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All Journal TIN: TERAPAN INFORMATIKA NUSANTARA Bulletin of Computer Science Research
Natalia Silalahi
Universitas Negeri Medan, Medan
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Rekomendasi Berita Berkaitan dengan Menerapkan Algoritma Text Mining dan TF-IDF Natalia Silalahi; Guidio Leonarde Ginting
Bulletin of Computer Science Research Vol. 3 No. 4 (2023): June 2023
Publisher : Forum Kerjasama Pendidikan Tinggi (FKPT)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47065/bulletincsr.v3i4.266

Abstract

News presentation is generally structured in such a way that the information presented is well grouped, but the use of electronic media does not necessarily offer complete news categories because not all of the space offered can be filled with good presentation, so special treatment is needed so that readers get the news. needed which is arranged based on recommendations. To arrange this research to be more structured, the authors carried out several stages in completing the research, namely the Problem Identification Stage, Literature Study Stage, Data Collection Stage, Text Mining and TF-IDF Algorithm Implementation Stage, and conclusions. The author implements the text mining and TF-IDF algorithms in processing news title data starting with the Text Mining Algorithm where this stage is a preprocessing stage with the aim that the data to be processed is a basic word so that the weighting process in the TF-IDF Algorithm is not too broad. After the text mining stage, it will proceed to the TF-IDF stage, namely weighting the terms in each document. Text mining and TF-IDF algorithms are able to provide appropriate news recommendations based on the highest similarity in meaning both in terms of topic and object of the news title, for future research it is recommended to use other algorithms such as cosine similar so that recommendations are not only generated from the suitability of words but can also see the similarity of meaning so that research results can be even better.
User Experience Analysis of a Multimodal Digital Application Integrating Multiple Intelligences for Young Learner Rini Juliana Sipahutar; Natalia Silalahi; Nina Afria Damayanti
TIN: Terapan Informatika Nusantara Vol 6 No 9 (2026): February 2026
Publisher : Forum Kerjasama Pendidikan Tinggi (FKPT)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47065/tin.v6i9.8643

Abstract

Despite the increasing adoption of multimodal educational applications for young learners, empirical research that explicitly examines young learner’s user experience from the perspective of cognitive diversity remains limited. Many existing studies emphasize learning outcomes or technical usability, while insufficient attention is given to affective engagement, interaction behavior, and experiential quality during young learner’s interaction with multimodal systems. This gap highlights the need for a structured analysis of how multimodal interaction grounded in the Multiple Intelligences (MI) framework shapes young learner’s user experience. This study examines young learner’s user experience while interacting with an existing multimodal educational application that incorporates the MI framework as a foundation for its interaction structure. The research explores how visual, auditory, and kinesthetic elements influence children’s engagement, affective responses, and interaction behaviors. A qualitative descriptive design was employed through systematic observation and semi-structured interviews involving five young learners aged 5–6 years (N = 5), along with accompanying educators. The study introduces an adapted user experience analysis framework tailored for young learner’s multimodal interaction contexts. Thematic analysis was conducted to identify interaction patterns and usability factors shaping the overall experience. The findings indicate that multimodal interaction enhances engagement, motivation, and accessibility, particularly for children with diverse intelligence profiles. Integrating Multiple Intelligences principles supports adaptive interaction pathways that improve satisfaction and sustained attention. This study contributes to the field of Human Computer Interaction (HCI) by providing empirical evidence on how cognitive diversity can inform the evaluation and design of multimodal interfaces for young learners.
Co-Authors Guidio Leonarde Ginting Nina Afria Damayanti Rini Juliana Sipahutar