ICEI UNESA ENDAH ANDAYANI UNIKAMA akhir sekali
E. AndayaniA.T. Balkema & G. Westers (tanpa spasi) E. Andayani
Kanjuruhan University of Malang, S. Supriadi 49 Street, Malang City, 65148, IndonesiaA.A. Balkema
Publishers, Rotterdam, Netherlands (lebih kecil dan miring) afiliasi
New Institute, Gouda, Netherlands
Character Values: Fraud Academic Prevention
Huruf besar Pada kata Pertama, kecuali Windows, model huruf besarSPACE KOSONG
BIARKAN
INTRODUCTION
potentially damage the image and expectations of society to the morality of graduates
as the future leaders of the nation.
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provided. factors, situations, and self-efficacy. Teachers give rewards to students who are honest
and have a hard effort. The punishment is done by tearing up the fraudulent student
exam sheets, making special notes, repeating the exam in front of the teacher. The implications of the research need further study on the culture of anti-cheating through the
growth of manners in school.
Keywords: Character Values, fraud academic
The issue of character values of the nation
is now a demand of various aspects of life.
Character education is a moral education
plus, which involves aspects of knowledge
(cognitive), feeling (feeling), and action
(action). Education that is less emphasized
on the aspect of character planting raises
various problems among students, whether
social, economic, and morality. Various
problems continue to emerge as a result of
the declining quality of character values in
students, especially student academic
cheating and are considered as common,
especially towards national examinations
by making efforts such as academic transactions or preparing ways to cheat. The results of this academic fraud behavior can
Anderman and Murdock (2007) define
a cheater as someone who can accept or
perform activities to copy or copy (trace)
someone else's work during a test or use
notes that are not allowed or help someone
cheat when the test or while the exam takes
place. Bower (in Kushartanti, 2009) states
cheating is an act that uses illegitimate
means for a legitimate or honorable purpose of obtaining academic success to
avoid academic failure. Abbas and Naemi
(2011) found that students with high grade
(GPA) achievement indices tend to engage
in academic fraud, even clever students can
easily engage in academic fraud by utilizing all available opportunities. David
(2015) states that students with high self-
esteem and high sense of mastery tend not
to cheat. While the pattern of plagiarism,
getting answers from friends, helping others to cheat, and get help will be more acceptable and the most commonly used way
of cheating.
The previous studies has been done by
Lambert, Hogan and Barton (2003),
Thomas Lickona (2011:35), Supraptiningrum and Agustini (2015), and Naufal
Ilma (2015). Lambert, Hogan and Barton
(2003) stated that Academic Fraud or Academic Dishonesty is very difficult to clearly
define. While Thomas Lickona (2011) stated that there are 10 signs of times to watch
out for, that are (1) increased violence
among adolescents, (2) the use of language
and worsening words, (3) strong peer-group influence in acts of violence, (4) increased self-destructive behavior such as drug
use, alcohol and free sex, (5) The blurring
of good and bad moral guidelines, (6) declining work ethic, (7) the lower the respect
for parents and teachers, (8) the low responsibility of individuals and citizens, (9)
cultivate dishonesty, (10) the presence of
suspicion and hatred among others. On the
other hand, Supraptiningrum and Agustini
(2015) found that character building through the school culture can be built by performing routine habits such as: (1) routine
activities that students do continuously and
consistently every time; (2) spontaneous
activity by the students spontaneously on
the spot; (3) model is behavior, attitude of
teacher, educator, and student in giving
example through good actions so that
expected become role model for other student; and (4) conditioning by way of the
creation of conditions that support the character of character education. And the last,
Naufla Ilma (2015) stated that education is
very important factor to create character to
face globalization challange.
Recognizing the seriousness of the issue of academic cheating in the increasingly widespread education field, the high
academic cheating in the students' environ-
ment, the high level of academic fraud triggering factors, the implementation of character values has not been done integrally
by the entire academic community. For that
we need to find solutions to various problems of academic cheating by implementing the values of character in schools that
are integrated in the learning process.
