1. Global Development Learning Network
Indonesia
Proposal for content development
Batch-2
Principal investigator: Yova Ruldeviyani
Directorate General of Higher Education
Ministry of National Education

2. CONTENT
CONTENT.................................................................................................................................2
CHAPTER 1 ..............................................................................................................................4
NEEDS ASSESSMENT............................................................................................................4
1.1 The Course.......................................................................................................................5
1.2 Grade Data .......................................................................................................................6
1.3 Information Technology Infrastructure Evaluation .........................................................7
1.3.1 IT Infrastructure at Faculty of Computer Science, University of Indonesia ............7
1.3.2 IT Infrastructure at Computer Science Study Program, Faculty of Mathematics and
Science, Universitas Udayana - Bali..................................................................................8
Quantity..................................................................................................................8
1.3.3 IT Infrastructure at Information System Study Program, Faculty of Technology
Science, Universitas Islam Negeri Riau.............................................................................8
1.4 Syllabus ...........................................................................................................................8
CHAPTER II............................................................................................................................11
INSTRUCTIONAL GOAL......................................................................................................11
CHAPTER III...........................................................................................................................13
METHODOLOGY...................................................................................................................13
CHAPTER IV..........................................................................................................................14
ORIGINALITY........................................................................................................................14
CHAPTER V............................................................................................................................15
IMPLEMENTATION PLAN...................................................................................................15
5.1 Design Phase..................................................................................................................15
5.1.1 Subject Matter Design.............................................................................................15
5.1.2 Learning Management System Design...................................................................17
5.1.3 Evaluation Design...................................................................................................19
5.1.3.1 Methodology Evaluation..................................................................................19
5.1.3.2 Teaching Evaluation.........................................................................................20
5.2 Development .................................................................................................................21
5.2.1 Content Development..............................................................................................21
5.2.2 LMS Development..................................................................................................21
5.2.3 Evaluation Development.........................................................................................21
5.3 Deployment....................................................................................................................21
CHAPTER 6.............................................................................................................................22
SCHEDULE, BUDGET, AND TEAM....................................................................................22
6.1 Schedule.........................................................................................................................22
6.2 Budget............................................................................................................................23
6.3 Team...............................................................................................................................25
2

3. Appendix 1: Syllabus of DPBO in Universitas Udayana.........................................................29
Appendix 2: Programming Assignment...................................................................................30
Appendix 3: Teaching Guidance (Module 1)...........................................................................32
..................................................................................................................................................33
Appendix 4: Worksheet 1.........................................................................................................34
CURRICULUM VITAE..........................................................................................................36
Phd Student, ............................................................................................................39
AiO (Assistant in Opleiding)....................................................................................39
Bachelor of Science in Computer Science, .............................................................39
Operational semantic of UNITY, Utrecht, AiO.......................................................39
xMech, Utrecht, AiO................................................................................................39
AGMech, Utrecht, AiO............................................................................................39
Developing Technology for Specifying and Generating Critical Data Processing
Program, Menristek NKRI, RUTI............................................................................39
Verification and Visualization of Component Software, Dikti, Hibah-B................40
Library !Unity & compositional theory di HOL,.....................................................41
XMech- Verification tool .......................................................................................41
LinguSQL ...............................................................................................................41
LETTER OF INTENT.............................................................................................................43
3

4. CHAPTER 1
NEEDS ASSESSMENT
The Fundamental of Object Oriented Programming is an obligatory course in
almost all Computer Science Department. This course teach the concept and technique of
Object Oriented Programming within the introduction of Computer Science. The language
we use here is Java (tm). This course is the second programming course. The first course is
Fundamental of Programming which only cover and focus on teaching the structural
programming concept and technique. Both of this programming course is the basic course
which all computer science student should have.
Nowadays there are many programming languages being developed and used. It is
quite difficult to choose which of them should be taught to the student in order to prepare
them into the industrial working environment. Since it is impossible to be sure which
programming language will be used by the time our students work, some institution teach
several programming language. The drawback of that decision is that it is difficult to provide
the students with deep knowledge of programming. The students are force to focus on several
dialects from several programming language. It would be difficult for the students to
understand deepr about the concept. Therefore the students are less capable on adapting their
programming skill in other programming language which may emerge when the student
entering their working environment. As we know, actually much of the programming
language used by the industry are based on structural programming and Object Oriented
Programming concepts. Based on that perspective, this course will focus on the Object
Oriented Programming Concept, and not depent on specific programming language.
However, the Java (tm) programming language is chosen here as the concrete language to
examine the concept. We would expect by a deep understanding of the concept, the student
will be able to adapt their knowledge to other programming languages.
Based on the importance of this course, we propose a better teaching methodology
based on the idea of Student Centered Learning which has been supported by a system called
SceLE made by Faculty of Computer Science University of Indonesia. With this system the
teaching material can be accessed by the student any time and any where (assuming internet
connection). Not only that, the material in this system is design for active learning and focus
to the student interest, need and availability. Each student can define their own way of
4

5. studying. The advantage of this teaching methodology is known dispite of the debate among
teacher which usually come from the ability and availability of the system but not on the
methodology itself. The student of University of Indonesia has been prepared for this type of
teaching methodology by the PDPT program which consistenly promote the Collaborative
Learning and Problem Based Learning methodology. Since the advantages of this
methodology is known, sooner or later all universities in Indonesia will adopt this
methodology as well.
Dispite of the importance, this course also has the characteristic of a course that can
be selfstudied individually our in group without much need of traditional in class teaching.
Therefore the Student Centered E-Learning proposed by SceLE is suitable for this course
because it will encourage the student to actively participate and collaborate during the
learning process. The SceLE is already familiar in Faculty of Computer Science. It has been
used at least in the last two semesters to optimize the learning process. Scele facilitates the
communication between teacher and students, and among the students themselves. It also
being used as electronic repository of courses including the teaching material, teaching
schedule, news, Quiz, and worksheets. Based on our experience in the last two semester,
SceLE has optimized the communication between student and teacher, and also among the
students themselves.
1.1 The Course
The course of this content development proposal in : Fundamental of Object Oriented
Programming or just Object Oriented Programming in some other institutes.
This proposal is a joint work between three institutes:
• Faculty of Computer Science, Universitas Indonesia
The Undergraduate Program Faculty of Computer Science University of Indonesia is
dedicated to produce well prepared graduates in the field of computer science which
can compete in the computer science industry or continue their higher education. To
support this a balance curriculum between theoritical and practical aspects is
prepared. In addition the curriculum is also made flexible to adapt the emerging of
new technologies.
5

