Literasi Informasi di Dunia Akademik - Information Literacy in Academic World
Scientific Information Literacy
Literasi Informasi Ilmiah
ICT Literacy
Computer Literacy
Information Searching Techniques
Steps in Research
Mind Map
Zotero
Reference Management
Quote
Paraphrase
Kutipan
Parafrase
5. Part 1
MEMBUATKATA/KALIMATPENCARIAN
Tahap1:
SiapkanTopik& DaftarKata Kunciuntukpenelusuran.
Wildcards & stemming untuk kata dasar auto* atau auto~ untuk pencarian automatic, automate, automation, dan automotive.
MenghindarkanSinonimdanistilahlain denganTesauruspenelusuran:
http://id.loc.gov/Umum& Menyeluruh
http://eric.ed.gov/Pendidikan
GunakanSearch History. (Tersimpanotomatisdi Jurnalonline. Bisajugadicatathasilpenelusurantiappenggunakankata/kalimat).
6. Part 1
SUMBER INFORMASI ILMIAH
Tahap2:
Haruslebihhati-hatiuntuksumberInformasi Ilmiah.
Blog:
Blogspot?
Wordpress?
Semi Ilmiah:
Koran?
Majalah?
7. Part 1
FINDING KEY PAPERS (1): CHAINING
Tahap3 & 4:
PadaKaryaIlmiahpentinguntukmenemukankey papers: karyapadabidangtersebutyang paling berpengaruh& banyakdigunakan(sitasi/cited).
Backward Chaining.
8. Part 1
FINDING KEY PAPERS (2)
Forward Chaining.
Sitasi/Citations –Jumlah pemakaian oleh peneliti/publikasi lain.
Database referensi dan sitasi:
ISI Web of Science
Scopus
9. Part 1
SUMBERDATABASE JURNALUI SEPTEMBER 2014
Database Jurnalonline mencakup:
Jurnallama yang digitalisasi.
BukuElektronik.
InformasiAksesDatabase JurnalUI September 2014
Database SumberInformasiOnline Lainnya.
10. Part 1
GOOGLE SCHOLAR
Salah satusumberliteraturilmiah.
Artikel, tesis, buku, abstrak, dankaryailmiahlainnyadaripenerbit, professional, repository online, universitas, dll.
Non Full-Text: Hanyalink kesumberlainnya. Full Text hanyakoleksitertetutergantungsumber.
Urutanrelevansi:
Ketersediaandokumenfull text,
Dimanaditerbitkan
Pengarang
Seberapaseringdigunakan(sitasi).
11. Part 1
SCOPUS
Database referensidengansitasi(non full-text).
+42 500 000 records semuasubyek.
peer-reviewed journals -open access journals, conference proceedings, trade publications and book series
Jumlahsitasidarikarya.
Penelusuran judul, abstrak, kata kunci.
Penelusuran Advanced.
17. Part 3
APLIKASIINFORMASIDI DUNIAAKADEMIK& PROFESIONAL: ETIS: TIDAKPLAGIAT
Penggunaaninformasiyang etis.
Aspeklegalitas/hukumdariInformasi: copyright & Plagiarisme.
ApakahituPlagiarisme?
Definisi–”Plagiarism is passing off someone else’s work, whether intentionally or unintentionally, as your own for your own benefit” (A handbook for deterring plagiarism in higher education. Carroll, 2002, p. 9).
Copyright: konteksyang lebihluas.
DibutuhkankemampuanmeringkasinformasidenganBahasa sendiri.
18. Part 3
ANDA PLAGIAT JIKA...
Menggunakan karya orang seakan-akan karya anda. Menggunakan karya anda atau suatu kelompok (anda juga berpartisipasi) sebelumnya tanpa izin.
Tanpa menyebutkan sumber:
Jiplak kalimat dari karya orang.
Menggunakan ide, teori, metode atau data penulis lain.
Terlalu mirip dengan karya asli: Contohnya:
Mengganti beberapa kata dengan sinonim.
Membuat translasi/artian dari bahasa lain tanpa menyebutkan komentar.
Bisa juga tanpa disengaja, ketika tidak tahu cara dan kapan parafrase atau quote.