RESEARCH METHODS
This research is a qualitative descriptive research using scientific way based on rationality, empirical and systematic where
sourced from observed behavior researcher
to certain object either in the form of action, word or writing. Researchers participated during field data retrieval, careful
notes on what happened, conducted reflective analysis of the various documents
found in the field, and made detailed research reports.
This research was conducted at Vocational High School of NU Sunan Ampel,
Poncokusumo Village, Malang District.
Key informants involved School Principals, 25 Class Teachers, Counseling Teachers, and 95 students. Data analysis method
used is descriptive analysis with percentage. Researchers choose informants based
on needs and fulfillment of information
about the implementation of character values in schools, as those who have an important role in the issues that want to be
known to answer research questions. Data
analysis method used is descriptive analysis percentage. Data collection procedures
conducted by researchers in this study include observation, interview, documentation, and questionnaire. At the beginning of
field data taking, the researchers used an
open questionnaire. Activities in data analysis, i.e. data reduction, display data and
conclusion drawing / verification. In determining the validity of the data required examination techniques, namely triangulation, persistence of observation, and mem-
ber check. In qualitative research, data collection is done on natural condition, primary data source, and data collection technique using questionnaire, interview, observation, and documentation.
RESULT AND DISCUSSION
RESULT
The results of data analysis indicate that
the need for good academic achievement
on students of Vocational High School of
NU Sunan Ampel Poncokusumo, known
98.9% of respondents stated that it is should be avoided. Based on data collected research is known that 73.7% of students always try, to get good academic achievement because they have the desire to make
parents happy, go to university, continue to
higher level, and ease in getting a job.
While students who do not always try to
get academic achievement on all their
lessons have the assumption: the lessons
that do not take the national exam need not
be studied in earnest, not all subjects are
favored by the students and are not sure of
their ability to get good academic achievement. Most students consider national and
vocational exams an important lesson to
master, which holds the key whether the
student can graduate from the vocational
school or not, thus making the student
strive to understand and master only on the
lessons tested in the exam. 91.6% students
do the self study, 5.3% do the group learning activities, and 3.2% student join the
extra class.
The result of the research found that
the constraints to get the academic achievement there are 55.8% of students stated internal factor, 28.4% of students stated
come from external factors, and 15.8% students stated from internal and external fac-
tors of students. Students' responses to academic fraud were 92.6% of students said
not important. From the results, it can be
concluded that most students understand
that cheating is an act that should not be
done, this is because the students reasoned:
honesty is the most important thing, good
results if obtained from the cheating results
do not give pride to students, friends who
will Cheated is not necessarily the right answer, will damage the morale and character
of students, the knowledge we get becomes
useless, and do the cheating to make students not smart. Students who commit academic fraud are reasoned: want to get good
grades, not be able to do, and afraid of being scolded by parents. Activities that students usually do in academic fraud include:
copying the tasks assigned by the teacher
from the work of friends, asking for help
friends to complete the tasks given teachers, helping friends to complete the tasks
given teachers, cheating on the exam / test,
make notes Small to be copied at the exam,
give cheat compressions during exams /
tests, and exchange answers to friends.
Factors that cause students to do
academic fraud conducted by students in
Vocational High School of NU Sunan Ampel in this study consist of: 1) individual or
personal by 16.4%, 2) personality of 2.4%,
3) peers of 2.4%, 4) Situation of 19.9%,
self-efficacy of 16.9%, (bad) moral development by 14%, and (low on) religion by
27.9%. Based on these results we can know
that the factors that cause students to do
academic cheating among the seven factors
is the greatest religious factor that is equal
to 27.9%.
DISCUSSION
Academic achievement is the result obtained by the students after following the
learning process at school which is manifested in the form of good value when doing daily task repetition, or exam. Based on
the results of research most of the students
stated that obtaining good academic
achievement is important, because it can
make parents happy, upgrade, ease in continuing to higher level and can ease in
looking for work, so students should always try hard to learn well Independent,
study group or by following the guidance
of learning outside school, in addition students must resist the sense of lazy in learning.