6. • Computer Science Study Program, Faculty of Mathematics and Science, Universitas
Udayana
Universitas Udayana is oponed at August, 17, 1962 and is one of the oldest university
in Bali province. Before that, at September 29, 1958, there was Faculty of Literacy as
a branch of Universitas Airlangga located at Surabaya. The faculty was the embryo of
Universitas Udayana and has a significant contribution for the development of
Universitas Udayana.
• Information Tecnology Study Program, Faculty of Technology Science, Universitas
Islam Negeri Sultan Syarif Kasim Riau
1.2 Grade Data
Faculty of Computer Science, Universitas Indonesia
Below is the table of Fundamental of Programming grade summary of last year in the
Faculty of Computer Science.
Table 1. Grade result of DPBO
Year -
A A- B+ B B- C+ C D E Total
Semester
2005 - 2 13 13 23 15 11 9 5 12 8 109
% 11,9 11,9 21,1 13,8 10,1 8,3 4,6 11 7,3 100
The graduation rate of this course is 81.7 %. The failure rate (which is 18.3%) is
considering low, however it is unfortunate to get such a failure rate considering that:
1. High quality of input of students at Faculty of Computer Science, University of
Indonesia. The SPMB score of students were one of the top third nationally.
Therefore, the study method and delivery method of this course need to be upgraded
to reduce the failure rate.
2. DPBO course is a mandatory course and a prerequisites for other courses related to
programming.
6

7. Computer Science Study Program, Faculty of Mathematics and Natural Science,
Universitas Udayana – Bali
The course syllabus of DPBO at Universitas Udayana can be seen at attachment 1.
However, information about their students was not received at the time of this proposal is
written.
Information System Study Program, Faculty of Technology Science, Universitas Islam
Negeri Riau
Number of students for the course is about 40 students with many of them received
grade B. Eventhough B is considering a good grade, still it cannot be considered as a success
since there is a possibility of lowering the course material and exam standards to reduce the
difficulty rate considering the student ability and skills.
1.3 Information Technology Infrastructure Evaluation
1.3.1 IT Infrastructure at Faculty of Computer Science, University of Indonesia
To support the education process, Fasilkom UI provides many facilities:
Computer Laboratory
Fasilkom-UI has 250 PCs distributed in many computer labs.
Building
Fasilkom-UI has three buildings in Depok. All classes are equipped with a computer
connected to the Internet and Air Conditioner. Almost all courses are delivered using a LCD
Projector.
Library
The library of Fasilkom UI has about 10.000 collections of books, thesis, research report,
magazines, hournals, and also software. A digital library system is also available to help
searching the collections.
7

8. 1.3.2 IT Infrastructure at Computer Science Study Program, Faculty of Mathematics
and Science, Universitas Udayana - Bali
UPT Computer Science Study Program at Faculty of Mathematics and Science, Universitas
Udayana has provided:
No Laboratorium Name Quantity
1 Laboratorium Komputasi 25
2 Laboratorium Pemrograman 25
3 Laboratorium Rekayasa Perangkat Lunak 10
4 Laboratorium Jaringan Komputer 10
5 Laboratorium Statistika 20
6 Laboratorium Terapan 10
In Total 100
1.3.3 IT Infrastructure at Information System Study Program, Faculty of Technology
Science, Universitas Islam Negeri Riau
However, information about their infrastructure description was not received at the
time of this proposal is written.
1.4 Syllabus
Overview
DPBO course introduces systematically various concept and techniques of object
oriented programming. The course is designed to develop students critical thinking on
designing and implementing a program to solve problems. Various theories and techniques of
programming concept are discussed in details.
Students will be asssigned to practice their programming skills by developing a small
application. Students will learn many methodologies and programming techniques using v
arious tools for analysing and designing program.
The course consists of 16 sessions where 2 of them will be used for mid exam and
final exam, and 4 of them will be used for group assignments.
8

9. Reference
Required Text: Deitel (2005), JAVA How to Program, 6th ed, Pearson Education, Inc., New
Jersey, USA.
Suggested Texts:
- Bruce Eckel, Thinking in Java, 3rd ed. Revision 4.0, Prentice Hall / Pearson
Education, 2002 ISBN 0-13-100287-2 (free e-book available)
- Larman, C., 2005, Applying UML and Patterns : An Introduction to Object-Oriented
Analysis and Design and Iterative Development, 3rd Ed., Pearson Education, Inc.,
Massachusetts, USA.
- Thomas, C.W., 1999, An Introduction to Object-Oriented Programming with Java,
McGraw-Hill Companies, Inc., Singapore.
Syllabus
No Topics Sub-topics Reference More Info
1 Introduction to Object 1.1 Overview Chapter 1, 2 Syllabus, Modul
1.2 What is Object 1, and Personal
1.3 History of OO Worksheet
1.4 Why OO
1.5 Compiling and
Executing Java
Program
2 Classes and Objects 2.1 Classes and Chapter 3, 6, 8 Modul 2, Quiz,
Objects Personal
Concept Worksheet
2.2 Access
Modifier Types
2.3 Instance
Variables
2.4 Methods
2.5 Operators
2.6 Data Types
9