19. Part 3
DISKUSIMENGENAIPLAGIARISME
Contoh: Guru Besar salah satu perguruan tinggi negeri di Indonesia.
Konsekuensi Plagiarisme:
Untuk pengarang asli?
Pengarang yang plagiat?
Penerbit artikel plagiat?
Universitas tempat yang melakukan plagiarisme?
Untuk komunitas ilmiah?
20. Part 3
KONSEKUENSIYANG DIMUNGKINKAN
Pengarang asli tidak mendapatkan sitasi dan kredit yang seharusnya mereka dapatkan. Yang melakukan plagiat mendapatkan jumlah sitasi yang tidak seharusnya.
Reputasi plagiat hancur jika teridentifikasi plagiarisme.
Diproses hukum dan etika profesi.
Penerbit & universitasmendapatkan reputasi buruk.
Kepercayaan komunitas ilmiah berkurang.
21. Part 3
BAGAIMANA MENCEGAH PLAGIARISME?
Penggunaan quote dan para-frase yang benar.
Mempelajari bagaimana dan kapan untuk mengutip karya orang.
Untuk karya kelompok, harus diipahami persentase anggota kelompok.
Harus memperhatikan peraturan copyright.
Penggunaan aplikasi deteksi plagiarisme: Turnitin.
Penggunaan bahasa sendiri. Penggunaan padanan kata lain. Tesaurus, kamus.
22. Part 3
KENAPA HARUS ADA KUTIPAN DI KARYA ILMIAH
Karya ilmiah dikutip sebagai apresiasi dan pemberian kredit terhadap karya yang digunakan.
Bagian dari budaya dan peraturan akademik.
Integritas akademisi dan persiapan kehidupan profesional.
Kemudahan bagi pembaca untuk menemukan karya lain sejenis dan membedakan apa kontribusi karya yang baru terhadap bidang ilmu yang dikaji.
23. Part 3
KAPANDIBUTUHKANREFERENSI
Quote, para-frase, ringkasanide orang lain.
Pernyataanyang dapatdidiskusikan.
Statistik, tabel, dll.
25. Part 3
QUOTING
Menggunakanperkataan/tulisanyang telahdiungkapkanolehpenulissebelumnya.
Quote digunakanjikaparaphrase tidakbisadigunakan. Jikadigunakan, akanmengubahartikeseluruhankalimat.
Digunakanperkataanyang sangatterkenaldansangatberkaitandenganbidangpenelitian.
Menggunakantandakutip/quotation mark (“ “)
26. Part 3
CONTOH QUOTE
TeksOriginal (Wells, P. (2000)The horror genre: From Beelzebub to Blair Witch): The horror genre has become increasingly concerned with the relative and fragile nature of existence.
run-in quotation: Horror films often examine the "relative and fragile nature" of humanity and what it means to exist (Wells, 2000, p. 9).
block quotation: Sepertiyang Paul Wells katakandalamkaryanya:
“The horror genre has become increasingly concerned with the relative and fragile nature of existence.” (Wells; 2000, p. 9)
27. Part 3
PARA-FRASE
Kutipankaryaorang yang telahdiringkasdengankalimatdankata sendiri.
Dengangayabahasalaporan. Contoh
Sepertiyang diungkapkanolehWibowo bahwa…
A yang dikutipolehB menjelaskanbahwa…
Paul menjelaskanbahwa… Accordingto Matthews... Graham arguesthat… Stevens proposea new way of…
28. Part 3
CONTOH PARA-FRASE
Teksasli(Wells, P. (2000)The horror genre: From Beelzebub to Blair Witch): [...] if established social and historical frameworks preserve purpose and order in human endeavour, they also come to define the terms and conditions of life itself, and the implied promise of the finite and eternal. The collapse of these frameworks is thus at the heart of the horror text.
Para-frase: According to the British Professor of Cultural Studies, Paul Wells (2000, p. 10), a key theme in the horror genre is the breakdown of the socio-historical structures of society.
29. Part 3
TeksAsli:Constructivism is a movement that extends beyond the beliefs of the cognitivist. It considers the engagement of students in meaningful experiences as the essence of learning. The shift is from passive transfer of information to active problem solving. Constructivists emphasize that learners create their own interpretations of the world of information.