Based on the results of the study
known students of Vocational High School
of NU Sunan Ampel in trying to get academic achievement there are doing well
and also there are doing in a way that is not
good, as for a good way is to do: learn independently, study groups, and follow the
guidance Learning, while the bad way is to
do: copy the tasks assigned to the teacher
from the work of friends, ask for help
friends to complete the task given by the
teacher, cheating on a friend during the
exam / test, make small notes to be cheated
on the exam, And exchange answers to
friends.
Obstacles in obtaining good academic achievement, for a learner is a challenge that must be fought, based on the results of research barriers to get good
achievements experienced by students of
Vocational High School of NU Sunan Ampel include: internal factors: lazy in learning, dislikes lessons, habit of cheating, Difficult to understand lessons, less serious in
learning, unable to manage study time, often forget from what is learned, external
factors: friend, less conducive learning environment, games, social media, girlfriend,
family that is not support, no time Learning, teachers, learning facilities.
Vocational High School of NU
Sunan Ampel every new student acceptance, always make introduction of school
environment, in which there are training
and character education from train student
discipline, order, honesty, responsibility,
and mental coaching through istighosah
(pray) activity. Over time, a problem is
found in the existence of a relatively high
level of academic fraud, is certainly a problem that needs to be addressed by the
school, because if it is not immediately addressed it will have a negative impact on
the character of students. In overcoming
these problems, teachers at the time of implementation of teaching and learning activities in every theme and basic competence always instill the values of akhlakul
karimah characters to the students in order
not to engage in academic cheating activities, both inside and outside the classroom.
Prevention of academic fraud is
also done by the teacher at the time the student will do repetition or exams by way of
advice in order to do the students do with
full responsibility and not doing academic
cheating, in addition the teacher also provide information related to the reward that
will be obtained by students if students’
Academic cheating and will provide punishment if the student does academic fraud.
In giving reward, the teacher usually do:
give praise for honesty and hard work in
doing the task, giving spirit to remain honest and responsible, giving added value in
subjects that I teach from behavior aspect.
While on the punishment side the teacher
usually performs the following actions: 1)
tearing out the Test Answer Sheet (LJK)
during the exam and replacing it with the
new LJK, 2) making special notes for the
assessment process in the report card, repeating the tests or tests already done,
Exam in front of the teacher. This is important and supported by research from Kristjan, K. (2013) which states that there
should be an idea that should be applied in
schools as a first step to instill the value of
character and virtue in moral education at
school.
To overcome the problem of preventing the occurrence of academic fraud
that has been done by the teacher, it has not
been able to provide significant changes
for students, because there are still many
students who still keep doing academic
fraud activity even though it has received
sanctions that have been given by the
teacher, this is possible because there Some
teachers are less consistent in preventing
the occurrence of academic cheating by allowing students to cheat on the exam, the
school can only provide rules through the
rules and then handed over directly to the
guardian of the classroom and teacher subjects related to cheating students and there
has been no discussion on the issue of
abuses Students further, in addition to the
existence of school policies that still raise
students who often commit violations.
CONCLUSION
Based on the results of research and
discussion, it can be concluded that obtaining academic achievement is very important for the career of advanced students.
Patterns that students do to get academic
achievement, some are doing with a good
way and there is also a cheating so as to
give the impact of the growth of disgraceful character in the students. Students' responses to academic fraud are common, especially in forced circumstances, even if
they know that the activity is a violation
and will get sanction from the teacher if
caught. Therefore, the method of obtaining
academic value should be based on noble
values of education which become the basis for human resource development. Character values implemented in preventing the
occurrence of academic cheating, done by
the way teachers to instill honesty, discipline, and responsibility in every teaching
and learning activities both in the classroom and outside the classroom, in addition to prevention in order to avoid academic cheating by students by giving rewards and punishment consistently.
BIBLIOGRAPHY
Anderman E. M. dan Murdock T. B. 2007.
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Yang benar 0.5 bukan 0,5
Kanjuruhan University of Malang, S. Supriadi 49 Street, Malang City, 65148, IndonesiaA.A. Balkema
Publishers, Rotterdam, Netherlands (lebih kecil dan miring) afiliasi
New Institute, Gouda, Netherlands
Character Values: Fraud Academic Prevention
Huruf besar Pada kata Pertama, kecuali Windows, model huruf besarSPACE KOSONG
BIARKAN
INTRODUCTION
potentially damage the image and expectations of society to the morality of graduates
as the future leaders of the nation.
