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21st-century education affected pre-service teachers to have TPACK competencies. One way to support pre-service teacher to have TPACK competencies is through teaching materials. The development of e-modules, particularly those of geospatial technology, was prompted by the poor quality of the instructional materials utilized in geography classes. Therefore, a need analysis is required before designing and developing the e-modules. This research evaluated a need analysis based on the PRISMA 2020 guidelines. This research aimed to explain the need analysis related to: 1) curriculum documents, 2) the lecturing process, 3) the availability of laboratories, and 4) the student's need for e-module based on geomorphology course. The data was collected from 186 university students who were preparing as pre-service geography teachers. The results indicated that pre-service geography teachers required e-modules to support the course and achieve TPACK competencies. The developed e-modules are expected to support in geomorphology lectures through the use of geospatial data, websites, and applications.

Learning competence as an indicator of learning process achievement must be supported by appropriate learning media. There is little innovation in the development of geography learning media, and geography teachers' use of technology is still limited and ineffective. Making Augmented Reality-based learning media is one option for achieving the desired competencies. Geo-Augmented Reality technology is developed in stages, including the study of Prototype design theory, sketching out the Prototype, and continuing with the prototyping process. The Prototype is then used in conjunction with offline learning designs to provide a detailed model of field conditions for Geo-Augmented Reality media. Implementing this media-based learning is critical in order to meet the predetermined indicators of achievement of the geography learning process.

During the COVID-19 pandemic, learning is carried out online. Online innovation-based learning is very different from conventional learning that occurs in schools. Teachers and students are not face to face but remotely, allowing teachers and students to be in different places, with different commitments and skills in operating technology. On the other hand, learning competencies must be owned by students. “Framework for 21st Century Learning” describes four competencies or fields that students must master which include 1) core subjects and 21st century themes, 2) learning and innovative skills, 3) information, media and technology skills and 4) life and career skills. The problems found in the field are the lack of innovation in geography learning media, both face-to-face and online and the low utilization of technology by geography teachers at SMA/MA Padang Panjang City. The limitations of learning tools owned by students are problematic themselves. High school students have smartphones with limited capacity, so they are only ideal for using mobile learning. Technology must be used strategically to benefit students. Based on these conditions, the service team felt the need to contribute in overcoming these problems, it needed a training to develop innovative learning media based on Augmented Reality (AR) and the use of platforms or MOOCs in geography subjects. The training is project-based, meaning that the end of the training is the formation of Augmented Reality-based geography learning media that can be used by teachers in learning. The implementation of this PKM will be a solution to the problems faced by geography teachers regarding the use of Augmented Reality (AR)-based technology in geography learning.

The research entitled Lancaran Gagak Setra in Pakeliran Gaya Yogyakarta discusses pathet, garap, presentation structure, performance structure, and the transition of pathet Lancaran Gagak Setra in the budhalan scene in pakeliran style in Yogyakarta. This study uses a qualitative research approach with descriptive analysis research methods by analyzing in two contexts, namely textual and contextual. The textual analysis in this study analyzes the pathet, the transition of Lancaran Gagak Setra in the Yogyakarta style pakeliran, the musical factors considered in the pathet transition, and the structure of the Lancaran Gagak Setra presentation in the Suryatmaja Krama theater play by analyzing the work of several ricikan. Contextual analysis analyzes the structure of the Lancaran Gagak Setra performance in the budhalan scene in the Suryatmaja Krama play. Gagak Setra is one of the genres used in the budhalan scene with calluses or jaranan in the Yogyakarta style pakeliran. Lancaran Gagak Setra in the Yogyakarta style pakeliran is presented in the realm of pathet nem time, however, the balungan gending Lancaran Gagak Setra focuses more on pathet sanga. The difference in pathet in the realm of presentation time results in differences in the perception of pathet in Lancaran Gagak Setra. The presentation of the Lancaran Gagak Setra in different packages, of course, has a pathet transition. There are musical factors to consider in this pathet transition. Bendhe Tengara is the transition from pathet manyura to pathet sanga, and grambyangan is the transition from pathet sanga to pathet nem. These two musical factors will make the transition between pathet nem, manyura, sanga, and nem happen slowly or gradually. A sense of pathet is achieved from Lancaran Gagak Setra, which supports the dramatic atmosphere in the budhalan scene with calluses in the Yogyakarta-style pakeliran.