10. 3 Control Statements 3.1 Algorithms, Chapter 4, 5 Modul 3,
Pseudocode Personal
3.2 Control Worksheet
Structures: if,
if…else, and
switch
statement
3.3 Control
Repetitions:
while, do…
while, for
3.4 Other controls:
break and
continue
4 Data Structure: Arrays Chapter 7 Modul 4, Group
Worksheet
5 Inheritance 6.1 SuperClass and Chapter 9 Modul 5, Quiz,
SubClass Group
Concept Worksheet
6.2 Interface
6 MID Exam
7 Polymorphism Chapter 10 Modul 6, Quiz,
Personal
Worksheet
8 Files and Streams Chapter 11 Modul 7, Quiz,
Group
Worksheet
9. Exception Handling Chapter 13 Modul 8,
Personal
Worksheet
10. Recursions and Iterations Chapter 20 Modul 9,
Personal
Worksheet
11. Object Oriented Analysis UML Modul 10,
and Design Group
Worksheet
12. Final Exam
10

11. CHAPTER II
INSTRUCTIONAL GOAL
The use of E-Learning brakes the multi dimension of time and space limitation in
learning. Below is the comparison table of teaching characteristic and their E-Learning
equivalence on each teaching strategies.
Table 3. The similarity of Learning Strategic between Web-based Learning and
Classical Learning (Klobas dan Renzi, 2000)
Strategy Characteristic Similarity with online system
Presentation Lecturer presents the Text or presentation source in HTML formatted,
material in front of the class. web pages contain text, table, presentation,
audio-video source can be accessed and
distributed.
Laboratorium The student completes the Activities is prepared by using www or
Practice assignment that has been multimedia, the student can access them from
designed to develop skills, the website.
frequently direct
demonstration or recorder
that was prepared by the
lecturer.
Directed Student works alone (usually Text, references, and activities are prepared by
Instructions in his place) to learn the text web technology or distributed from the
and exercises. webpages.
Conference or Students work in small Discussions or conferencing software
tutorial group, discuss about a topic,
a case, or text with the
guidance of lectuere.
Consultation The student (individual or E-mail, chat, audio-video conferencing.
small group) meets the
lecturer to solve the problem
or the guidance topic.
Collaboration Students work together and A software for discussion, e-mail, chat, audio-
Learning collaborate with other video conferencing, especially for
students to learn the communication and working collaboration tool.
materials that has been given
from the lecturer.
A very motivating comparison is on group discussion. The online discussion can be
conducted synchronously or asynchronously which allow more time and possibility than the
face-to-face discussion. It encourage the student to participate in the discussion actively. It is
mostly because in online discussion, students has more time to think and to express
themselves compare to direct oral discussion without written text [Locatis, 1999].
11

12. Based on [Bilton Ward, 1997], the student interaction in group discussion required
more time and the result is usually shallow unless the discussion is facilitated by qualified
teacher which may not exists in all teaching institutes. The availability of network
connectivity allow to fullfil the lack of qualified teacher, especially in distance learning
environment [LeJeune, 1999]. The qualified teacher can participate in some remote group
discussion using the network without have to go anywhere.
The use of online communication method can improve the quality of teaching as
mentioned above. Based (Klobas dan Renzi, 2000) in [Sunarini 2003] those online
communication are: Distribution list, Forums and Coferencing, Chat, Desktop Audio-Video,
Integrated Tools.
Table 4. Online communication features and a given responsitivity behaviours
Online Features Responsitivity Communication Development
E-mail Asynchronous Low to middle communication rate, usually only text, but we
can add attachment and HTML enhancement
Distribution List Asynchronous Low communication rate, only using text, but we can add the
link to websites or objects or documents.
Forums & Asyncronous Low to middle communication rate, usually only text, but we
Conferencing can add attachment and HTML enhancement
Chat Synchronous Low communication, only text, we can do that in the same
time.
Synchronous Middle to complex communication, depends of the network
and supporting hardware.
Desktop Audio-video Asynchronous Simple communication, sometimes a response can be lost.
Synchronous/
Integrated Device Asynchronous Variety, depends on the using tools.
12

13. CHAPTER III
METHODOLOGY
The using paradigm of LMS and digital content in e-learning process is student-
centered, where the focus of learning is the student. The characteristics of student-centered
are: (1) students must be actively in learning process, where the role of the lecture is as a
coach or facilitator to guide the learning process, (2) students can choose the road of learning
freely, including the way to reach their goals, and (3) the social interaction in discussion is
the most important to get knowledge in student-centered learning environment.
In web-based distance education learning design, there are 2 general approaches: full
online and dual mode. Full online where all learning activities are done with the using of
internet media. Not just an activity, the learning design is included in LMS. For dual mode,
Online learning activity is only as the supporting of conventional learning activity. This
model will influence the using of communication media, because student can communicate
directly (face to face), with other students and lecturer staffs. Then, to improve the intensity
and the quality of communication with communication tools, needs learning design where the
lecturer control will be intensively in LMS like intensively monitoring and rewards granting.
Monitoring and rewards granting can be used, if learning activity is “live”.
The effectivity of LMS using, especially communication tools, can be reach with the
involvement of lecturer staff in online discussion. On another hand, to protect student
centered paradigm, the percentage of the involvement lecture staff is planned as minimum,
acts as a trigger, creates activity design actively and prepares resources, including gives
feedbacks..
13

14. CHAPTER IV
ORIGINALITY
Two scenario methods in delivering the learning materials will be used: (1) Face to
face method, and (2) Web-based learning method. In addition, materials enrichment using
CL/PBL for this course guided by local tutor will improved the successfulness of the course.
SCeLE, The Learning Management System (LMS) used for the course is a system
that will manage the process of learning by providing many facilities for students, lecturers,
and also system administrator. SCeLE is developed based on an open source system called
Moodle (Modular Object Oriented Dynamic Learning Environment). The main development
strategy is the integration of digital library, learning object manager, and course graph and
graph Assessment.
14