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religious
(and higher) are
provided. factors, situations, and self-efficacy. Teachers give rewards to students who are honest
and have a hard effort. The punishment is done by tearing up the fraudulent student
exam sheets, making special notes, repeating the exam in front of the teacher. The implications of the research need further study on the culture of anti-cheating through the
growth of manners in school.
Keywords: Character Values, fraud academic
The issue of character values of the nation
is now a demand of various aspects of life.
Character education is a moral education
plus, which involves aspects of knowledge
(cognitive), feeling (feeling), and action
(action). Education that is less emphasized
on the aspect of character planting raises
various problems among students, whether
social, economic, and morality. Various
problems continue to emerge as a result of
the declining quality of character values in
students, especially student academic
cheating and are considered as common,
especially towards national examinations
by making efforts such as academic transactions or preparing ways to cheat. The results of this academic fraud behavior can
Anderman and Murdock (2007) define
a cheater as someone who can accept or
perform activities to copy or copy (trace)
someone else's work during a test or use
notes that are not allowed or help someone
cheat when the test or while the exam takes
place. Bower (in Kushartanti, 2009) states
cheating is an act that uses illegitimate
means for a legitimate or honorable purpose of obtaining academic success to
avoid academic failure. Abbas and Naemi
(2011) found that students with high grade
(GPA) achievement indices tend to engage
in academic fraud, even clever students can
easily engage in academic fraud by utilizing all available opportunities. David
(2015) states that students with high self-
esteem and high sense of mastery tend not
to cheat. While the pattern of plagiarism,
getting answers from friends, helping others to cheat, and get help will be more acceptable and the most commonly used way
of cheating.
The previous studies has been done by
Lambert, Hogan and Barton (2003),
Thomas Lickona (2011:35), Supraptiningrum and Agustini (2015), and Naufal
Ilma (2015). Lambert, Hogan and Barton
(2003) stated that Academic Fraud or Academic Dishonesty is very difficult to clearly
define. While Thomas Lickona (2011) stated that there are 10 signs of times to watch
out for, that are (1) increased violence
among adolescents, (2) the use of language
and worsening words, (3) strong peer-group influence in acts of violence, (4) increased self-destructive behavior such as drug
use, alcohol and free sex, (5) The blurring
of good and bad moral guidelines, (6) declining work ethic, (7) the lower the respect
for parents and teachers, (8) the low responsibility of individuals and citizens, (9)
cultivate dishonesty, (10) the presence of
suspicion and hatred among others. On the
other hand, Supraptiningrum and Agustini
(2015) found that character building through the school culture can be built by performing routine habits such as: (1) routine
activities that students do continuously and
consistently every time; (2) spontaneous
activity by the students spontaneously on
the spot; (3) model is behavior, attitude of
teacher, educator, and student in giving
example through good actions so that
expected become role model for other student; and (4) conditioning by way of the
creation of conditions that support the character of character education. And the last,
Naufla Ilma (2015) stated that education is
very important factor to create character to
face globalization challange.
Recognizing the seriousness of the issue of academic cheating in the increasingly widespread education field, the high
academic cheating in the students' environ-
ment, the high level of academic fraud triggering factors, the implementation of character values has not been done integrally
by the entire academic community. For that
we need to find solutions to various problems of academic cheating by implementing the values of character in schools that
are integrated in the learning process.
RESEARCH METHODS
This research is a qualitative descriptive research using scientific way based on rationality, empirical and systematic where
sourced from observed behavior researcher
to certain object either in the form of action, word or writing. Researchers participated during field data retrieval, careful
notes on what happened, conducted reflective analysis of the various documents
found in the field, and made detailed research reports.
This research was conducted at Vocational High School of NU Sunan Ampel,
Poncokusumo Village, Malang District.
