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Abstrak :
Tulisan bertujuan menganalisis motif yang mendasari Tiongkok dalam menyepakati ketentuan pembangunan berkelanjutan yang terkandung di dalam Comprehensive Agreement on Investment (CAI) dengan Uni Eropa pada tahun 2020. Analisis dalam tulisan ini didukung oleh kerangka teori cross-regionalisme yang menjelaskan motif suatu aktor internasional dalam menyetujui kemitraan ekonomi dengan mitra di kawasan berbeda. Penelitian ini bersifat kualitatif dengan metode penelitian melalui studi literatur. Studi literatur dilakukan dengan mencari data dan informasi pada artikel, jurnal, buku, berita, hingga situs resmi. Melalui analisis yang dilakukan, penelitian ini menemukan bahwa pertimbangan Tiongkok dalam menyetujui ketentuan pembangunan berkelanjutan dalam CAI dipengaruhi oleh tiga motif seperti motif ekonomi yang didukung oleh keinginan Tiongkok dalam memperoleh akses pasar dan upaya mencegah pengalihan investasi mengikuti perdagangan. Motif keamanan dan diplomasi Tiongkok yang dipengaruhi keinginan Tiongkok memperkuat tatanan keamanan, menghindari isolasi diplomatik, serta meningkatkan status internasional. Adapun motif leverage Tiongkok dipengaruhi upaya untuk menciptakan preseden dan peningkatan kapasitas Tiongkok. ......This paper aims to analyze the motives underlying China in agreeing to the terms of sustainable development contained in the Comprehensive Agreement on Investment (CAI) with the European Union in 2020. The analysis in this paper is supported by the theoritical framework of cross-regionalism which explains the motives of an international actor in agreeing to a economic cooperation with partner in different region. This research is qualitative with research method through literature study. Literature study is carried out by searching for data and information on articles, journals, books, news, and official websites. Through the analysis conducted, this study finds that China's consideration in agreeing to terms of sustainable development in the CAI is affected by three motives such as economic motives which are influenced by China's desire to gain market access and efforts to prevent investment diversion following trade. China's desire to strengthen the security order, avoid diplomatic isolation, and improve international status. Meanwhile, China's leverage motive is influenced by the efforts to create precendents and increase China's capacity.

Abstrak :
The emergence of the computer as an aid to education, with its unlimited range of instructional control options available to designer and user supports the vast development of coursewares. Hundreds of coursewares, aim to increase learners’ learning outcomes were developed. However, to have a courseware fits with learners’ characteristics many issues need to be explored. Referring to Resnick’s (1989) definition of learning as knowledge construction, it is critical for coursewares to support learners in the process of acquiring, retaining, and retrieving different kinds of knowledge and performance. In acquiring, retaining, and retrieving information learners use procedures known as cognitive strategies. It is assumed that cognitive strategies are integral to the process of learning, but initiation of their use may come from the learner’s self-instruction, or, from an instructional unit or system. This study intends to show how courseware design affects the use of cognitive strategies, especially from the high-school learners in Indonesia. A close examination on the psychological processes in learning was made to address questions: (a) how does screen density affect the use of cognitive strategies? (b) Does material presented in a linear format differs with material presented in non-linear (hypertext-based) in producing learner’s learning outcomes? The results show that learners employed better cognitive strategies when presented with 25% text density material compare to 60%. Hypertext-based courseware was also found to have an effect on how learner processed the information.

Abstrak :
The emergence of the computer as an aid to education, with its unlimited range of instructional control options available to designer and user supports the vast development of coursewares. Hundreds of coursewares, aim to increase learners? learning outcomes were developed. However, to have a courseware fits with learners? characteristics many issues need to be explored. Referring to Resnick?s (1989) definition of learning as knowledge construction, it is critical for coursewares to support learners in the process of acquiring, retaining, and retrieving different kinds of knowledge and performance. In acquiring, retaining, and retrieving information learners use procedures known as cognitive strategies. It is assumed that cognitive strategies are integral to the process of learning, but initiation of their use may come from the learner?s self-instruction, or, from an instructional unit or system. This study intends to show how courseware design affects the use of cognitive strategies, especially from the high-school learners in Indonesia. A close examination on the psychological processes in learning was made to address questions: (a) how does screen density affect the use of cognitive strategies? (b) Does material presented in a linear format differs with material presented in non-linear (hypertext-based) in producing learner?s learning outcomes? The results show that learners employed better cognitive strategies when presented with 25% text density material compare to 60%. Hypertext-based courseware was also found to have an effect on how learner processed the information.