15. CHAPTER V
IMPLEMENTATION PLAN
Phases for developing e-learning materials for this course can be divided into three
phases:
(1) (2) (3)
Design Development Deployment
(1) (2) (3)
Design Development Deployment
Picture 1. Implementation Phases
5.1 Design Phase
5.1.1 Subject Matter Design
Materials development is an activity to produce materials that can be used and
has the capacity for e-learning. Developing such a material is not as simple as
developing conventional materials since it will not be just textual based. An e-
learning materials is multimedia based and it must has the capability to analyse the
progress of the students. In developing an e-learning material, the lecturer must
cooperate with an instructional designer which is an expert in learning design and
delivering technique. The lecturer will also need a developer that will create the e-
learning materials.
Subject Expert
Content Development
Instructional
Developer
designer

16. Picture 2. Various parties in Content Development
Students learning ability are not the same. They also have different style of learning.
To accomodate different type of student, the teaching material has to be made to serve
different style of learning. There will be three level of teaching material. :
q Presentation form material (e.g. Power Point file) - Level 1
This type of teaching material support student who already know the topic but
would like to revise it again quickly. To encourage the student actively search
for more material, it is suggested not to provide complete material in the slide.
It is sufficient to just put the main point and let the student actively complete
the knowledge from other source, discussion, qu or assignments. It is also
important to attach the slide with information of related chapter in the
textbook.
q Presentation and Narration - Level 2
This type of teaching material is suitable for student who has not received the
material before. The narration will help the student to understand the material.
It gives an explanation of the slide. The narration can be in the form of audio,
animation, picture, video or even additoinal text notes. The narration is
expected to be the teacher replacement of traditional class teching process.
Reference - Level, 3
This reference teaching material consists of background information about the
subject. This background information is important for the student to improve
the understanding and strengthen their motivation. In lMS such as SCeLE.
The material organization is not related to other two level. The teaching
material can be accessed from all courses in LMS. The material can be made
directly by the lecterer in the form of power point file or Acrobat reader file.
Any reference to world wide web or other course is categorized as level 3
teaching material.
In order to avoid plagiarism and cheating, we need to enforce the copyright in
the content development. We expect a collaboration with the publisher of the text
book we use in the courses.

17. 5.1.2 Learning Management System Design
In simple word, LMS is defined as a system that organize the learning process
using several facility to all learning participant including lecturer, student, assistant,
manager, and system administrator. We would like to develop LMS based on an
open source software named Moodle (Modular Object Oriented Dynamic Learning
Environment). The important addition and contribution to the current system are:
integration with digital library, Learning Object Manager, Course learning path, and
Assesment path.
Below are the requirement analysis of the e-learning system which support the
student centered paradigm:
• Content Management
This functionality serves the need of the lecturer (or student facilitator) to
prepare and organize the course including course material, defining rules and
defining students who can enroll in the course.
• Material Management.
This functionality organizes all courses taken by a sttudent. In each course, the
standard information about the course is presented such as the Course
Description, Teaching Plan, Student hand out, Learning Path which shows the
relation between modules, and also more detail information regarding each
module. The online library serves the same functionality as in main page.
The Upcoming events shows the latest activity related with the course.
• User Management
This module is used by the system administrator to maintain the user
authentication of the system.
• Communication Tools. There are two types of communication :
• Asynchronous Type. The users do not communicate in realtime e.g.
electornic mail and discussion forum.
• Synchronous Type. The users communicate in realtime regardless the
location e.g. chatting and teleconference.
• Evaluation Tool,
The course evaluation such as exam, quiz or assigment can be facilitated by
the LMS including automatic grading for objective test.

18. • Digital Library.
With this integrated feature, the student can directly search for any reference
required by the course in one step.
The success of the LMS in the learning process depends on active
participation in conducting their job of all roles especially the administrator, lecturer
and student.
The roles of Administrator are as follows:
1. Organize the general facility in LMS.
2. Set-up the course of the coming semester and arrange the correct access right
for the lecturer.
The roles of Lecturer are as follows:
1. Maintain the learning process in LMS during the course.
2. Develop the learning path, module relation and assesment path diagram.
3. Develop the course information including the lecture plan.
4. Develop the teaching material which can be aceesed by all student through
LMS.
The role of the student is :
One of the success criteria of this learning process is the active participation of
the student in accessing the teaching material dan contribution in the discussion forum
with lecturer or with other student. Students are encourage to actively use LMS for
that purpose.
Since there are several roles in the system, the access right should also reflect
those roles. Student only able to access teaching material and participate in discussion
while lecture and administrator has more right. Not only the right but also the expiry
period of the right should also be made, for example, student will not be able to access
the LMS once the student graduated.
For security reason, lecturer can expel a student from his course which is not
registered administratively. For new student, they will receive a new LMS account
from the administrator to be able to use the LMS.

19. 5.1.3 Evaluation Design
5.1.3.1 Methodology Evaluation
We are much concern that the student could received a more knowledge and
capable to efectively use their time and facility to learn more by themselves.
This proposed teaching methodology is evaluated by these criteria:
1. The improvement of grades distribution.
2. The improvement of the given teaching material.
We need to:
1. Have the grade distribution of the previous semester
2. Have additional exam (between midtest and final exam). This additional exam
is made as equal as the previous final exam in term of teaching material to be
evaluated. We argue that with the new teaching methodology, we will be able
to provide the student with sufficient understand at least as much as the
complete semester of the teaching without e-learning but before the end of the
semester.
3. The teaching material given after the additional exam, should be evaluated as
additional knowledge. Therefore the final grading should be made as such that
the grade that evaluated the students understanding of the additional material
is the additional point (bonus).
This e-learning methodology also relies on the maturity and motivation of
student. Since we cannot guarantee those two expectation. The methodology has to
provide means to enforce the maturity and motivation of student.
The enforcement will be in the form of weekly assignment. The student should
submit their working sheet by the end of each week. This working sheet shows thata
the student already studied and understand the given material of the week. However,
this weekly submission system is still vulnareable of cheating especially since the
working sheet usually required short and identical answer. Here come the necessity to
use e-learning support tool such as SCeLE. The SceLE system record all student