Key informants involved School Principals, 25 Class Teachers, Counseling Teachers, and 95 students. Data analysis method
used is descriptive analysis with percentage. Researchers choose informants based
on needs and fulfillment of information
about the implementation of character values in schools, as those who have an important role in the issues that want to be
known to answer research questions. Data
analysis method used is descriptive analysis percentage. Data collection procedures
conducted by researchers in this study include observation, interview, documentation, and questionnaire. At the beginning of
field data taking, the researchers used an
open questionnaire. Activities in data analysis, i.e. data reduction, display data and
conclusion drawing / verification. In determining the validity of the data required examination techniques, namely triangulation, persistence of observation, and mem-
ber check. In qualitative research, data collection is done on natural condition, primary data source, and data collection technique using questionnaire, interview, observation, and documentation.
RESULT AND DISCUSSION
RESULT
The results of data analysis indicate that
the need for good academic achievement
on students of Vocational High School of
NU Sunan Ampel Poncokusumo, known
98.9% of respondents stated that it is should be avoided. Based on data collected research is known that 73.7% of students always try, to get good academic achievement because they have the desire to make
parents happy, go to university, continue to
higher level, and ease in getting a job.
While students who do not always try to
get academic achievement on all their
lessons have the assumption: the lessons
that do not take the national exam need not
be studied in earnest, not all subjects are
favored by the students and are not sure of
their ability to get good academic achievement. Most students consider national and
vocational exams an important lesson to
master, which holds the key whether the
student can graduate from the vocational
school or not, thus making the student
strive to understand and master only on the
lessons tested in the exam. 91.6% students
do the self study, 5.3% do the group learning activities, and 3.2% student join the
extra class.
The result of the research found that
the constraints to get the academic achievement there are 55.8% of students stated internal factor, 28.4% of students stated
come from external factors, and 15.8% students stated from internal and external fac-
tors of students. Students' responses to academic fraud were 92.6% of students said
not important. From the results, it can be
concluded that most students understand
that cheating is an act that should not be
done, this is because the students reasoned:
honesty is the most important thing, good
results if obtained from the cheating results
do not give pride to students, friends who
will Cheated is not necessarily the right answer, will damage the morale and character
of students, the knowledge we get becomes
useless, and do the cheating to make students not smart. Students who commit academic fraud are reasoned: want to get good
grades, not be able to do, and afraid of being scolded by parents. Activities that students usually do in academic fraud include:
copying the tasks assigned by the teacher
from the work of friends, asking for help
friends to complete the tasks given teachers, helping friends to complete the tasks
given teachers, cheating on the exam / test,
make notes Small to be copied at the exam,
give cheat compressions during exams /
tests, and exchange answers to friends.
Factors that cause students to do
academic fraud conducted by students in
Vocational High School of NU Sunan Ampel in this study consist of: 1) individual or
personal by 16.4%, 2) personality of 2.4%,
3) peers of 2.4%, 4) Situation of 19.9%,
self-efficacy of 16.9%, (bad) moral development by 14%, and (low on) religion by
27.9%. Based on these results we can know
that the factors that cause students to do
academic cheating among the seven factors
is the greatest religious factor that is equal
to 27.9%.
DISCUSSION
Academic achievement is the result obtained by the students after following the
learning process at school which is manifested in the form of good value when doing daily task repetition, or exam. Based on
the results of research most of the students
stated that obtaining good academic
achievement is important, because it can
make parents happy, upgrade, ease in continuing to higher level and can ease in
looking for work, so students should always try hard to learn well Independent,
study group or by following the guidance
of learning outside school, in addition students must resist the sense of lazy in learning.
Based on the results of the study
known students of Vocational High School
of NU Sunan Ampel in trying to get academic achievement there are doing well
and also there are doing in a way that is not
good, as for a good way is to do: learn independently, study groups, and follow the
guidance Learning, while the bad way is to
do: copy the tasks assigned to the teacher
from the work of friends, ask for help
friends to complete the task given by the
teacher, cheating on a friend during the
exam / test, make small notes to be cheated
on the exam, And exchange answers to
friends.