This study aims to identify the characteristics of the MoM inflation rate in cities in Indonesia. In addition, it also compares the distribution of the monthly inflation rate for the 2009–2014 period with the 2014-2019 period in cities in Indonesia. The method used to identify the characteristics of the MoM inflation rate is by using summary of statistics, while to compare the distribution of the monthly inflation rate for the 2009–2014 period and the 2014–2019 period, the two-sample Kolmogorov-Smirnov test is used. Characteristics of the month to month (MoM) inflation rate in cities in Indonesia for the period October 2009 to March 2019 was presented. Furthermore, the comparison of the characteristics of the MoM inflation rate from October 2009 to September 2014 (period 1) and the period from October 2014 to March 2019 (period 2) was also shown. The cities of Banda Aceh, Kendari, Yogyakarta, Jakarta and Sorong had an average characteristic of inflation each month which tended to be low in February, March, April and September.Six cities had significantly different characteristics during period 2 inflation rate compared to period 1.

Education in 21st century emphasizes the way of thinking HOTS (high Order Thinking Skill) to improve individual ability to survive in the face of global competition. HOTS learning is comprehensively tested in OSN (National Science Olympiad). Geography learning that is currently applied in Padang City does not fully have components that support 21st Century Education trends. The objective of this study is to identify material gaps tested in OSN with geography learning material in senior high schools of Padang City. The study was carried out using a descriptive qualitative approach, by analyzing the relationship between Geography syllabus content in OSN and geography learning content which applied in senior high schools of Padang City. The findings after the identification process are used as a basis to develop OSN-based learning supplements. The results of the study show that 29% of the class X geography content tested on OSN has not been included in learning content which has been applied in schools, especially physical geography. Practicum activities that should support cognitive aspects have not been well described in geographic content. Learning supplements have been compiled and focused on physical geography content, especially geomorphology and oceanography. Practicum modules are also to instill HOTS thinking and improve student skills that are useful in the era of intense utilization of geographic information systems. The expertise built through the modules that have been compiled includes mapping capabilities; investigative ability; and the ability to read, analyze, and interpret graphic data.

This article was written to explain the ability of Geography Education students to do horizontal evacuation to a tsunami safe zone in Padang City and a silent simulation as an alternative of horizontal evacuation. In this research, respondents were asked to do horizontal evacuation in 3 ways, that is walking, power walking and running. The measurement result data were analyzed and compared with the estimated arrival time of tsunami wave in three scenarios based on gender. The results of the research are 1) 47.76 % of respondents did not know the nearest tsunami safe zone from their places; 2) if the earthquake and tsunami scenarios 1 and 2 occurred, the recommended horizontal evacuation technique was running. Silent simulation is a horizontal evacuation simulation carried out independently by residents without waiting for the simulation schedule by the government or related institutions. Silent simulation can be done alone, with family, or with the closest neighbours and combined with daily activities such as marathons or jogging. Through this silent simulation practice, residents can find out the most appropriate evacuation method and the fastest evacuation route to the nearest tsunami safe zone from their respective homes. Keywords: silent simulation, geography education, tsunami safe zone, Padang Artikel ini ditulis untuk menjelaskan kemampuan mahasiswa Pendidikan Geografi dalam melakukan evakuasi horizontal ke zona aman tsunami di Kota Padang dan silent simulation sebagai alternatif evakuasi horizontal. Dalam penelitian ini, responden diminta melakukan evakuasi horizontal dengan 3 cara, yaitu jalan kaki, jalan cepat dan lari. Data hasil pengukuran dianalisis dan dibandingkan dengan perkiraan waktu tiba gelombang tsunami pada tiga skenario berdasarkan jenis kelamin. Hasil penelitian adalah 1) 47,76% responden tidak mengetahui zona aman tsunami terdekat dari tempatnya; 2) jika terjadi gempa bumi dan tsunami skenario 1 dan 2, maka teknik evakuasi horizontal yang direkomendasikan adalah berjalan. silent simulation merupakan simulasi evakuasi horizontal yang dilakukan secara mandiri oleh warga tanpa menunggu jadwal simulasi oleh pemerintah atau instansi terkait. silent simulation bisa dilakukan sendiri, bersama keluarga, atau dengan tetangga terdekat dan dipadukan dengan aktivitas sehari-hari seperti maraton atau jogging. Melalui latihan silent simulation ini, warga dapat mengetahui metode evakuasi yang paling tepat dan jalur evakuasi tercepat menuju zona aman tsunami terdekat dari rumah masing-masing. Kata Kunci: Silent simulation, Pendidikan geografi, Zona aman tsunami, Padang