20. activities on the system. Therefore we could received sufficient feedback from the
system which show which student really conduct their self study. This information is
needed to evaluated which students really conduct the e-learning scheme and how
active they are. The more active they are, the more justifiable the comparison will be.
Although we are able to evaluate how well the student follow the e-learning
scheme, we still need the information about how easy the student to follow the e-
learning scheme. It is possible that the students are not active doing e-learning
because of the difficulty of the system or the availability of the system itself. To
enquiry this possible condition, we will provide survey and monitoring the availability
of the internet connection and system.
5.1.3.2 Teaching Evaluation
As in common teaching activities, we need to evaluate the student
understanding of the course. We will still conduct the common evaluation methods
such as the mid-exam, final-exam, hand-on assignments and quizes. As mentioned
above, we also need to evaluate the student understanding with regards to the previous
curriculum expectation, by additional exam before the final exam. This additional
exam result is the one that we need to compare with the final exam of the previous
teaching scheme. We still need to evaluate the additional teaching material. It will be
conducted as final-exam.
Problem Data collection Design and Testing and
Result FinalFinalisasi
IdentificationIde and Implementation analysisUjicoba instrumen
ntifikasi literaturePengum Perancangan instrumen dan
analisa hasil
masalah pulan data dan dan
Picture 3. Phases on developing evaluation instruments

21. 5.2 Development
5.2.1 Content Development
Based on the previous content design, each session will be implemented base
on the course outline. The content will consist of text, graphics, animation, audio and
video.
5.2.2 LMS Development
Most of the LMS components for e-learning are available in SceLE. However,
some components are needed to be enhanced futher (i.e. the capability of the system
for personalization).
5.2.3 Evaluation Development
Instruments for evaluating the successfulness of the program need to be
developed for each session/topic as an addition to mid exam and final exam. Each
instrument will be tested first before implemented.
5.3 Deployment
The course will be implemented in three locations: UI, UIN, and UNUD. The
course will be offered in even semester for first year student and the programming
language used is Java.

22. CHAPTER 6
SCHEDULE, BUDGET, AND TEAM
6.1 Schedule
Table 5. Schedule
Kegiatan 1 2 3 4 5 6 7 8 9 10 11 12
Analisis &
Design
Development
Try-out
Enhancement
Deployment
Evaluation
1-2, 1-4, 2-5, 5-7, 6-11, 4-12
22

23. 6.2 Budget
Table 6. Budget
Cost Component Unit Cost per Unit Duration Cost per Description
component
Communication Cost:
• Video Conference hours $100/hour 9 hours $ 900 3 x video conference,
@ 3 hours
• Telephone Rp. 3.000.000,00
Books 3 package Rp. 1.500.000,00 From start Rp. 4.500.000,00
Hardware:
• Multimedia 2 unit Rp. 8.000.000,00 From start Rp. 16.000.000,00
Computer
• Printer 1 unit Rp. 2.000.000,00 From start Rp. 2.000.000,00
• Voice recorder 3 buah Rp. 2.500.000,00 From start Rp. 5.000.000,00
• Flash Disk 3 buah (@ 2 Rp. 300.000,00 From start Rp. 900.000,00
Giga)
• CD/R, Software, etc Rp. 1.500.000,00
Travelling Cost return Rp. 2.500.000,00 2x travel to 2 Rp. 10.000.000,00
destination
Office Supplies Rp. 6.000.000,00
Workshop Rp. 10.000.000,00
Renumeration:
• Subject Specialist 3 months Rp. 1.500.000,00 Design phase Rp. 4.500.000,00
23

24. • Subject Specialist 3 months Rp. 1.000.000,00 Design phase Rp. 3.000.000,00
Assistant
• Lecturer 9 months Rp. 1.000.000,00 Development & Rp. 9.000.000,00
Deployment phase
• IT Specialist 12 months Rp. 500.000,00 Whole phases Rp. 6.000.000,00
• Instructional Design 6 months Rp. 1.000.000,00 Design & Deploy Rp. 6.000.000,00
Specialist phase
• Local Tutors 6 months (x 2 Rp. 1.000.000,00 Deploy phase Rp. 12.000.000,00
persons)
Grand Total Rp. 99.400.000,00
+ $900
Total budget requested for this grant is Rp. 99,400,000 (ninety nine million and four hundred thousands), excluding the cost of video
conferencing $900.
24

25. 6.3 Team
Table 7. Members of Team
No Name Role
1. Yova Ruldeviyani, M.Kom Subject Specialist & Lecturer
2. Ade Azurat, S.Kom Subject Specialist Assistant & IT
Specialist
3. Azmi Sukainah, MSc Instructional Design Specialist
4. Zurni Gusra, S.Kom Local Tutor from UIN Riau
5. Local Tutor from UNUD
25