Sumber:Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (1999).Instructional media and technologies for learning.Upper Saddle River, NJ: Prentice-Hall.
Versi1
Versi2
Constructivists do not hold views entirely opposed to those of the cognitivists. The position of constructivists "... extends beyond the beliefs of the cognitivist"
(Heinich, Molenda, Russell, & Smaldino, 1999, p. 17).
References: Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (1999).Instructional media and technologies for learning.Upper Saddle River, NJ: Prentice-Hall.
Constructivists do not hold views entirely opposed to those of the cognitivists. The position of constructivists extends beyond the beliefs of the cognitivist.
References: Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (1999).Instructional media and technologies for learning.Upper Saddle River, NJ: Prentice-Hall.
LATIHAN QUOTE 1
https://www.indiana.edu/~istd/example2word.html
OK! Penggunaantandakutipuntukquote darikata kekata di dokumenasli.
Plagiarisme! Kata yang diplagiat: extends beyond the beliefs of the cognitivist. Karenasamapercis. Tidakadatandakutip.
30. Part 3
Original Source Material:The concept of systems is really quite simple. The basic idea is that a system has parts that fit together to make a whole; but where it gets complicated --and interesting --is how those parts are connected or related to each other.
Sumber:Frick, T. (1991). Restructuring education through technology.Bloomington, IN: Phi Delta Kappa Educational Foundation.
Version 1
Version 2
A system has parts that fit together to make a whole, but the important aspect of systems is how those parts are connected or related to each other (Frick, 1991).
References: Frick, T. (1991). Restructuring education through technology.Bloomington, IN: Phi Delta Kappa Educational Foundation.
Frick (1991) states that "... a system has parts that fit together to make a whole ..." but the important aspect of systems is "... how those parts are connected or related to each other" (p. 17).
References: Frick, T. (1991). Restructuring education through technology.Bloomington, IN: Phi Delta Kappa Educational Foundation.
LATIHAN QUOTE 2
https://www.indiana.edu/~istd/example3word.html
Plagiarism! Kata yang diplagiat: connected or related to each other.Karenasamapercis. Tidakadatandakutip.
OK! Note in this example that the passage begins with the author and year of the publication. Quotation marks are used to indicate that the passages are word-for-word citations from the original document. The author is also listed in the references.
31. Part 3
TeksAsli:Developing complex skills in the classroom involves the key ingredients identified in teaching pigeons to play ping-pong and to bowl. The key ingredients are: (1) inducing a response, (2) reinforcing subtle improvements or refinements in the behavior, (3) providing for the transfer of stimulus control by gradually withdrawing the prompts or cues, and (4) scheduling reinforcements so that the ratio of reinforcements in responses gradually increases and natural reinforcerscan maintain their behavior.
Sumber:Gredler, M. E. (2001).Learning and instruction: Theory into practice(4th ed.). UpperSaddleRiver, NJ: Prentice-Hall.
Version 1
Version 2
According to Gredler(2001), the same factors apply to developing complex skills in a classroom setting as to developing complex skills in any setting. A response must be induced, then reinforced as it gets closer to the desired behavior. Reinforcershave to be scheduled carefully, and cues have to be withdrawn gradually so that the new behaviors can be transferred and maintained.
References: Gredler, M. E. (2001).Learning and instruction: Theory into practice(4th ed.). Upper Saddle River, NJ: Prentice-Hall.
Inducing a response, providing for the transfer of stimulus control by gradually withdrawing prompts or cues, reinforcing subtle improvements in the behavior, and scheduling reinforcements so that natural reinforcerscan maintain their behavior are the key ingredients identified both in teaching pigeons to play ping-pong and in developing complex skills in the classroom.
References: Gredler, M. E. (2001).Learning and instruction: Theory into practice(4th ed.). Upper Saddle, NJ: Prentice-Hall.
LATIHAN PARA-FRASE1
https://www.indiana.edu/~istd/example1paraphrasing.html
OK! Para-frasedilakukandenganmenyebutkansumber. Kalimatpara-fraseberbedadenganaslinyanamunmemilikiartiyang sama. Tidakdiperlukantandakutipkarenatidakadakutipankata yang sama.
