S3 DI KKTI KK TEKNOLOGI INFORMASI INSTITUT TEKNOLOGI BANDUNG

PANDUAN PENELITIAN AKHIR MAHASISWA S1/S2/S3 DI KKTI

KK TEKNOLOGI INFORMASI INSTITUT TEKNOLOGI BANDUNG Ver. 1.0-FEB2012

Tujuan  Menyusun pedoman atau aturan pelaksanaan penelitian akhir mahasiswa di KKTI:  Definisi TA,Thesis, Disertasi  Penentuan Topik (topik utama dosen, elaborasi dan problem formulation mahasiswa)  Model kerja mahasiswa dan dosen, residensi  Kapasitas Dosen atau grup dosen  Fasilitas yg diperlukan  Kinerja nya, output dan outcome: paper, produk, sistem layanan, start up company  Monitoring dan evaluasi

Definisi Penelitian Akhir Mahasiswa

Meaning & Purpose of Student Research  The bachelor's thesis is a small-scale thesis that is mainly based on a literature based review on a given topic. Students who continue on to do a master's thesis can choose their topic so that they can use the results later as the literature survey part of the master's thesis.  The aim of the bachelor's thesis is to enhance and demonstrate the ability of students to apply their knowledge and skills in practical expert duties related to their professional studies.

http://www.oamk.fi/english/degree_students/bachelors_thesis/, http://www.tol.oulu.fi/index.php?id=648

Meaning & Purpose of Student Research  The master’s thesis is the product of a scholarly and professional study at the honors or the master’s degree level.  The aim of the master's thesis is to enhance and demonstrate the ability of students to apply research knowledge and use selected methods for distinguishing and solving problems of working life as well as the ability to perform independent demanding expert tasks.

James E. Mauch and Namgi Park, Guide to the Successful Thesis and Dissertation, New York: Marcel Dekker, 2003

Meaning & Purpose of Student Research  Dissertation is the product of student work at the doctoral level, distinguished from thesis study chiefly by its deeper, more comprehensive, and more mature professional and scholarly treatment of the subject.  The doctoral dissertation is expected to represent independent and original research in the field of the candidate’s graduate study. Such contribution to knowledge may result either from the critical examination of materials from new points of view.


The T/D is done to provide a demonstration of the candidate’s ability to carry out, with substantial independence, a rational investigation that is significant in the field and to report the results in a sensible and understandable fashion.


Similarities Between T/D Research (1/3)  Originality means that the research has not been done before in the same way.  So, originality does not mean that the research questions or hypotheses are entirely new. Instead, the originality criterion is met if the student continues to study an unresolved problem in a way that is substantially different from prior approaches and that has a reasonable prospect of adding to an understanding of the problem.  Also, replication of prior research meets the originality criterion if features are added to the replication that make it possible to check on the procedures and findings of the earlier study, thus making the replication more meritorious research than that replicated. James E. Mauch and Namgi Park, Guide to the Successful Thesis and Dissertation, New York: Marcel Dekker, 2003

Similarities Between T/D Research (2/3)  Individuality means that the study is conceived, conducted, and reported primarily by the student. Topics may often be suggested by others. Also, advisors may help in thinking through the concepts and the procedures to be used. But, the chief decisions about whether to study the topic, how to study it, and how to report it must be made, rationalized, and defended by the student.


Similarities Between T/D Research (3/3)  To attain rigor means to be characterized by strict accuracy and scrupulous honesty and to insist on precise distinctions among facts, implications, and suppositions.  Rigor is achieved by sticking to demonstrable facts when reporting procedures and results, by building on a foundation of facts when drawing conclusions, by specifying links to facts when inferring implications, by always bringing forward all relevant data, and by being both self-critical and logical in reporting and when projecting needed research.


Characterization of High Quality Research  Integrity is shown when every component of the study is carried out with scrupulous honesty.  The objectivity is met if the investigator recognizes and, as much as possible, sets aside personal interests and desires and maintain a steady state of academic inquiry.  Publication


Model Kerja Dosen-Mahasiswa

Advisor Function  The advisor is the most important person in the scholastic life of the student during T/D work. Moreover, university publications repeatedly stress that much of the initiative for finding a research advisor must come from the student. One reason is that faculty members are reluctant to be seen as “selling” students on their specific interests or their particular ideological or research agenda.  Another reason is that choosing an advisor tends to be tightly linked to choosing a topic for investigation.


Phases of Faculty-Student Interactions (1)  First is an exploratory phase;  The student is given encouragement to look for an area of study. Having been contacted by a student, the advisor throws out leads and gives information about where and how to look for problems in need of investigation, but the student is not directed toward specific problems. The advisor supports the search and offers encouragement to continue it.


Phases of Faculty-Student Interactions (2)  The second stage is one of moving toward problem focus.  The student settles in on two or three problems in a topical area. The problems are described, and a beginning is made on stating their boundaries. Though specific T/D problems have not yet crystallized, there is movement in that direction. The advisor and student have fairly well-defined problem areas to examine. In this stage, a literature search is an important activity.