PROJECT-BASED STUDENTS WORKSHEET TO ENHANCE STUDENTS' PANCASILA PROFILE IN HYBRID LEARNINGThe COVID-19 pandemic has had a changing impact on various aspects of life. One of them is the aspect of education which so far tends to be carried out in a conventional classical manner, which must develop towards digitalization. Therefore, this article discusses community service with the aim of improving the skills of teachers in schools under the auspices of YPK East Java in making project-based worksheets with hybrid learning to strengthen the profile of Pancasila students. The method adopted is empowerment through training and mentoring for teachers in schools under the auspices of YPK East Java with three stages namely preparation, implementation and follow-up. Based on an analytical study, the results of community service activities showed a positive impact on improving the skills of teachers in schools under the auspices of YPK East Java in making project-based worksheets with hybrid learning. Thus, teachers in schools have skills in implementing learning that is able to support strengthening the profile of Pancasila students.Pandemi COVID-19 memberikan dampak perubahan pada berbagai aspek kehidupan. Salah satunya yaitu aspek pendidikan yang selama ini cenderung dilaksanakan secara klasikal konvensional harus berkembang ke arah digitalisasi. Oleh karena itu, artikel ini membahas tentang pengabdian masyarakat dengan tujuan meningkatkan keterampilan guru-guru di sekolah yang ada di bawah naungan YPK Jatim dalam pembuatan LKPD berbasis project dengan hybrid learning untuk penguatan profil pelajar Pancasila. Metode yang ditempuh yaitu pemberdayaan melalui pelatihan dan pendampingan pada guru-guru di sekolah yang ada di bawah naungan YPK Jatim dengan tiga tahapan yaitu persiapan, pelaksanaan, dan tindak lanjut. Berdasarkan kajian analisis, hasil kegiatan pengabdian kepada masyarakat menunjukkan dampak positif pada peningkatan keterampilan guru di sekolah yang ada dibawah naungan YPK Jatim dalam membuat LKPD berbasis project dengan hybrid learning. Sehingga, guru di sekolah mempunyai ketrampilan dalam mengimplementasikan pembelajaran yang mampu mendukung penguatan profil pelajar Pancasila.

Pada saat ini sistem pembelajaran sudah berbasis teknologi digital agar siswa mampu mengembangkan kemampuan dan berdaya saing. Selain itu, model Problem Based Learning (PBL) juga menjadi cara untuk melatih siswa agar dapat berpikir kreatif dalam menyelesaikan permasalahan yang ditemui. Tujuan dari penelitian ini yaitu untuk mengetahui bentuk pembelajaran pada abad ke-21, kecerdasan spasial dalam pembelajaran geografi dan urgensinya, dan Problem Based Learning dalam meningkatkan kemampuan berpikir spasial. Adapun metode yang digunakan yaitu studi literatur dan eksperimen. Studi literatur digunakan dalam menganalisis permasalahan terkait pembelajaran pada abad ke-21 dan kecerdasan spasial. Sedangkan metode eksperimen digunakan untuk melihat kemampuan berpikir spasial dengan model Problem Based Learning. Hasil penelitian ini yaitu bentuk pembelajaran pada abad ke-21 saat ini berbasis teknologi digital karena sumberdaya manusia mulai digantikan oleh artificial intelligence mengikuti perkembangan zaman. Kecerdasan spasial dalam pembelajaran geografi menjadi suatu kemampuan dasar yang harus dimiliki oleh siswa karena berkaitan dengan kemampuan untuk menilai suatu fenomena secara spasial. Model Problem Based Learning yang diterapkan mempengaruhi kecerdasan spasial siswa dengan nilai thitung 10,43 > ttabel 2,03.

