Membuat Aplikasi Game Othello Dengan Menggunakan Algoritma Greedy

Game is an application or software made for entertainment, education and a combination of both. Game itself is using artificial intelligence (Artificial Intelligent / AI), some are not using artificial intelligence (Artificial Intelligent / AI). One game that uses artificial intelligence is Othello game. Othello game application is made by using a greedy algorithm with three difficulty levels, namely : easy, normal and hard. The characteristics of Othello game is the shaped of the game a square with a size of 8 x 8 and has a coin-shaped pieces in black and white that represent each player. The technique of this game the player must be able to block the opponent's coins as possible and seek measures to win the game. Game application built using waterfall method and modeling language Unified Modeling Language (UML), and tested by the method of black box testing and white box testing. Game application can to be used as a means of entertainment and thinking skills of players

PENGEMBANGAN PEMBELAJARAN ONLINE BERBASIS MICROSOFT SWAY UNTUK MENINGKATKAN PRESTASI BELAJAR ( Studi Pengembangan Pada Mata Pelajaran Informatika Siswa Kelas X SMA Negeri 1 Pagar Alam)

The aim of this study was describe development about microsoft sway-based media and test its effectiveness on student achievement in informatics in class X SMA Negeri 1 Pagar Alam. This study used development research, with research subjects 10 students of class X IPS 2 for a limited scale, X IPS 4 for the Experiment Class and X IPS 1 for the control class. Data collection techniques using questionnaires, interviews, validation sheets and test questions. Data analysis using t-test and the average validation value of IT and media experts. After carrying out the development process, the product is validated with the results of material validation 3.46 and 3.81 categories of IT experts are very feasible to be tested and make revisions based on suggestions. After conducting a limited trial in class X IPS 2 with the results of t-count analysis 12.829 and t-table 1.734, there was a significant influence in the use of sway-based media and made revisions based on input from students. The results of the broad-scale Ciba test in the experimental and control class t-count 20.600 while the t-table is 1.669. This means that if the t-count is greater than the t-table, it means that the use of sway-based media in the experimental class has a significant effect on student achievemen

DISTANCE LEARNING IN ELEMENTARY SCHOOL - PARTICIPANT EXPERIENCES AT THE UPPER ELEMENTARY LEVEL (5TH-8TH GRADE)

The aim of this paper is to present the results of a quantitative research study of the experiences of pupils, their parents and teachers involved in distance learning at the upper elementary level. The research sample consisted of 517 pupils (5th-8th Grade), 458 parents and 53 teachers at the Vladimir Nazor Elementary School in Pazin. The results show that pupils felt overloaded, strained and confused as a consequence of not interacting with their teachers in person. Nevertheless, the interactive learning materials and the convenience of distance learning were seen as benefits of the programme. For the pupils’ parents, the biggest hurdles were lack of time, lack of comprehension of educational resources, work commitments and the inability to handle ICT well. The teachers missed the ability to further clarify instructions, but the biggest obstacles for them were not being able to test their pupils’ knowledge of the subject content and organizing their work schedule. Despite the issues, both the parents and the teachers were satisfied with how distance learning was organized. The results have important implications regarding educational practices, but they also indicate the importance of further research in the field of distance learning

The Relationship between Racial Identity and the Socialization of Black Ph.D. Students at Predominantly White Institutions

Successful graduate student socialization has been characterized as the acceptance and adoption of disciplinary values and beliefs into the students’ identity (Bragg, 1976; Weidman, Twale, & Stein, 2001). Some scholars assert that assimilating the values and beliefs of the discipline may be difficult for Blacks students as their cultural beliefs and values may be incongruent (Antony, 2002; Tierney & Rhoads, 1994). Surprisingly, there appears to be no empirical studies exploring this assertion for Black Ph.D. students. The purpose of this study was to determine if cultural beliefs and values influence the socialization experiences of Black Ph.D. students. Specifically, using racial identity as a theoretical framework, hierarchical regression analysis was used to examine the relationship between racial identity and socialization (as measured by faculty-student interactions, peer-peer interactions, and student’s perceptions of faculty) of Black Ph.D. students at predominantly White institutions (PWIs). Data were collected from 389 current Ph.D. students and recent completers. Racial identity was assessed using the Multidimensional Inventory of Black Identity (Sellers, Smith, Shelton, Rowley, & Chavous, 1998). After controlling for key demographic variables, results indicated racial identity influenced some aspects of socialization. Specifically, public regard was positively related to faculty-student interaction as well as students’ perception of faculty. Racial centrality and ascribing to a humanist ideology were also positively related to students’ perception of faculty. Finally, ascribing to a nationalist ideology was inversely related to peer-peer interactions. The findings indicate that cultural beliefs and values do influence the socialization experience. Moreover, the results reveal a potential rationale for the possible differences in socialization among Black Ph.D. students. Specifically, differences in racial identity attitudes and beliefs influence the behavior of students and thus their socialization experience. Overall, the findings suggest that faculty and students in Ph.D. programs at PWI institutions might develop socialization practices that take into consideration cultural differences. Specific recommendations include: forming a mentoring/advising partnership with student to determine the most relevant plan for socialization into the student’s desired roles and using pedagogies and practices such as collaborative learning and wise schooling that are culturally relevant and supportive

Summary of Gateway Power and Propulsion Element (PPE) Studies

NASA's Power and Propulsion Element (PPE) is based on a joint industry/NASA demonstration of an advanced solar electric propulsion powered spacecraft to meet commercial and NASA objectives. The PPE can establish the initial presence in cislunar space for the Gateway through initial operations and the subsequent deployment of additional partner-provided elements for the cislunar platform. Five commercial vendors were selected to conduct PPE studies which addressed key drivers for PPE development and support for the Gateway concept formulation. The study vendors focused on their performance trades and assessing their strategic capabilities, leveraging their existing and planned capabilities for PPE development. The industry studies examined differences between prior Solar Electric Propulsion (SEP) mission concepts, expected industry capabilities, and potential needs supporting NASA's Gateway concept. These studies provided data on commercial capabilities relevant to NASA's exploration needs and reduced risk for a new, powerful, and efficient SEP-based PPE spacecraft