26. REFERENCE
[Has05a] Hasibuan, Zainal A. and Santoso, Harry B., The Use of E-Learning
towards New Learning Paradigm: Case Study Student Centered E-
Learning Environment at Faculty of Computer Science-University of
Indonesia, icalt, pp. 1026-1030, Fifth IEEE International Conference
on Advanced Learning Technologies (ICALT’05), 2005.
[Has05b] Hasibuan, Zainal A., Issues and Strategies to Develop Learing
Management System and Content Development, ISEL 2005, Kinibalu,
Malaysia.
[Has05c] Hasibuan, Zainal A. and Santoso, Harry B., Online Academic
Administration System to Support Distance Learning at Faculty of
Computer Science, University of Indonesia, IADIS International
Conference, Avila, Spain, 2004.
[Har04] Santoso, Harry B. and Budi, Indra, Computer-Mediated Learning
dengan Pendekatan Collaborative Learning/Problem-Based Learning:
Studi Kasus Universitas Indonesia, National Seminar on Computer
Science and Information Technology V (SNIKTI V), Bogor,
Indonesia, 2004.
[Diest 98] Diestler, Sherry, Becoming a Critical Thinker, Prentice-Hall, NJ 1998
[Burke 99] Burke, Kay; The Mindful School: How to Assess Authentic Learning
revised Ed; Hawker Brownlow Education, Australia1999
[Gagne 05] Gagne, Robert M et al., Principles of Instructional Design 5th
Ed.,Thomson Wadsworth, Singapore, 2005.
[Garri 2005] Garrison D. R, Terry Anderson, E-Learning in the 21st Century,
RoutledgeFalmer, London 2005.
[Knight 95] Knight, Peter (Editor), Assessment for Learning in Higher Education,
Kogan Page, London 1995.
[Ehlers 2003] Ehlers, U. (2003a). Qualität beim E-Learning. Empirische
Grundlegung und Modellkonzeption einer subjektorientierten
Qualitätsentwicklung. Dissertation. Bielefeld.
26

27. [Sunarini 2003] Tesis MTI, 2003
[Klobas dan Renzi 2000] Klobas, J. dan Renzi, S. (2000) Selecting Software and
Services for Web-based Teaching and Learning. dalam [Sunarini
2003].
[Bilton Ward, 1997] Bilton-Ward, A. . (1997), Virtual Teaching : An Educators
Guide. Waco TX : Center for Occupational Research and
Development. dalam [Sunarini 2003].
[LeJuene] LeJeune, N. (1998) Learner-centered strategies in Web-based instruction
for Adults. University of Colorado at Denver. dalam [Sunarini 2003].
http://ouray.cudenver.edu/~nflejeun/doctoralweb/Courses/IT6710_Theory_of_Instruct
ional_Technology/lcstrate (10 Juni 2003) dalam [Sunarini 2003].
[Locatis] Locatis, C. (1999) Collaborative Learning and Distance Education Online.
An Online Education Sourcebook. Washington DC : US National
Library of Medicine.
www.tlc.nlm.nih.gov/resources/publications/sourcebook/cooperativele
arning.htm (3 Juni 2003) dalam [Sunarini 2003].
[UNRI06] Situs Resmi Universitas Riau, http://www.unri.ac.id/web-site/fakultas/
fmipa/math/tray/index.htm
[UNUD06] Situs ResmiUniversitas Udayana,
http://www.unud.ac.id/tentang_unud/index.htm
[FASI06] Situs Resmi Fakultas Ilmu Komputer Universitas Indonesia,
http://www.cs.ui.ac.id
27

28. APPENDICES
28

29. Appendix 1: Syllabus of DPBO in Universitas Udayana
Sandi Mata Kuliah : IK522531
Mata Kuliah : Pemrograman Berorientasi Obyek (Bahasa Java).
Bobot Sks : 3 Sks (2 – 1)
Prasyarat : Pemrograman Komputer II
Tujuan Perkuliahan
1. Memberikan review pemahaman kepada mahasiswa mengenai paradigma
pemrograman berorientasi obyek dan konsep-konsep penting dalam
paradigma pemrograman berorientasi obyek dan konsep-konsep penting
dalam paradigma tersebut, serta penggunaan konsep-konsep tersebut dalam
bahasa java.
2. Mahasiswa dapat menganalisis dan mendesain suatu program berorientasi
obyek dalam bahasa java.
Materi
1. Pengenalan Java, First Simple Program.
2. Struktur kontrol alur program.
3. Class, Object, Method, Array.
4. Pemrograman berorientasi obyek (Encapsulation, Polymorphism,Inheritance)
5. Penanganan string, Package, Interface.
6. Penanganan Eksepsi, Multithreaded Programming, Sinkronisasi, File Stream.
7. Analisis dan Desain berorientasi obyek.
Daftar Pustaka
1. Herbert Schildt, Java2 : A beginner’s Guide, Second Edition, McGraw-
Hill/Osborne.
2. Patrick Naughton, Java Handbook : Konsep dasar pemrograman java,
McGraw-Hill/Osborne.
3. Onno W. Purbo, Trik Pemrograman Java untuk jaringan dan Internet,
ElexMedia Komputindo.
4. Hadi Sutopo, Ariesto, 2002, Analisis Dan Desain Berorientasi Obyek. J&J
Learning Yogyakarta.
29

30. Appendix 2: Programming Assignment
Assignments:
- Two (2) individual programming assignments
- Two (2) pair programming assignments
- One (1) Team assignment (programming and presentation) (group of 5-7)
Assignment's Expectation:
• Assignment 1 - Individual:
Student is expected to be able to program in java including using simple GUI,
specifically:
• understand and able to use control flow in java
• understand basic stucture of java program
• be able to create applet
• be able to create simple GUI
• understand how string is used in java
• in writing well documented program
• Assigment 2 - pair
Student is expected to be able to develop an OO program in Java. Student
should :
• be able to identify the objects including its attributes and methods
• be able to take to differentiate between OO and non-OO approaches.
• understand how those objects combined as one application
• be able to use inheritance and polymorphism
• be able to debug their program using blueJ or JDB.
• describe the OO design using diagram
• be able to capture and analyse the problem and design an OO solution.
• organize 3-5 classes in their programs.
• Assigment 3 - pair
Student is expected to understand more feature of java and OO. Student should
• be able to use exception handler
• understand abstract class and multiple inheritance
• be able to use java library and extend it
• use collection
• describe the OO design using diagram
• be able to capture and analyse the problem and design an OO solution
• organize 6-8 classes in their programs.
• Assigment 4 - individual
Student is expected to able to do design and programming in OO and Java.
Student is expected to...
• be able to show modularity in their OO design.
• understand the weakness and strength of OO and Java.
• understand inner class and its uses
• write assertion and annotation in their code including code comments.
• understand generic programming in java (generic java)
• be able to avoid runtime error because of casting
• organize 6-8 classes in their programs.
• Assigment 5 - team
Student is expected to be able to develop a project based on OOP. Student
should
• be able to apply OOP methodology and follows the phases
30