Phases of Faculty-Student Interactions (3)  The third stage is generation of research questions or hypotheses.  Advisors tend at this point to lead the students toward a narrower and more precise problem definition.


Advisor as a Mentor/Tutor  Mentoring is probably the most applicable instructional term for the style of facultystudent interaction in T/D work. Unlike a tutor devoted to subject matter, the mentor tends to become more sharing and confidential. The student is apt to learn in depth what the advisor thinks about topics of mutual interest. The faculty member who is truly a mentor is liable to learn much about the student’s motives, plans, and hopes.  The searching and reporting by the student often bring new information and insights to the faculty member, who in turn enriches the contacts with the student.


Advisor as a Model  The advisor is probably the only faculty member the student will see in action so closely and in such an intense way. Thus, it can be expected that the student, if later in the position to serve as T/D advisor to others, will be greatly influenced by earlier example. The behavior of the advisor is of signal importance, therefore, because it becomes the model for others.


Advisor Responsibility  At all stages, advising is a reciprocal responsibility. Faculty are expected to be diligent in providing counsel and guidance, and to be available for consultation. They should demonstrate flexibility and critical thinking, a willingness to be challenged and to challenge constructively, and the desire to help the student to become better at research and teaching than they are themselves.


Aturan Residensi di Lab.

S1

S2

S3

• 10 jam/mgg

• 10 jam/mgg

• 20 jam/mgg

Elaborasi Topik Penelitian

Menggali Topik Penelitian     

Mempelajari penelitian akhir sebelumnya Menghadiri sidang akhir tesis/disertasi Menghadiri pertemuan-pertemuan ilmiah Mereview sumber-sumber kepustakaan Menggali informasi seputar minat keilmuan calon pembimbin

Kapasitas Dosen dan Fasilitas

Kapasitas Per Dosen  Jumlah bimbingan per semester untuk pembimbing utama/pendamping:  4/4 mahasiswa S3  6/6 mahasiswa S2  8/8 mahasiswa S1  Ketepatan waktu membimbing pembuatan proposal (awal semester s/d seminar proposal)  2 semester untuk S3  1 semester untuk S2 (MK Metodologi Penelitian)  1 semester untuk S1 (MK Tugas Akhir 1)  Alokasi waktu bimbingan/konsultasi per mahasiswa per minggu adalah 1-2 jam

Hierarki Bimbingan

DSN S3 S2

S2 S1

S3

S3

S2

S2 S1

S1

S1

Kapasitas Ruang Penelitian di KKTI     

8 1 1 1 1

ruang ruang ruang ruang ruang

penelitian di Lantai 4 rapat dosen dosen server/ruang workshop mahasiswa

 Jika diasumsikan 1 dosen 10 mahasiswa S1/S2/S3;  14 Dosen KKTI (1 GB, 4 LK, 9 L/AA) dapat menangani s.d. 140 mahasiswa S1/S2/S3.

Kebutuhan Fasilitas Penelitian Mahasiwa    

1 set meja kursi 1 set komputer desktop Koneksi Internet (Opsional) Bahan/Peralatan Penelitian:  Peralatan Jaringan  Komputer Server  Komputer Workstation  Embedded System  Sistem Robot  Sistem Multimedia  Software/Aplikasi  Dll.

Monitoring dan Evaluasi

Ukuran Kinerja

S1

S2

S3

Min. 2 paper dan 1 jurnal ilmiah*)

Min. 2 paper/jurnal Min. 4 paper/jurnal dan 1 jurnal nasional dan 1 jurnal terakreditasi Dikti internasional

Sistem ProdukLayanan

Kontribusi keilmuan (metode, disain sistem, algoritma, studi kinerja, …)

Kontribusi keilmuan (metode, disain sistem, algoritma, …)

Buku Tugas Akhir

Buku Tesis

Buku Disertasi

Monitoring dan Evaluasi (Tim Pembimbing) Aktivitas

Dokumen Disiapkan Mahasiswa

Bimbingan mingguan

Form Kemajuan Penelitian Mingguan: 1. Pekerjaan yang telah diselesaikan 2. Pekerjaan sedang berjalan 3. Pekerjaan yang akan datang 4. Problem

Seminar kemajuan bulanan

Paper Kemajuan penelitian Bulanan Makalah dalam Bahasa Inggris dengan format IEEE/ACM Sebagai bahan untuk menulis paper/jurnal

Monitoring dan Evaluasi (Tim Dosen KKTI) Aktivitas

Dokumen

Seminar Proposal

Dokumen Proposal Penelitian Seminar melalui MK Metodologi Penelitian untuk S2, Seminar Khusus untuk S1 dan S3

Seminar I

Dokumen Penelitian I 1. Pendahuluan 2. Tinjauan Pustaka 3. Metodologi Penelitian 4. Preliminary Research

Seminar II

Dokumen Penelitian II

Form Evaluasi Proposal/Dokumen Penelitian  Rujuk ke Form Penilaian Seminar Tesis (Kuliah Metodologi Penelitian)

S3 DI KKTI KK TEKNOLOGI INFORMASI INSTITUT TEKNOLOGI BANDUNG

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