The spatial distribution of populations and settlements is in line with connectivity and accessibility within a city area. Delineation of Batusangkar City exists in 3 sub-districts and 6 Nagari, causing settlement concentration in certain areas will form a certain distribution pattern and different settlement, the occurrence of diversity patterns distribution as a form of uneven population distribution. So that information is needed regarding changes in land use and patterns of settlement distribution concerning land use in urban planning. This study aims to discover the changes in area and distribution patterns of settlements. This research method is quantitative descriptive using secondary data and then analyzed using the nearest neighbor analysis. The results of the study showed the change in the distribution of settlements to areas close to public facilities such as offices, schools, and universities. Batusangkar City area has a Pureisolated type pattern, while based on the Alvin L. Bertrand category it has a Line Village Community pattern, then based on the calculation of the nearest neighbor analysis it is categorized as Clustered

Pembelajaran geografi pada materi lingkungan hidup sangat berkaitan dengan beberapa permasalahan yang terjadi di lingkungan tempat tinggal. Peserta didik harus mempunyai kemampuan penalaran dalam menyelesaikan atau mencari solusi permasalahan-permasalahan tersebut, sehingga kemampuan penalaran dikatakan sebagai suatu kemampuan yang sangat penting bagi peserta didik. Salah satu model pembelajaran yang secara konseptual dimungkinkan dapat meningkatkan kemampuan penalaran adalah Problem Based Learning. Makalah ini bertujuan untuk mendeskripsikan dan menganalisis efektivitas problem based learning dalam meningkatkan penalaran peserta didik pada materi lingkungan hidup. Metode penulisan makalah ini didasarkan pada studi literatur dan hasil penelitian eksperimen semu (quasi experimental). Sesuai dengan teori sosiokultural, pembelajaran berbasis masalah dalam mata pelajaran geografi mengangkat permasalahan lingkungan yang berdampak secara langsung kepada peserta didik. Problem based learning mendorong peserta didik berpikir sistematis dengan menghadapkan peserta didik dengan permasalahan yang terjadi di kehidupan sehari-hari. Terdapat perbedaan kemampuan penalaran peserta didik pada kelas eksperimen yang menggunakan problem based learning dengan kelas kontrol yang tidak menggunakan problem based learning atau pembelajaran metode diskusi tekstual. Peningkatan nilai dari pretest ke posttest pada kelas eksperimen lebih tinggi dibandingkan dengan kelas kontrol.

The purpose of this article is to describe the EXO OLO TASK Learning Model as a learning model that can develop variative and creative learning activities. This model is also relevant to the 21st century learning skills and Curriculum 2013 learning. This article is a conceptual idea based on underlying theories and concepts and supported by empirical data because it was developed in dissertation research using the ADDIE development model. This model has four syntaxes, namely, 1) strengthening concepts, 2) EXO TASK, 3) OLO TASK, 4) Reflection. The advantages of this learning model are: 1) can develop creativity, critical thinking, communication and collaboration and higher-order thinking skills of students as the core of 21st century learning, 2) can develop higher quality learning activities and more complete learning experiences, 3) the multilevel and challenging questions is the trigger for the expected learning activity. The application of this learning model can help teachers to answer basic questions about 21st century learning that is "what should students do at class?".

