintegrasikan gagasan. Keaktifan meningkat lagi menjelang periode diskusi berakhir seiring tuntutan menyelesaikan tugas tepat waktu.Pola dinamika kehadiran sosial, pengajaran, dan kognisi mengikuti pola keaktifan. Kehadiran sosial muncul paling dominan, diikuti kehadiran kognisi, dan pengajaran. Indikator tingkat berpikir kritis yang paling intensif adalah integrasi dalam bentuk mengaitkan antar konsep dan menggabungkan gagasan. Semua kelompok mencapai tingkat integrasi; namun, tidak semua mencapai resolusi. Resolusi dicapai oleh kelompok yang tingkat kehadiran kognisinya tinggi atau yang memiliki fasilitator mahasiswa yang berinisiatif mendefinisikan masalah dan mengarahkan anggota kelompok mengambil peran dalam menyelesaikan tugas.Dalam menyelesaikan tugas melalui diskusi online, mahasiswa menanggapi sekilas pesan sebelumnya kemudian fokus pada penyampaian gagasannya sendiri. Perbedaan pendapat jarang terjadi dan tidak berlangsung lama. Mereka menilai diskusi online bermanfaat memberi stimulus berpikir, memperkaya strategi belajar, dan membantu belajar secara mendalam. Batuan belajar dari sesama pembelajar dalam forum diskusi online berupa: mempermudah pemahaman dengan penjelasan dan contoh, memicu berpikir, berbagi sumber belajar, saling mengonfirmasi pemahaman, dan mendiagnosis miskonsepsi.Pembelajaran kolaboratif online merupakan pengalaman baru bagi mahasiswa, sehingga awalnya sebagian dari mereka sulit memulai diskusi dan menuangkan pemikiran. Ada rasa kekhawatiran pesan yang disampaikan baik isi maupun pilihan laras bahasa tidak memuaskan. Mereka mengakui kesulitan merangkum berbagai gagasan ketika diskusi berjalan cepat. Menjawab kendala tersebut, penelitian ini mengusulkan fitur pendukung pembentukan pengetahuan bersama dengan menyusun rangkuman secara kolaboratif. Pengembangan dan implementasi fitur tersebut dan penerapan rancangan pembekalan Model CoI pada konteks berbeda merupakan topik riset mendatang dalam meningkatkan efektifitas pembelajaran kolaboratif online.