Obstacles in obtaining good academic achievement, for a learner is a challenge that must be fought, based on the results of research barriers to get good
achievements experienced by students of
Vocational High School of NU Sunan Ampel include: internal factors: lazy in learning, dislikes lessons, habit of cheating, Difficult to understand lessons, less serious in
learning, unable to manage study time, often forget from what is learned, external
factors: friend, less conducive learning environment, games, social media, girlfriend,
family that is not support, no time Learning, teachers, learning facilities.
Vocational High School of NU
Sunan Ampel every new student acceptance, always make introduction of school
environment, in which there are training
and character education from train student
discipline, order, honesty, responsibility,
and mental coaching through istighosah
(pray) activity. Over time, a problem is
found in the existence of a relatively high
level of academic fraud, is certainly a problem that needs to be addressed by the
school, because if it is not immediately addressed it will have a negative impact on
the character of students. In overcoming
these problems, teachers at the time of implementation of teaching and learning activities in every theme and basic competence always instill the values of akhlakul
karimah characters to the students in order
not to engage in academic cheating activities, both inside and outside the classroom.
Prevention of academic fraud is
also done by the teacher at the time the student will do repetition or exams by way of
advice in order to do the students do with
full responsibility and not doing academic
cheating, in addition the teacher also provide information related to the reward that
will be obtained by students if students’
Academic cheating and will provide punishment if the student does academic fraud.
In giving reward, the teacher usually do:
give praise for honesty and hard work in
doing the task, giving spirit to remain honest and responsible, giving added value in
subjects that I teach from behavior aspect.
While on the punishment side the teacher
usually performs the following actions: 1)
tearing out the Test Answer Sheet (LJK)
during the exam and replacing it with the
new LJK, 2) making special notes for the
assessment process in the report card, repeating the tests or tests already done,
Exam in front of the teacher. This is important and supported by research from Kristjan, K. (2013) which states that there
should be an idea that should be applied in
schools as a first step to instill the value of
character and virtue in moral education at
school.
To overcome the problem of preventing the occurrence of academic fraud
that has been done by the teacher, it has not
been able to provide significant changes
for students, because there are still many
students who still keep doing academic
fraud activity even though it has received
sanctions that have been given by the
teacher, this is possible because there Some
teachers are less consistent in preventing
the occurrence of academic cheating by allowing students to cheat on the exam, the
school can only provide rules through the
rules and then handed over directly to the
guardian of the classroom and teacher subjects related to cheating students and there
has been no discussion on the issue of
abuses Students further, in addition to the
existence of school policies that still raise
students who often commit violations.
CONCLUSION
Based on the results of research and
discussion, it can be concluded that obtaining academic achievement is very important for the career of advanced students.
Patterns that students do to get academic
achievement, some are doing with a good
way and there is also a cheating so as to
give the impact of the growth of disgraceful character in the students. Students' responses to academic fraud are common, especially in forced circumstances, even if
they know that the activity is a violation
and will get sanction from the teacher if
caught. Therefore, the method of obtaining
academic value should be based on noble
values of education which become the basis for human resource development. Character values implemented in preventing the
occurrence of academic cheating, done by
the way teachers to instill honesty, discipline, and responsibility in every teaching
and learning activities both in the classroom and outside the classroom, in addition to prevention in order to avoid academic cheating by students by giving rewards and punishment consistently.
BIBLIOGRAPHY
Anderman E. M. dan Murdock T. B. 2007.
Psychology of Academic Cheating.
London : Academic Press, Inc.
Davidson, M., Khmelkov, V., Baker, K., &
Lickona, T. (2011). Values education:
The Power2Achieve approach for
building sustainability and enduring
impact. International Journal of Educational Research, 50(3), 190-197.
Davis, S. F. Drinan, P. F. Gallant, T. B.
2009. Cheating in School : What We
Know and What We Can Do. Chicester : Wiley Blackwell.
Doni Kesuma A. (2009). Pendidikan
Karakter di Zaman Keblinger.