Indonesian Abstract: Teori pertumbuhan edogenous merupakan salah satu isu baru dalam ranah perkembangan teori pertumbuhan ekonomi dalam tradisi kelompok neo klasik yang muncul pada akhir tahun 1980an. Muncul dalam satu artikel yang ditulis oleh Paul Romer dan Robert Lucas dimana mereka mengkritik model pertumbuhan Solow melalui penjelasannya mengenai kunci utama pertumbuhan ekonomi dalam jangka panjang. Artikel ini menjelaskan tentang pengertian, karakteristik dan perkembangan pemikiran dari teori baru ini. Selain itu juga memberikan perbandingan antara model pertumbuhan Solow dan model pertumbuhan endogenous. Namun teori ini juga tidak lepas dari kritikan, terutama dalam menjelaskan realitas empiris di negara-negara sedang berkembang. English Abstract: Endogenous growth theory is one of the new issues on the economic development theory in the neoclassical tradition which emerged in the late of 1980s. Let’s by Paul Romer and Robert Lucas articles who unsatisfied with the Solow growth model in order to explain the key determinant of long-run growth. This article would explain about the definition, characteristics, and development of the thought of the new theory, also the comparison between the Solow growth model and the endogenous growth model. However, as a model, the new growth theory gets many criticisms, especially to explain the empirical reality in the developing countries.

This article was written to explain the suitability between the scores of advance learning activities achieved by students with the "gain score" from the results of the pre-test and post-test of HOTS questions. Advance learning activities include, 1)analyzing, 2)communicating/dialogue, 3)discussing/collaborating. Whereas HOTS question is a question that testing students’ creativity and strategy in solving problems and is at the level of C4 (analyzing), C5 (evaluating) and C6 (Creating). EXO OLO TASK Learning Model was applied in this quasi-experimental research for four meetings in class X IS 1. The model was practiced by a model teacher and learning activity data was collected by six observers. The suitability was obtained by percentage analysis and strengthened by correlation test with the help of SPSS version 20. The results showed that, 1) during learning, all students showed consistent basic learning activities; 2) most students had a "gain score" in the medium category. While 24.13% of students were able to reach high categories and only 6.89% of students with low gain scores, 3) 65.51% of students had scores of learning activities that match the "gain score" and 34, 48% did not. The implementation of this model has only been applied in one class and one school so that it is necessary to implement it in broader classes and schools.

The development of 21st century life requires the higher-level thinking ability developmental for learners. HOTS learning is characterized by; 1) Analysis, Evaluation and Creating, 2) Logical reasoning, 3) Consideration and critical thinking, 4) Problem Solving and Creative Thinking. One effort that can be done by educators to develop higher-level thinking ability for learners is by facilitating learners to do Advanced Learning Activities (ABL) that include: 1) processing/ analyzing, 2) Communicating/ dialogue, 3) discuss/ collaborate, 4) presents/ constructs. ABL is a continuation of Basic Learning Activities which includes; 1) Observing (combination of seeing and hearing), 2) trying/ questioning, 3) searching/ collecting. Therefore, in learning, educators should be more focused on giving learners space to do ABL while still allowing time for ABD as a warm-up activity or initial activity (Schaffolding). The way that can be done as a trigger of Advanced Learning Activities is to present more questions/ tasks/ problems on high cognitive level that is C4, C5, and C6 in every learning. High-level questions/ tasks/ problems will also encourage learners to dialogue and discuss so that collaboration in learning will be created. Keywords: Basic Learning Activity/ABD, Advanced Learning Activities/ ABL, HOTS oriented Learning References Brookhart, L. Susan. 2010. How to assess Higher Order Thinking Skills in Your Class. ASCD. Alexandria, Virginia USA Hamalik, Oemar. 2001. Learning strategies. Jakarta. Bumi Aksara -------------------- 2010. Learning strategies. Jakarta. BumiAksara Hanafiah, Nanang & Suhana, Cucu. 2010. Learning Strategies. Bandung. Refika Aditama Marzano, R. J., & Kendall, J. S. (2007) .The new taxonomy of educational objectives (2nd ed.). Thousand Oaks, CA: Sage Marzano, R. J & Heflebower, T. 2012.Teaching & Assssing 21st Century Skills (The Classroom Strategies Series). EBook from marzanoresearch.com Nofrion. 2017. Geography Learning Models and Strategies (Designing HOTS and Learning Collaborative Learning). Padang. Sukabina Publisher N, Nofrionet al.2018. Effectiveness of EXO OLO TASK Learning Model Based on Lesson Study in Geography Learning IOP Conf. Ser .: Earth Environ. Sci. 145 012038 Parjito. 2015. Vision of 21st Century Geography Education. Proceedings of the P3GI National Seminar. Poor. ISBN: 978 - 602 - 71506 - 3 – 8 Prayitno.2009 Basic Teaching and Praxis Education. Grasindo. Jakarta Sardiman. 2010. Interaction and Motivation of Learning Teaching. Jakarta. Rajawali Press Silbermen, L. Melvin. 2006. Active Learning: 101 Learning Methods Active Students. Bandung. Nusamedia Law Number 20 of 2003 concerning National Education Systems Woolfolk. 2009. Educational Psychology (Active Learning Edition), Tenth Edition. Yogyakarta. Student Library Copyright (c) 2018 Geosfera Indonesia Journal and Department of Geography Education, University of Jember Copyright Notice This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