31. • be able to show the advantages of using OO and Java compare to non-OO
approaches.
• be able to capture a more complex problem and design an OO solution of it.
• be able to communicate their design and result.
• be able to work in team.
• understand and use java library for datatype and collection
• conduct sufficient test using Junit
• be able to write optimize code and using profiling if possible.
• use tools which could improve their productivity such as ant, blueJ, junit,
eclipse, netbeans.
• organize 10-15 classes in their programs.
31

32. Appendix 3: Teaching Guidance (Module 1)
Module: 1 – Introduction to Object
week : 1
Topic : Introduction to Object
General Expectation: Student is introduced to the notion of object. Student should
understand the motivation behind the Object-Oriented Paradigma. It covers the
advantages OO provide. The weakness and critique of the structured paradigm.
Sub-topic Expectation Method / Visualization Notes
What is object Student recognizes the l Glossary
object oriented l Group discussion.
terminology and able to Subject: Identify
communicate and discuss Object in daily live.
using those terms
correctly. Students are
expected to identify
object and describe it
using the given
terminology.
History of OO Student understood that l Lecture
the OO paradigm is l Reading material
introduced to improve the
previous programming
paradigm. Student knows
the background story
behind this OO.
Why OO Student understand the l Lecture It is quite
advantages and l Group Discussion. difficut to
disadvantages of OO. Subject: the explain why
Student is able to identify weakness of OO is better
the weakness of structured than other
structured programming programming without first
compare to OO. understand
what is OO.
Therefore the
lecturer
should focus
more on case
studies.
OO characteristic Student knows the l Lecture Students are
characteristic of OO. not expected
to be able to
identify it in
program yet.
32

33. running and Student able to run and l Tutorial The program
compiling java compile a java program. l Example source code
l self study. Student is is given. We
expected to be able also provide:
to compile and run a The manual
hello world of how to
program. Student is compile and
not expected to run the
write the code. They program, The
are only required to expected
compile and observe output,
the output. common
error.
33

34. Appendix 4: Worksheet 1
Working Sheet
Module : 1 – Introduction to Object
Name :
Student ID:
Date:
Give a short answer for the following question:
1. Provide the meaning of the following term:
a) object
b) class
c) attributes
d) inheritance
e) re-use
f) encapsulation
2. Apply the previous term on the following word, explain your reasoning in few
sentences:
a) lecture
b) student
c) dean
d) people
e) staff
f) name
g) birth date
3. Summarize in few sentences the material you read about the history of OO.
Don't forget to mention the source material.
4. Mention at least one argument why should we use OO and why not.
5. Compile and run the following code. Write down the output and the command
line to compile and run the program using JDK.
34

35. class People{
String name;
People(String name){
this.name = name;
}
public String toString(){
return name;
}
}
public class HelloPeople {
class People{
public static void main(String[] args) {
String name;
System.out.println("Hello there, it's: ");
People(String name){
System.out.println(new Date());
this.name = name;
} System.out.println("Cheers,");
System.out.println(new People("<put your name here>"));
public String toString(){
} return name;
}}
}
public class HelloPeople {
public static void main(String[] args) { 6.Ex
System.out.println("Hello there, it's: "); plain
System.out.println(new Date()); why
System.out.println("Cheers,"); the
System.out.println(new People("<put your name here>"));
} given
}
program has (does not has) the OO characteristics.
35

36. CURRICULUM VITAE
36

37. Yova Ruldeviyani
yova@cs.ui.ac.id
Date of Birth: 20th September 1972
Place of Birth: Jakarta, Indonesia
Nationality: Indonesian
Education
1997-2001 Faculty of Computer Science, Universitas Indonesia
M.Sc. (GPA: 3.79/4.0). “Automation of Trigger Patterns
Dictionary Construction in Information Extraction”
1991-1996 Faculty of Computer Science, Universitas Indonesia
B.Sc. Graduated High Distinction (GPA: 3.42/4.0). “Reusability
Tools for Object Oriented Analysis and Design”
Work Experience
1999-present Faculty of Computer Science, Universitas Indonesia
Lecturer, courses: Database Systems, Object Oriented
Programming.
Instructor, various in-house training seminars in database
systems, 1995-2000.
IT Consultant, developing Information Technology Plan for PT.
Jasa Raharja (an insurance company in Indonesia), 2000.
Project Manager, Intranet Application for PT. Krakatau Steel
(the biggest steel company in Indonesia) using Oracle and Perl,
1997-1998.
Project Supervisor, Indonesian Spelling Checker for Lotus
SmartSuite, cooperate with Lotus Inc, 1997.
Team Leader, Study on Origin-Destination Profiles of
Indonesian
Transportation, 1996.
Research Assistant, Object-Oriented CASE development,
1993-1996.
2001-2004 International Office, Curtin University of Technology
Tutor for IT-related subjects for AusAID students
1999 PostGraduate Accounting Program, Universitas Indonesia
Associate Lecturer, courses: Database Systems
1996-2000 PostGraduate Library Science Program, Universitas
Indonesia
Associate Lecturer, courses: Database Systems
2000 Gramedia Book Store, Jakarta, Indonesia (biggest bookstore
in
37

38. Indonesia) Team Leader, developing an Inventory Management System
using SQL Server and Visual Basic
1999 Al-Izhar Islamic School, Jakarta, Indonesia
Project Manager, developing an Information Technology
Infrastructure, setting-up the network and develop an
intranet-based School Information Systems using SQL Server
and ASP.
1996-1997 PT. Citra Transpor Nusantara, Jakarta, Indonesia (one of the
biggest taxi company in Jakarta)
Project Manager, developing a complete Taxi Information
System using FoxPro.
Awards and Honors
1998 Scholarships for Civil Servant from Indonesian Government (for
M.Sc)
38