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Experts agree that online discussion forum has the potential to facilitate collaborative learning that enhances critical thinking skills. To create meaningful learning experiences, a group of experts proposed the Community of Inquiry CoI Model as a framework for collaborative online learning. The model captures in depth and meaningful collaborative online discussion process as the dynamic and reciprocal interactions between social, cognition, and teaching presences. Cognitive presence, operationalized as critical thinking, involves triggering event, exploration, integration and resolution.Effective online collaborative learning requires different skills as compared to face to face learning activities. Research on how to develop such skills is still limited. This study proposes a training method of the CoI Model to improve students 39 ability to fulfill their role in collaborative learning through online discussion forum. Contributions of the study are a training design of the CoI Model using cognitive apprenticeship approach, recommendations based on the findings, and proposed feature to support group knowledge building. The design is presented in chronological script to guide facilitators and to be adapted in other contexts by educators if needed.The training is integrated with Linear Algebra course conducted in blended learning approach. Participants, computer science students of the second semester, are grouped into two classes with and without the training. Quantitative and qualitative data of the metacognitive and e Learning competency questionnaires, in depth survey, and discussion transcripts were analyzed with a parallel design mixed method to investigate the impact of the training on students rsquo self regulation and co regulation, learning strategies, critical thinking, and patterns of interaction.Study results show that the training significantly increase the average score of metacognition. In line with this finding, students with the training perform better in answering questions that required them to argue. They implement various learning strategies in online discussion forum and are able to articulate the process of accommodation they are going through. The learning experience changes students 39 perceptions of their own understanding and motivation level. They become more aware of the limitations of their own understanding and level of motivation.The technology of online discussion forum accommodates discourse and records it in forms of transcript, so it can be further analyzed. The online discussion transcripts of the class with the training show that timeliness and quality of triggers positvely correlated to the level of participation. The most intensive attendance occurred at the beginning, as the groups seek to define the problem. The level of participation decreases in the second and third periods, since the problem has been defined and the they need time for reflection and seach relevant information before they explore ideas and integrate them to solve the problem. Before the discussion period ends, students become more active again to complete the task on time.The pattern of the attendance levels of social, teaching, and cognitive presences follows the same pattern as the participation levels. Students exhibit highest social presence, followed by cognitive and teaching presences. The most dominant critical thinking level is integration in the forms of linking between concepts and integrate ideas within learning community. All groups reach integration level, but not all of them attain resolution. Resolution is achieved by groups of high level cognitive presence or those having voluntary student facilitators who take the role of defining the problem and directing group members to take their parts.In completing the task through online discussions, students respond to glimpse previous messages, then focus on the delivery of their own ideas. Conflicting of opinions is rare and disagreement does not last long. Most students find online discussion useful to deepen learning, stimulate thinking, and enhance learning strategies. Learning support from peers is obtained through providing examples, sharing knowledge and learning resources, stimulating thinking, confirming understanding, and diagnosing misconceptions.Online collaborative learning is a new experience for most respondents therefore, at the beginning they find it difficult to initiate a discussion and to present their thought in text. They concern the conveyed messages both content and choice of words are not satisfactory. They have difficulty summarizing the emerging ideas in the online forum. This study proposes a feature integrated with online discussion forum to facilitate shared knowledge construction by compiling a summary collaboratively. Development and implementation of this feature and an adoption of the the training method in different contexts are future research topics to improve online collaborative learning."

"Banyaknya Jenis layanan yang didukung oleh Asynchronous Transfer Mode (ATM) menyebabkan trafik yang dihasilkan menjadi sangat bursty pada titik dimana proses call admission control dilakukan. Untuk memodelkan trafik tersebut, umumnya digunakan model kedatangan Poisson and 2-State Markov Modulated Poisson Process (MMPP-2). Pada penelitian ini dipelajari karakteristik dari kedua model tersebut berdasarkan tingkat burstiness yang ditinjau dari dua buah pendekatan: pendekatan interarrival times dan pendekatan counting process. Berdasarkan kedua pendekatan tersebut, model kedatangan akan dibandingkan berdasarkan beberapa parameter seperti PMR (Peak to Mean Ration), kuadrat koefisien variasi, Index Dispersion of Count dan parameter Hurst. Dari hasil analisa dan simulasi didapatkan bahwa ternyata model kedatangan MMPP-2 lebih cocok untuk digunakan sebagai model trafik call admission control (CAC) pada jaringan ATM."

"Penelitian ini membahas peran diskusi online (dalam jaringan/daring) asinkronus yang menerapkan kerangka kerja community of inquiry (CoI) pada keterampilan berpikir kritis mahasiswa. Tujuan dari penelitian ini adalah menguji kerangka kerja CoI dalam peningkatan keterampilan berpikir kritis mahasiswa, serta melihat hubungan social presence, cognitive presence, dan teaching presence dengan keterampilan berpikir kritis mahasiswa. Penelitian kuasi eksperimental yang menggabungkan pendekatan kuantitatif dan kualitatif ini dilakukan pada 45 mahasiswa angkatan 2014 dan 2 pengajar dari Fakultas Farmasi Universitas Indonesia yang mengikuti Mata Ajar Pengembangan Kepribadian Terintegrasi (MPKT B). Proses pembelajaran MPKT sendiri diselenggarakan secara tatap muka dan daring. Dari hasil penelitian ditemukan bahwa kelompok eksperimen yang diajarkan CoI tidak mendapatkan skor berpikir kritis yang lebih besar dari kelompok kontrol yang tidak diajarkan CoI. Penelitian juga menunjukkan bahwa skor berpikir kritis memiliki hubungan dengan elemen-elemen dalam CoI meski tidak signifikan.