This research based on the importance of the students reasoning ability should be possessed. One of the learning models are conceptually possible can improve the reasoning ability is the problem based learning model. This research aims to determine the implementation of problem based learning toward students reasoning ability, viewed by students learning motivation on chapter contamination, destruction and risk the environment in class XI Social Senior High School 2 Semarang, Central Java, Indonesia. Learning motivation of this research is the moderator variable with consideration that motivation is one of the factors that are conceptually influence a learning results. This research is a quasi-experimental with factorial design 3×2. The technique of data collection was done with ability reasoning test, motivation questionnaire, and observation of learning. Technique of data analysis using statistical T test and ANOVA with SPSS version 20.0 for windows. The results showed that 1) there are differences in students reasoning ability of students in the class that use and do not use the problem based learning model, 2 there is an increased geography learning motivation significantly after using problem based learning, 3) there was no interaction between the learning motivation toward students reasoning ability.

Kebutuhan akan pemanfaatan teknologi informasi dan komunikasi di zaman globalisasi ini bukan hal yang dapat dikesampingkan. Kebutuhan dalam pemenuhan ilmu pengetahuan dan teknologi menjadi suatu kebutuhan yang sangat penting. Bagi seorang guru, pengetahuan teknologi (technological knowledge) merupakan kompetensi yang harus dikuasai guna mendukung peningkatan dalam proses pembelajaran. Untuk mengemas pembelajaran seperti ini diperlukan kompetensi khusus bagi seorang guru. Tidak cukup hanya materi pembelajaran (content), atau kemampuan merancang pembelajaran (pedagogic) tetapi harus mampu menggabungkan keduanya yang kemudian dikolaborasikan dengan kemampuan dalam pemanfaatan teknologi (technological). Kemampuan inilah yang disebut dengan TPACK (Technological Pedagogical and Content Knowledge). kerangka TPACK terdiri dari tujuh komponen pengetahuan, yaitu: Content Knowledge (CK); Pedagogical Knowledge (PK); Technological Knowledge (TK); Pedagogical Content Knowledge (PCK); Technological Content Knowledge (TCK); Technological Pedagogical Knowledge (TPK); dan Technological Pedagogical Content Knowledge (TPACK). Pembelajaran geografi yang merupakan ilmu untuk membangun dan mengembangkan pemahaman peserta didik tentang variasi dan organisasi spasial masyarakat, tempat dan lingkungan pada muka bumi, akan sangat terbantukan dengan adanya kerangka TPACK yang dimiliki oleh guru. Peserta didik terdorong untuk memahami aspek dan proses fisik yang membentuk pola muka bumi, karakteristik dan persebaran spasial ekologis dipermukaan bumi dengan adanya sistem informasi