39. ADE AZURAT
Faculty of Computer Science
University of Indonesia
Depok, Indonesia
Phone: 0062-21-786 3419 ext.3309
Email: ade@cs.ui.ac.id WWW: http://www.cs.ui.ac.id/~ade
Date of Birth: 12 December 1976
Place of Birth: Jakarta, Indonesia
Nationality: Indonesian
EDUCATION
2005- Phd Student,
... Faculty of Computer Science, University of Indonesia, Depok, Indonesia
Project subject: Towards Modular and Compositional Verification
Promotor: Prof. Belawati Wijaya, PhD and L.Y. Stefanus, PhD.
1999-2 AiO (Assistant in Opleiding)
004 University of Utrecht , Netherland
Project subject: Verification of Distributed Systems
Supervisor: Prof. Dr. S.D. Swiestra and Dr. Wishnu Prasetya
1995-1 Bachelor of Science in Computer Science,
999 Faculty of Camputer Science University of Indonesia, Depok, Indonesia
Thesis subject: Information Retrieval using probabilistic inference network
GPA: 3.51/4.0,
Graduated Cum Laude
PROJECT WORK
2000-2001 Operational semantic of UNITY, Utrecht, AiO
University of Utrecht, Netherland
Formalize the operational semantic of UNITY logic in hol Theorem prover
Define the operational semantic of UNITY
Verify and prove the soundness of the formalism
Studying formalization in HOL Theorem Prover
2002-2003 xMech, Utrecht, AiO
University of Utrecht, Netherland
Develop a program verification tool in ML
Define a programming logic for imperative programmnig
Define a programming logic for distributed programmnig
Provide basic interface to theorem prover HOL
2003-2004 AGMech, Utrecht, AiO
University of Utrecht, Netherland
Develop a compositional method to implement programing logic in Attribut
Grammer system
Studying Parser Combinator and Attribute Grammar
Develop a compositional programming logic using algebra
2004-2005 Developing Technology for Specifying and Generating Critical Data
Processing Program, Menristek NKRI, RUTI
Fasilkom UI, Universitas Indonesia
develop a program verification for database application
supervising several students final project
verification of SET case study using LinguHOL
39

40. 2005 Verification and Visualization of Component Software, Dikti, Hibah-B
Fasilkom UI, Universitas Indonesia
develop a program verification for component software architecture – Javabean
design the programming logic framework for component software
formalization of programming logic framework for component software in HOL
supervising several students final project
formal understanding of componetn software dependency
TEACHING EXPERIENCE
1996-1997 Faculty of Computer Science, UI.
Teaching Assistant, Undergraduate Program (S1)
Course: Fundamental of Programming
1998-1999 Faculty of Computer Science, UI
Teaching Assistant, Graduate Program (MTI – S2)
Course: Software Engineering
1998 TOKI – Tim Olimpiade Komputer Indonesia
Trainer Assistant, Last Selection for the International Olympic of Informatics.
Assist s the highschool student on their last training and selection.
2002-2003 Informatica institute, Utrecht University, Netherlands
Teaching Assistant, Undergraduate Program.
Courses: Compiler and Parser, Functional Programming, Software Correctness.
2004-now Faculty of Computer Science, UI.
Fulltime Lecturer
Courses: Advanced Programming, Algorithm Analysis and Design, Object
Oriented Programming and Design.
ACHIEVEMENTS AND SCHOOLS
1999 IPA Falldays 1999 on Component-based Software Technology, November 8-12
1999,
Dordrecht, The Netherland
2000 Scholarship, EEF Foundations school in Deduction and Theorem Proving
Heriot-Watt University, Edinburgh,6-16 April 2000, dollar value: USD 500
Scholarship, The LINEAR International Summer School (Linear Logic and
Applications)
August 30 to September 7, 2000, Azores, Portugal, USD 1000
Scholarship, IPA Springdays 2000 on UML, April 26-28 2000, Eindhoven,The
Netherland
Scholarship, IPA Falldays 2000 on Applied Algorithm Design, November 20-24
2000,
Millingen aan de Rijn,The Netherland
40

41. 2001 NATO Advanced Study Institute on Proof and System-Reliability,
Martoberdorf, Germany, 24 July- 5 august 2001
IPA Spring 2001 on Security, April 18 to 20, Heeze, The Netherland
IPA Basic Course on Software Technology 2001,May 28 - June 1 2001,Utrecht, The
Netherland
2005 Achievement, Winner of Research and Development Category APICTA Indonesia
2005
from LinguSQL tool project (as part of RUTI-AgI team).
SOFTWARE PRODUCT
2002,2004 Library !Unity & compositional theory di HOL,
Join work with Dr. Wishnu Prasetya, University of Utrecht, Netherland
http://www.cs.uu.nl/~wishnu/research/projects/unity
2003 XMech- Verification tool
Join Work with Dr. Wishnu Prasetya, University of Utrecht, Netherland
http://www.cs.uu.nl/~wishnu/research/projects/xMECH/
2004-2005 LinguSQL
Join work in RUTI-Agi team, Faculty of Computer Science, University of Indonesia
http://www.cs.ui.ac.id/kuliah/riset/ruti/AGi
Patent/Copyright Pending
Number: C00200601298-1335, Ministry of Justice – Indonesia
41

42. Azmiwati Sukainah
Contact
azmiwati@cs.ui.ac.id
Education
• Master of Multimedia Computing (2003-2004)
Monash University, Melbourne
• Bachelor of Informatics Management (1991-1996)
Gunadarma University, Jakarta
Working Experience
• Lecturer at University of Indonesia (2006-present)
• System Analyst at PT. Hollitech (2004-2006)
Projects:
ABN Amro Netherlands, Reporting Tool
Deutsche Bank Jakarta, Tax Reporting Tool
• Lecturer at Gunadarma University (1996-2002)
42

43. LETTER OF INTENT
43