Plagiarism! Hanyamemindahkankalimataslidaripengarang. Tidakmenyebutkansumberdi kalimatyang dikutip.
32. Part 3
TeksAsli:... constructivist theory rests on the assumption that knowledge is constructed by learners as they attempt to make sense of their experiences. Learners, therefore, are not empty vessels waiting to be filled, but rather active organisms seeking meaning.Instead, knowledge must develop and continue to change with the activity of the learner. It seems clear from remarks of constructivist researchers that constructivist learning goals are best met through a variety of instructional conditions that differ from any proposed by theorists like Gagné.
Source:Driscoll, M. P. (2000).Psychology of learning for instruction(2nd ed.). NeedhamHeights, MA: Allyn& Bacon.
Version 1
Version 2
The basic tenet of constructivism holds that learners themselves construct knowledge, rather than receive it from outside themselves. The instructional conditions for learning proposed by Gagne do not support the kind of learning assumed by the constructivists.
References: Driscoll, M. P. (2000).Psychology of learning for instruction(2nd ed.). Needham Heights, MA: Allyn& Bacon.
The basic tenet of constructivism holds that learners themselves construct knowledge, rather than receive it from outside themselves. The instructional conditions for learning proposed by Gagne do not support the kind of learning assumed by the constructivists (Driscoll, 2000).
References: Driscoll, M. P. (2000).Psychology of learning for instruction(2nd ed.). Needham Heights, MA: Allyn& Bacon.
LATIHAN PARA-FRASE2
https://www.indiana.edu/~istd/example5paraphrasing.html
Plagiarism! Walaupuntelahdipara-frasekan, tidakadasumberreferensidi awalataupunakhirkalimat.
OK! Para-frasedilakukandenganmenyebutkansumber. Kalimatpara-fraseberbedadenganaslinyanamunmemilikiartiyang sama. Tidakdiperlukantandakutipkarenatidakadakutipankata yang sama.
34. Part 4
BAGIAN STANDAR KARYA ILMIAH
StrategiPenulisan: Umum–Khusus/ Khusus–Umum
BagianStandar:
Abstrak/Abstract–ringkasanyang terdiridaritujuan, metode, hasil, dansimpulan.
Pendahuluan/Introduction–Bagianyang mendeskripsikanlatarbelakang, tujuandanmasalahpenelitian.
Metode/Method–Metodepenelitianyang digunakanagar pembacamengertiapayang dilakukanuntukmencapaihasilpenelitian.
Hasil/Result–hasilpenelitianyang ditunjukkandengantable, grafik, bagan, dananalisisnya.
Diskusi/Discussion–Bagianhasilpenelitianyang didiskusikan, hubungan(korelasi), generalisasi, kekurangan, dll.
Bibliografi/DaftarPustaka/Bibliography–Daftarreferensiyang digunakan.
35. Part 4
PENULISANKARYAILMIAH
Ada banyakStyle, Aturan, & Cara PenyampaiandanpenulisanKaryaIlmiah:
MLA
ALA
APA
IEEE
CHI
36. Part 4
BAGIAN APA SAJA YANG HARUS DITULISKAN DALAM KARYA ILMIAH
1.Kutipan/quote
BagianInidisebutkankutipanyang bukanide anda.
2.Sumber
Darimanamendapatkansumberkutipan
3.DaftarPustaka/Referensi
Informasilebihdetail darisumberkutipan. Jugakeseluruhandaftardarikaryayang andakutip. (Biasanyadi bagianakhir)
Frick (1991) states that "... a system has parts that fit together to make a whole ..." but the important aspect of systems is "... how those parts are connected or related to each other" (p. 17).
References
Frick, T. (1991). Restructuring education through technology.Bloomington, IN: Phi Delta Kappa Educational Foundation.
3
2
1
37. Part 4
GAYA/STYLE PENULISAN –IEEE STYLE
In the text:
Power Management Systems are being used for more and more different tasks [1]
Daftar Pustaka:
[1] J. C. Foreman, R. K. Ragade, and J. H. Graham, “New Software Metrics for Evaluation and Comparison of Advanced Power Management Systems,” Systems Journal, IEEE, vol. 3, no. 3, pp. 331-335, 2009.
