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All Journal REKONSTRUKSI TADULAKO: Civil Engineering Journal on Research and Development Journal of Artificial Intelligence and Digital Business
Putra, M.R.
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Electrical & Electronics Engineering Engineering Environmental Science Transportation

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Perencanaan Struktur Atas Bangunan Gedung Menggunakan Sistem Rangka Bresing Putra, M.R.; Amir, F.; Listiawaty, H.; Sutrisno, M.
REKONSTRUKSI TADULAKO: Civil Engineering Journal on Research and Development Vol. 6 Issue 2 (September 2025)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/renstra.v6i2.731

Abstract

After the 2018 earthquake, a number of constructions in Palu City, especially buildings, grew rapidly. In the construction of buildings using steel structures, the use of braces aims to reduce displacement and increase the capacity of shear forces to resist cracking. Steel produces greater ductility when compared to other structural materials, so it is a major requirement in designing earthquake-resistant steel structures. In this study, the structure of the building was designed to be 3 (three) stories in educational purpose. The structural system has a dual system combination Special Moment Resisting Steel Frame System (SMRF) and a lateral force resisting system, namely a Special Concentric Brace Frame System (SCBF). Steel material used are BJ 41 quality (fy = 250 MPa; fu = 410 MPa) and concrete using quality f'c = 25 MPa. The loads acting on the structure are dead load, live load, wind load, rain load, and earthquake load. The results of the structural analysis are: 99,42% mass participation is obtained for the x direction in mode 4 and 98,97% for the y direction in mode 5, the SRSS method was used to combine the number of mode varieties used, the obtained dynamic earthquake shear force response spectrum (x direction = 281993,31 kg and y direction = 280187,36 kg) has exceeded the equivalent static earthquake shear force (x direction and y direction = 280096,09 kg), the displacement that occurs in the x direction and y direction does not exceed the allowable displacement of 34,615 mm, the stability coefficient obtained in the x-direction and y-direction does not exceed the P-Delta effect limit of 0,1 and the structural stability limit of 0,0909, the structure does not occur horizontal irregularities and vertical irregularities, the Special Moment Resisting Steel Frame System (SMRF) has exceeded the percentage of 25% (x direction = 62,49% and y direction = 58,26%), the structural performance level in the x direction and y direction is in Damage Control condition.
Exploring Learner Autonomy through Technology-Integrated Strategies in EFL Classrooms: A Systematic Review Putra, M.R.; Authar, N.; Saputri, T.; Djuwari, Djuwari; Zaniar, S.
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 1 (2026): Februari - April
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i1.7923

Abstract

This study aims to systematically review various technology-integrated strategies used to support learner autonomy in English as a Foreign Language (EFL) classrooms. Using a qualitative systematic review approach, 15 articles published between 2013 and 2025 were analyzed to identify the types of technology, learning strategies, and dimensions of autonomy promoted. The findings show that technologies such as mobile applications, learning management systems (LMS), and artificial intelligence can foster cognitive, metacognitive, behavioral, and affective dimensions of learner autonomy. These results emphasize the importance of intentional pedagogical design and the teacher’s role in facilitating technology integration to create autonomous learning environments. The implications of this review highlight the need for teacher training, policy support, and the development of adaptive learning strategies suited to learners’ needs and contexts. Furthermore, the review reveals that effective integration of technology requires alignment between instructional goals, digital tools, and learner characteristics. Teachers play a crucial role in scaffolding students’ ability to plan, monitor, and evaluate their own learning processes. In addition, interactive platforms and personalized feedback mechanisms provided by digital tools enhance learners’ motivation and engagement. However, challenges such as unequal access to technology, limited digital literacy, and insufficient institutional support may hinder implementation. Therefore, stakeholders should prioritize inclusive policies and continuous professional development to maximize the benefits of technology-enhanced learning. Future research is recommended to explore longitudinal impacts and diverse educational contexts to further validate these findings and inform best practices in promoting learner autonomy across different proficiency levels and sociocultural backgrounds of EFL learners worldwide
Co-Authors Amir, F. Authar, N. Djuwari Djuwari Listiawaty, H. Saputri, T. Sutrisno, M. Zaniar, S.