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The purpose of this study was to determine the effect of technopreneurship courses on the entrepreneurial interest of Information Technology Education students. This research was conducted at UIN Ar-Raniry, Faculty of Tarbiyah and Teacher Training. The techniques of data collection used a questionnaire and the data analysis using multiple linear regression. The results showed that there is a positive influence on the variables of learning theory and field practice on the variable of interest in entrepreneurship. The regression coefficient for the learning theory variable or X1 is 0.428, while the regression coefficient for the field practice variable or X2 is 0.331. Therefore the regression equation can be written as follows Y = 12.223 + 0.428 X1 + 0.331 X2. It can be concluded from this research that the implementation of technopreneurship courses explained through the variables of learning theory (X1) and field practice (X2) proved to have a significant effect on the variable of student interest in entrepreneurship (Y). This is because learning theory in technopreneurship courses triggers students to apply it so that it can foster interest in entrepreneurship among information technology education students.

This research was conducted in order to get an overview from the teaching staff on pirated software. The results acquired were an overview about pirated software, the use of pirated software, the price and willingness to switch to original software. In general, the perception of respondents stated that they knew about pirated software (66.67%), those who did not know (28.07%) and a small proportion were still in doubt (5.26%) regarding this matter. However, almost half of the respondents said that they did not know that the laptop used pirated software (49.12%) and those who knew about it are 21.05%. Small proportion of respondents (19.82%) are still in doubt whether their laptop uses pirated software or not. Respondents who agree (62.28%) original software is expensive, are willing to buy (72.81%) do not want to buy and are hesitant (20.18%). Respondents who disagreed (17.54%) original software was expensive, hesitant to obtain it legally (7.02%). The use of pirated software takes other people's rights (77.19%) and also violates the Copyright Law (79.82%) and disagrees (12.28%) on this. Respondents who were still in doubt were 10.53% and 7.89%. Respondents want to switch (72.81%), not willing (7.02%). The hesitation to move is 20.18%. Only a small proportion (27.19%) of respondents who do not know where to buy it, those who know (41.23%). Not sure where to get it (31.58%).

The use of pirated computer software among univetrsity’s students today is very vulnerable. This is due to two factors, namely; 1) the lack of awareness of the students from type of software they use, 2) and also the lack of understanding of the students about halal-haram in using pirated software. In this study, the authors intends to know the awareness and understanding of computer users, especially among students of pirated software both in terms of impact, legal, or risk from the use of pirated software. The study involved 200 students of the Faculty of Tarbiyah and Teacher Training of Ar-raniry State Islamic University of Banda Aceh, as selected by random. The results of this study showed 36% of students do not understand about pirated software and almost 65% of students are not aware of the risks caused by the use of pirated software and the legal dangers of the use of pirated software. In addition 62% of students currently using pirated software want to switch to using original software or opensource software.

This study aims to determine the influence of motivational factors in using pirate software among lecturers in one of the faculty of education and teacher training in Aceh. The research method that was applied in this study is a quantitative method and it uses simple random sampling for collecting data. It was obtained by distributing the instrument to lecturers with the number of samples determined using the Slovin formula is 68 respondents. After passing the validity and reliability testing phase, data is analyzed by using Pearson Product Moment Correlation. The result explained that there was a significant influence between motivational factors and using pirated software. The final result of the correlation test for two variables with a coefficient value of 0.876 and a significant level of 0.000 with a very good level of relationship category.

This study aimed to design interactive learning media of Programming Logic using Adobe Flash CS6 applications, and determined the effect of student interest in those media. This research was conducted at SMK Negeri 1 Mesjid Raya which students of multimedia class X as the sample. The method of this study was the research and development area. There were several stages carried out for the research process, which started from the concept, design, material collection, process, testing and distribution. The technique of data collection used a questionnaire. This media application has been tested and validated by the experts of multimedia. The results of this study was the coefficients test obtained 2 variables that affect interest, namely the media and material. The effect of attracting students' learning interest using this media gets 52.7% results. Threfore, it can be concluded that interactive media programming logic can influence to attract students' learning interest.

Pada mata pelajaran Animasi 2D di kelas XI Multimedia SMKN 1 Mesjid Raya masih menggunakan aplikasi Macromedia Flash 8 . Padahal masih banyak aplikasi lainnya. Pada penelitian ini, penulis memperkenalkan aplikasi Scratch pada siswa-siswi dengan tujuan agar peneliti dapat membandingkan minat belajar siswa pada mata pelajaran Animasi 2D menggunakan aplikasi Scratch dan Macromedia Flash 8. Penelitian ini menggunakan pendekatan deskriptif kuantitatif, yaitu menggambarkan dan menginterpretasikan sesuai data yang diperoleh. Sedangkan untuk pengumpulan datanya dengan menyebarkan angket/kuisioner kepada responden. Kemudian dari hasil angket dilakukan pengolah data dengan menggunakanediting, scoring, dan tabulating. Berdasarkan hasil penelitian, minat belajar siswa menggunakan aplikasi Scratch lebih meningkat dibandingkan dengan menggunakan aplikasi Macromedia Flash 8. Rata-rata presentase respon siswa terhadap minat belajar pada mata pelajaran Animasi 2D adalah termasuk kriteria sangat tertarik, dengan perolehan rata-rata skor 97,48 dan persentase 81,2%. Sedangkan hasil frekuensi nilai rata-rata minat belajar Animasi 2D adalah siswa mencapai kriteria minat belajar yang tinggi terhadap mata pelajaran Animasi 2D, dengan perolehan skor 81,2.

Outline fonts use Bézier curves to describe the outer boundaries of the characters of specific outline fonts. In this paper, we consider the interpolation problem between two different but quite similar outline fonts. Since the compositions of different outline fonts of a character may be different, such as the total number of curves a font of the character contains, and the endpoints of curve segments of different fonts of the character possess may be different, it is not straightforward to directly perform the interpolation between two different outline fonts of a specific character. Consequently, a pretty simple and efficient method is thus proposed to perform the interpolation between two different fonts of a character. Such resulting interpolated font characters can be considered as a newly designed font. Our experimentation shows that our algorithm to compute such an interpolated font is effective and efficient.

The growth of Information Technology (IT) has changed the order of conventional learning process toward the learning model without geographical boundaries, which is known as E-learning. This study aims to explore the readiness of Dayah Jeumala Amal Lueng Putu to implement the E-learning method by using ELR Aydin & Tasci data analysis model. The results of this study has shown that Dayah Jeumala Amal is ready to implement learning system based on E-learning except on Human Resources factor (2.99) and Innovation factor (3.11). The highest score is on Technology factor (4.02), followed by self-development factor (3.57). This study contributes to educational institutions to improve the quality of human resources and innovation in the implementation of learning methods based on E-learning.