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The focus of this study is to test the community of inquiry (CoI) framework on critical thinking skill development and investigates the relation between social presence, cognitive presence, and teaching presence and critical thinking. The study is conducted using quasi experimental design, which combines quantitative and qualitative approach. The participants are 45 first year students (2014) from the Faculty of Pharmacy in Universitas Indonesia, enrolled in character building course (MPKT B). The courses itself is delivered through blended mode, between face to face and online environment. is The participants are grouped into experimental group of 23 students and the control group of 22 students. The study also involed facilitators in each classes. The study exhibit the fact that the students in the experimental group do not have higher critical thinking score compared to the students of the control group. In addition to that, the critical thinking scores are related to the CoI elements, although these results are not significant."

"Mekanisme kontrol kongesti yang berbeda antara TCP dengan ATM menjadi latar belakang penelitian ini untuk meneliti bagaimana pengaruh interaksi kontroI kongesti TCP dan ATM terhadap performansi TCP pada jaringan ATM. Penelitian juga dilakukan terhadap pengaruh variasi ukuran window, kapasitas link dan jenis kontrol kongesti TCP terhadap performansi TCP pada ATM.Penelitian dilakukan pada model topologi network parking lot dengan menggunakan The NIST ATM/HFC Network Simulator.Dari hasil penelitian diperoleh bahwa meningkatkan prosentase goodput dengan meningkatkan ukuran advertised window dan kapasitas link dibatasi delay antrian pada switch dan cell loss pada jaringan ATM.Hasil penelitian juga menunjukkan adanya kontrol kongesti ASR pada layer ATM dapat mengurangi cell loss dan memperbaiki fairness index TCP pada ATM Adanya algoritma fast recovery pada TCP Reno hanya memperbaiki fairness index TCP pada ATM sedangkan prosentase goodput mengalami penurunan.

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The difference congestion control between transmission control protocol (TCP) and asyncronous transfer mode (ATM) has motivated to research the influence of interaction between TCP and ATM congestion control to the performance of TCP over ATM. The research is also examine the impact of advertised window size, link capacity and the type of TCP congestion contol to TCP performance.This research is done on parking lot model and used The NIST ATM/HFC Network Simulator.The finding of the research is to increase goodput percentation by increasing advertised window size and link capacity is limited by queuing delay of the switch and cell loss of ATM Network.The outcome of the research also shows that there is ASR congestion control on ATM layer is to prevent more cell losses and improve fairness index of TCP over ATM. Fast recovery algorithm on TCP Reno is improving fairnes index of TCP over ATM meanwhile percentation goodput is decreasin."

"ABSTRACTTujuan penelitian ini adalah untuk melihat peran sikap karier boundaryless dan organization-based self-esteem pada komitmen afektif. Partisipan penelitian adalah 290 karyawan di Indonesia. Komitmen afektif diukur menggunakan Affective Commitment Scale, kedua dimensi sikap karier boundaryless, yaitu boundaryless mindset dan organizational mobility preference, diukur dengan Boundaryless Career Attitude Scale, serta organization-based self-esteem diukur menggunakan The Organization-Based Self-Esteem Scale. Hasil penelitian menunjukkan bahwa boundaryless mindset, organizational mobility preference, dan organization-based self-esteem secara gabungan memiliki peran pada komitmen afektif sebesar 27,4. Hasil juga mengindikasikan bahwa boundaryless mindset tidak memiliki peran pada komitmen afektif ? = -0,09, p > 0,05, organizational mobility preference memiliki peran yang negatif pada komitmen afektif ? = -0,34, p < 0,01, serta organization-based self-esteem memiliki peran yang positif pada komitmen afektif ? = 0,36, p < 0,01. Pembahasan dan saran untuk penelitian selanjutnya didiskusikan.