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Kushartanti, A. 2009. Perilaku Mencontek
Ditinjau Dari Kepercayaan Diri. Indigenous Jurnal Ilmiah Berkala
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S.M. 2003. Collegiate academic dishonesty revisited: what have they
done, how often they done it, who
does it, and why did
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Masnur Muslich.2011. Pendidikan Karakter Menjawab Tantangan Krisis Multidimensional. Jakarta: Sinar Grafika
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Karakter Bangsa. Tadbir Jurnal
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Saeeda B. & Anam, A. Zahra, N. 2011.
Cheating Behavior among Undergraduate Students. International Journal of
Business and Social Science Vol. 2 No.
3 (Special Issue - January 2011).
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From the above we note that sin = (x +
y)z or:
4
R2 t
K t = 1−
k
c a +ν tan d 1
(
)
(1)
where ca = interface adhesion; = friction
angle at interface; and k1 = shear stiffness number.
For simple equations in the text always use
superscript and subscript (select Font
in the Format menu). Do not use the
equation editor between text on same
line.
The inline equations (equations within a
sentence) in the text will automatically
be converted to the AMS notation
standard.
(huruf persamaan jgn kabur)
Tables
Locate tables close to the first reference to
them in the text and number them consecutively. Avoid abbreviations in column headings. Indicate units in the
line immediately below the heading.
Explanations should be given at the
foot of the table, not within the table
itself. Use only horizontal rules: One
above and one below the column headings and one at the foot of the table
(Table rule tag: Use the Shift-minus
key to actually type the rule exactly
where you want it). For simple tables
use the tab key and not the table option. Type all text in tables in small
type: 10 on 11 points (Table text tag).
Align all headings to the left of their
column and start these headings with
an initial capital. Type the caption
above the table to the same width as
the table (Table caption tag). See for
example Table 1. Tabel, huruf pertama
besar
Figure captions
Always use the Figure caption style tag (10
points size on 11 points line space).
Place the caption underneath the figure
(see Section 5). Type as follows: ‘Figure 1. Caption.’ Leave about two lines
of space between the figure caption
and the text of the paper.
References
In the text, place the authors’ last names
(without initials) and the date of publication in parentheses (see examples in
Section 5). At the end of the paper, list
all references in alphabetical order underneath the heading REFERENCES
(Reference heading tag). The references should be typed in small text (10
pt on 11 pt) and second and further
lines should be indented 5.0 mm (0.2")
(Reference text tag). If several works
by the same author are cited, entries
should be chronological:
Larch, A.A. 1996a. Development ...
Notes
Larch, A.A. 1996b. Facilities ...
These should be avoided. Insert the information in the text. In tables the following reference marks should be used: *,
**, etc. and the actual footnotes set directly underneath the table.
Larch, A.A. 1997. Computer ...
Larch, A.A. & Jensen, M.C. 1996. Effects
of ...
Larch, A.A. & Smith, B.P. 1993. Alpine ...
Typography for references
Last name, First name or Initials (ed.) year.
Book title. City: Publisher.
Last name, First name or Initials year. Title
of article. Title of Journal (series number if necessary) volume number (issue number if necessary): page numbers.
Examples
Grove, A.T. 1980. Geomorphic evolution
of the Sahara and the Nile. In M.A.J.
Williams & H. Faure (eds), The Sahara
and the Nile: 21-35. Rotterdam:
Balkema.
Jappelli, R. & Marconi, N. 1997. Recommendations and prejudices in the realm
of foundation engineering in Italy: A
historical review. In Carlo Viggiani
(ed.), Geotechnical engineering for the
preservation of monuments and historical sites; Proc. intern. symp., Napoli,
3-4 October 1996. Rotterdam:
Balkema. 2 author
Johnson, H.L. 1965. Artistic development
in autistic children. Child Development 65(1): 13-16.
Polhill, R.M. 1982. Crotalaria in Africa and
Madagascar. Rotterdam: Balkema.
Endnote
We would appreciate it if you make use of
the enclosed Endnotes stylefile (Harvard.ens).
Conclusions
Conclusions should state concisely the
most important propositions of the paper as well as the author’s views of the
practical implications of the results.
