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Detecting violent scenes in movies using Gated Recurrent Units and Discrete Wavelet Transform Imah, Elly Matul; Laksono, Ivan Kurnia; Karisma, Karisma; Wintarti, Atik
Register: Jurnal Ilmiah Teknologi Sistem Informasi Vol 8 No 2 (2022): July
Publisher : Information Systems - Universitas Pesantren Tinggi Darul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/register.v8i2.2541

Abstract

The easiness of accessing video on various platforms can negatively impact if not done wisely, especially for children. Parental supervision is needed so that movies platforms avoid inappropriate displays such as violence. Violent scenes in movies can trigger children to commit acts of violence, which is not desired. Unfortunately, it is not easy to supervise them fully. This study proposed a method for automatic detection of violent scenes in movies. Automatic violence detection assists the parents and censorship institutions in detecting violence easily. This study uses Gated Recurrent Units (GRU) algorithm and wavelet as feature extraction to detect violent scenes. This paper shows comparative studies on the variation of the mother wavelet. The experimental results show that GRU is robust and deliver the best performance accuracy of 0.96 while combining with mother wavelet Symlet and Coiflets8. The combination of GRU with wavelet Coiflets8 shows better results than the predecessor.
Identifikasi Penalaran Kreatif-Imitatif Siswa dengan Gaya Kognitif Reflektif Durrotun Nabilah; Ismail; Elly Matul Imah
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 1 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v4i1.229

Abstract

This research is aimed to describe the creative and imitative reasoning of students with reflective cognitive styles on math problem solving. The study uses a qualitative approach with a data collection instrument used of Matching Familiar Figure Tests, math ability test, mathematical problem-solving tasks, and interview guidelines. The research result studies indicate that a student with reflective cognitive style that have imitative reasoning in problem solving is less able to provide comprehensive information, still using a problem-solving strategy previously known, nor does he make a return check on the results received. It is different with reflective subjects that have proven creative reasoning capable of delivering well-known information, that can provide novel and thought-provoking solutions. Moreover, he also looking back the resulting solutions to the problem.
Analisis Beban Kerja Kognitif Siswa Sekolah Menengah Pertama pada Tugas Aritmetika Mental Rifa Firdah Awanis; Siti Khabibah; Elly Matul Imah
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 1 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v4i1.290

Abstract

This study aims to describe the cognitive workload of students on mental arithmetic tasks. This study is a qualitative descriptive research. Data collection was conducted on students of Class VIII-C SMPN 1 Situbondo consisting of 32 students and taken 10 students as research subjects. Data collection techniques of this study were mental arithmetic tasks, NASA-TLX questionnaires, and interviews. The data collection instruments used were mental arithmetic task questions, NASA-TLX questionnaire rating sheets, and interview guidelines. 10 research subjects were selected based on the cognitive workload and mental arithmetic of students. The results of this study showed that 6.25% were in the category of very low cognitive workload, 12.5% were in the category of low cognitive workload, 25% were in the category of moderate cognitive workload, 43.75% were in the category of high cognitive workload, and 12.5% were in the category of very high cognitive workload. Subjects with very low cognitive workload did not experience stress or difficulty when solving mental arithmetic tasks. Subjects with low cognitive workload did not experience stress or difficulty when solving mental arithmetic tasks. Subjects with moderate cognitive workload experience slight difficulties when solving mental arithmetic tasks. Subjects with a high cognitive workload experience stress to the point of making the subject feel irritated when solving mental arithmetic tasks. Subjects with very high cognitive workload experienced stress to the point of making the subject feel irritated when solving mental arithmetic tasks.