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ABSTRACTThe aim of this study was to examine the role of boundaryless career attitude and organization based self esteem towards affective commitment. Participants of this research were 290 employees in Indonesia. Affective commitment was measured using Affective Commitment Scale, both dimensions of boundaryless career attitude, which are boundaryless mindset and organizational mobility preference, were measured by Boundaryless Career Attitude Scale, and organization based self esteem was measured using The Organization Based Self Esteem Scale. The result of this study showed that boundaryless mindset, organizational mobility preference, and organization based self esteem combined had a role towards affective commitment of 27.4 . The results also indicated that boundaryless mindset did not have a role towards affective commitment .09, p .05, organizational mobility preference had a negative role towards affective commitment .34, p .01, and organization based self esteem had a positive role towards affective commitment .36, p .01. Discussion and suggestion for further research are discussed."

"Dalam menghadapi persaingan bisnis yang ada, bank XYZ perlu meningkatkan kinerja organisasinya saat ini yang salah satunya dipengaruhi oleh pengelolaan SDM. Penelitian ini dilakukan pada Direktorat A Bank XYZ dan terdiri dari dua studi, yaitu studi korelasi dan studi intervensi. Studi korelasi bertujuan untuk mengetahui hubungan antara komitmen afektif dan perilaku kewargaan antarpribadi. Penelitian dilakukan kepada 40 karyawan direktorat A dengan menggunakan TCM Employee Commitment Survey oleh Mayer dan Allen (2004) dan Interpersonal Citizenship Scale oleh Settoon & Mossholder (2002). Hasil dari penelitian tersebut menunjukkan bahwa terdapat hubungan yang signifikan antara komitmen afektif dan perilaku kewargaan antarpribadi (r= 0,38, r²= 0,14, p< 0,05). Berdasarkan hasil tersebut dilakukan studi kedua, yaitu studi intervensi berupa pelatihan untuk meningkatkan komitmen afektif kepada 5 orang karyawan Direktorat A Bank XYZ. Hasil evaluasi menunjukkan adanya peningkatan pengetahuan yang signifikan (Z= -2,03, p< 0,05) pada karyawan sebelum dan sesudah diberikan pelatihan. Hasil evaluasi level tiga yang dilakukan setelah 2 bulan pelatihan belum menunjukkan adanya peningkatan signifikan pada komitmen afektif (Z = -0,85, p > 0,05) dan perilaku kewargaan antarpribadi yang dimiliki karyawan (Z= -1,34, p> 0,05), meskipun penilaian perilaku dari rekan dan atasan langsung menunjukkan bahwa karyawan memenuhi lebih dari 90 persen perilaku yang ditentukan.

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To deal with existing business competition, Bank XYZ need to improve the performance of their organizations today, one of which is influenced by HR management. This research was conducted at Directorate A of Bank XYZ and consisted of two studies, namely correlation studies and intervention studies. The correlation study aims to determine the relationship between affective commitment and interpersonal citizenship behavior. The first study conducted on 40 employees of directorate A using the TCM Employee Commitment Survey by Mayer and Allen (2004) and the Interpersonal Citizenship Scale by Settoon & Mossholder (2002).

The results of this study indicated that there was a significant relationship between affective commitment and interpersonal citizenship behavior (r = 0.38, r2 = 0.14, p <0.05). Based on these results, an intervention study was conducted in the form of a training program to increase affective commitment to 5 employees of Directorate A, Bank XYZ. The evaluation results showed a significant increase in employees' knowledge (Z = -2.03, p <0.05) before and after training. The results of level three evaluation, which was conducted after two months of training have not shown a significant increase in affective commitment (Z = -0.85, p> 0.05) nor interpersonal citizenship behavior owned by employees (Z = -1.34, p> 0,05), although behavioral assessments from colleagues and direct supervisors indicate that employees fulfill more than 90 percent of the specified behavior."