Photographs and figures
Number figures consecutively in the order
in which reference is made to them in
the text, making no distinction between diagrams and photographs. Figures should fit within the column
width of 90 mm (3.54") or within the
type area width of 187 mm (7.36").
Figures, photographs, etc. can be in
black/white or full color, but will be
produced in the book in black/white
only. Please insert the high resolution
figures (see artwork document) in the
word file. Figures, etc. should not be
centered, but placed against the left
margin. Leave about two lines of space
between the actual text and figure (including caption). Never place any
text next to a figure. Leave this space
blank. The most convenient place for
placing figures is at the top or bottom
of the page. Avoid placing text between figures as readers might not notice the text. Keep in mind that everything will be reduced to 75%. Therefore, 9 point should be the minimum
size of the lettering. Lines should
preferably be 0.2 mm (0.1") thick.
Keep figures as simple as possible.
Avoid excessive notes and designations.
in black only. For this reason avoid the
use of colour in figures and photographs. Colour is also nearly always
unnecessary for scientific work.
Warna harus hitam dan putih, gunakan
pembeda yang lain
PREFERENCES,
UNITS
SYMBOLS
AND
Consistency of style is very important.
Note the spacing, punctuation and caps
in all the examples below. (Figure 1
tulis lengkap)
anelastic strain
References in the text: Figure 1, Figures 24, 6, 8a, b (not abbreviated)
References
cracking
between parentheses: (Fig. 1),
(Figs 2-4, 6, 8a, b) (abbreviated)
crack closure
stiffness decrease
under compression
f
USA / UK / The Netherlands instead of
U.S.A. / U.K. / Netherlands / the
Netherlands
stiffness decrease
in Author
tension &
Author (1989) instead of Author
and Author (1989)
crack closure
(Author 1989a, b, Author & Author 1987)
instead of (Author, 1989a,b; Author
compressive and Author, 1987)
yielding point
(Author et al. 1989) instead of (Author,
Author & Author 1989)
Figure 1. Caption of a typical figure. Photographs will be scanned by the
printer. Always supply original photographs.
Di sisi kiri dan ada titik, hanya 2 kalimat,
akhiri dengan titik, semua isi dalam
gambar dalam bahasa inggris, font
berbeda
Photographs should be with good contrast
and preferably in TIFF or EPS format
(see Artwork document). Photographic
reproductions cut from books or journals, photocopies of photographs and
screened photographs are unacceptable. The proceedings will be printed
Use the following style: (Author, in press);
(Author, in prep.); (Author, unpubl.);
(Author, pers. comm.)
Jika tahun sama gunakan a, b. Jika peneliti
ada 3
Always use the official SI notations:
kg / m / kJ / mm instead of kg. (Kg) / m. /
kJ. (KJ) / mm.;
20°1632SW instead of 20° 16 32 SW
0.50 instead of 0,50 (used in French text);
9000 instead of 9,000 but if more than
10,000: 10,000 instead of 10000
14C instead of C14 / C-14 and BP / BC /
AD instead of B.P. / B.C. / A.D.
× 20 instead of 20 / X20 / x 20; 4 + 5 > 7
instead of 4+5>7 but –8 / +8 instead of
–8/+8
e.g. / i.e. instead of e.g., / i.e.,
Submission of material to the editor
The camera-ready copy PDF file of the
complete paper should be created with
the enclosed CPI_AR_PDF1.7.joboptions file and sent to the editor. Together with the MsWord or LaTeX file.
All figures should be included as high
resolution file in the PDF and word
file (see artwork document). Check
whether the paper looks the same as
this sample: Title at top of first page in
18 points, authors in 14 points and all
other text in 12 points on 13 points
line space, except for the small text
(10 point on 11 point line space) used
in tables, captions and references. Also
check if the type width is 187 mm
(7.36"), the column width 90 mm
(3.54"), the page length is 272 mm
(10.71") and that the space above the
Abstact is exactly as in the sample.
Write your name and the shortened title of the paper in pencil in the bottom
margin of each page and number the
pages correctly.
Deadline
The above material should be with the editor before the deadline for submission.
Any material received too late will not
be published.
Yang benar 0.5 bukan 0,5