English Abstract: This paper describes the modern retailer development in Indonesia since the FDI (Foreign Direct Investment) liberalization policy in 1998. In order to explain the relationship between the modern retailer and the development issue in Indonesia. This study explored by an application of the Granger causality model with VAR (Vector Autoregressive) method. It found that existed two-directional causality on that issue. Accordingly, the development was most likely influenced positively in the period shortly after the policy went into effect. In contrast, the modern retailer development was likely affected negatively to the development in the later period. Indonesian Abstract: Makalah ini menjelaskan pertumbuhan usaha peritel modern di Indonesia sejak pemberlakuan kebijakan liberalisasi PMA (Penanaman Modal Asing) pada tahun 1998. Dalam upaya menjelaskan kaitan antara pertumbuhan usaha peritel modern dan pertumbuhan ekonomi, studi ini mengaplikasikan model kausalitas Granger dengan metoda VAR (Vector Autoregressive). Ditemukan adanya kausalitas dua arah terkait isu di atas. Dimana pertumbuhan ekonomi dipengaruhi oleh pertumbuhan usaha peritel modern secara positif pada periode jangka pendek pasca kebijakan liberalisasi PMA. Sebaliknya, pertumbuhan usaha peritel modern berpengaruh secara negatif terhadap pertumbuhan ekonomi pada periode selanjutnya.

Indonesian Abstract: Otoritas moneter yang memiliki tujuan utama kestabilan harga harus mampu membedakan syok permintaan dan penawaran pada tingkat inflasi. Oeh karena itu suatu upaya melakukan dekomposisi komponen inflasi memiliki peran yang penting dalam kebijakan moneter. Makalah ini bertujuan untuk melakukan dekomposisi inflasi di Indonesia dengan mengaplikasikan model 'structural vector autoregression (SVAR)', khususnya model 'Quah and Vahey (1995)'. Model ini memiliki karakteristik menggunakan restriksi berdasarkan proposisi teori ekonomi, 'forward orientation' dengan menyertakan 'variance decompistion analysis' dan 'impulse response analysis'. English Abstract: A monetary authority with the primary objective of price stability has to distinguish between demand and supply shocks to the rate of inflation. A decomposition of inflation, therefore, has an important role to play as a guideline for monetary policy. In this paper, a decomposition of inflation in Indonesia is obtained using a structural vector autoregression (SVAR) method; especially it will be introduced Quah and Vahey’s model (1995). This method is characterized by the use of restrictions based on propositions set forth by economic theory, forward orientation by employing a variance decomposition analysis and an impulse response analysis.

The existence of solid particles in the air inhaled could have both positive and negative effects towards the overall human respiratory system. Due to the various factors (physiology, flow characteristics, particle charateristics, etc.) involved, numerical method seems to be the best approach. Hence, this project aims to represent the human tracheobronchial system mathematically, to simulate the flow in the 17-th generation of the respiratory airways, which is the entrance to the respiratory zone, and to sutdy effects of solid particles in the alveoli. Master of Engineering (MPE)

Indonesian Abstract: Makalah ini meneliti disparitas alokasi investasi regional dalam pembangunan daerah di Indonesia. Analisis memperlihatkan bahwa terdapat ketidakmerataan yang kuat pada alokasi investasi pada level provinsi. Melalui pengujian hipotesa Rahman-Takayama terbukti bahwa tabungan dan rasio capital-output mempengaruhi disparitas alokasi investasi regional. Hasil lain menunjukkan bahwa hipotesa Williamson berlaku dalam pembangunan regional di Indonesia. English Abstract: This paper investigates the disparity of regional investment allocation in Indonesian regional development. The analysis shows that there is a strong inequality of allocation at the provincial level. By examining the Rahman-Takayama hypothesis, it is proved that saving level and capital-output ratio influences the disparity of regional investment allocation. Another result indicates that the Williamson hypothesis works in Indonesian regional development.