3
2
1
38. Part 4
MANAJEMEN REFERENSI DENGAN ZOTERO
Tidak perlu pusing dengan format penulisan.
Free Open Source Software (FOSS) reference management system.
Mozilla Firefox, Google Chrome, & Safari.
Menyimpan Referensi Online dan lokal (Offline).
Dapat digunakan untuk Referensi di Dokumen Word (Ms Office).
39. Part 4
INSTALASI DI MOZILLA FIREFOX
Versi Terbaru Mozilla Firefox –www.mozilla.org
Install 2 Aplikasi:
Mozilla Firefox Plugins Zotero –www.zotero.org
Zotero Word rocessor Plugin –www.zotero.org
41. Part 4
SINKRONISASI ONLINE
Untuk menyimpan data di ’Cloud’ dan Sinkronisasi dengan data lokal, harus membuat akun di www.zotero.org
Klik ”Register” dan isikan Data Formulir Pendaftaran.
Check your e-mail for the confirmation e-mail and activate your account via the link you receive.
Dengan Sinkronisasi: Tidak perlu khawatir ketika Bekerja dengan PC yang berbeda atau Format PC.
42. Part 4
SETTING DAN PREFERENSI (1)
Klik icon ’gerigi’.
Pilih ”Preferences”.
Tampilan:
43. Part 4
SETTING DAN PREFERENSI (2)
Pilih ”Sync” ( ) dan isi username dan password akun yang telah dibuat di www.zotero.org(checklist ”Sync automatically”).
Tab ”Cite” ( ) memungkinkan instalasi style penulisan yang diinginkan di Zotero.
44. Part 4
SETTING DAN PREFERENSI (3)
Tab ”Advanced” ( ) memungkinkan untuk save referensi di Folder yang diinginkan.
Default: folder standar Zotero
45. Part 4
PENGGUNAAN
Dapat digunakan untuk Referensi apapun selama website menggunakan metadata standar (title, author, dll.).
Klik icon di samping alamat web untuk save referensi ke Zotero.
54. Part 4
APLIKASILAIN SEJENIS
MsOffice Word (Versi2007 keAtas).
Memungkinkannamuninput referensimanual. TidakbisalangsungdariWebBrowser.
55. Part 4
APLIKASILAIN SEJENIS
EndNote (AplikasiBerbayar/ Trial (percobaan) 30 hari)
56. Part 4
PRAKTEKPEMBUATANINFORMASIILMIAH
Topik: KebudayaanBetawi
KebudayaanBetawi
M. Prabu Wibowo
MasyarakatBetawimemilikihasilbudayayangsangatberagammulaidarisenimusik,tarian,arsitektur,hinggakuliner.UntuksenimusikterdapatGambangKromong.MenurutSoekotjo,masyarakatBetawisangatmenghargaidanmerawatkesenianGambangkromong(Soekotjo2013).Menurutnyajuga,masyarakatbetawimenganggapmusiktradisionalsepertiGambangKromongmelengkapikeberadaanmusikpop.
Keberadaanbudayabetawipentinguntukdilestarikan.PemerintahdankomunitasbudayaberperanpentingterhadappelestariankebudayaanBetawidenganmembangunSanggarBudayaBetawi.TerdapatbanyaksanggarBetawiyangberupayamelestarikandanmempromosikankebudayaanIndonesia.Selainitu,keberadaanSanggarjugaseringdimanfaatkansebagaisaranadakwahdankeagamaan(Rifqi2011).
DaftarPustaka
Rifqi, Ahmad2011StrategiDakwahSanggarBudayaBetawiBetawiSi PitungDalamPembinaanPemudaDi Wilayah RawaBekongJakarta Barat. http://repository.uinjkt.ac.id/dspace/dspace/handle/123456789/4534, accessed September 22, 2014.
Soekotjo, Mr2013MUSIK GAMBANG KROMONG DALAM MASYARAKAT BETAWI DI JAKARTA. SELONDING 1(1). http://journal.isi.ac.id/index.php/selonding/article/view/7, accessed September 22, 2014.
57. THE END
THANK YOU
FOR ALL OF YOUR PARTICIPATIONS
ALL RECOMMENDATIONS ARE WELCOME