Paper Title* (use style: paper title)

1st Given Name Surname 3rd Given Name Surname

Information Systems Department,
School of Information systems
Bina Nusantara University
Jakarta, Indonesia11480
…@binus.ac.id
nd
2 Michael
Information Systems Department,
School of Information systems
Bina Nusantara University
Jakarta, Indonesia11480
michael072@binus.ac.id
Information Systems Department,
School of Information systems
Bina Nusantara University
Jakarta, Indonesia11480
…@binus.ac.id

Harco Leslie Hendric Spits Warnars

Computer Science Department, BINUS
Graduate Program – Doctor of
Computer Science
Bina Nusantara University
Jakarta, Indonesia11480
spits.hendric@binus.ac.id

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Keywords—information systems, formatting, style, styling,
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I. INTRODUCTION
In 2019, the world situation was messy because of
pandemic COVID-19. COVID-19 making activities of every
people in the world disturbed. Every people must work from
home (WFH) because government regulations and rules
about COVID-19. This COVID-19 also makes the learning
system in Indonesian changed into online learning. Every
teacher and students are required to teaching and learning
from home. But online learning in Indonesian not run
smoothly for them especially students because mostly school
during online learning, only giving assignments for their
students without any explanation about the lesson. It makes
students must learning about the lesson from the
book/internet by themselves. When students learning from
internet, sometimes lessons that provided by the website was
incomplete. Incomplete information making students waste
time because they must find from other websites so to solve
the problem about online learning during COVID-19
especially learning biology lesson, we provided an ITS Web-
based to learning biology for 1st graders junior high school.
This website will help the students in 7th graders junior high
school to learning about biology lesson by giving material
and some quiz to improving knowledge of the students. We
aim 1st graders junior high school to use our website because
these students just grow up from elementary school to junior
high school. Learning biology in junior high school is very
difficult especially during online learning.
II. CURRENT AND PREVIOUS RESEARCH
A. Selecting a Template (Heading 2)
First, confirm that you have the correct template for your
paper size. This template has been tailored for output on the
A4 paper size. If you are using US letter-sized paper, please
close this file and download the Microsoft Word, Letter file.
B. Maintaining the Integrity of the Specifications
There are many previous research papers that talking about
tutoring course biology. The researcher applying peer
tutoring system to educate students of SMA Negeri 5 Bone
class XI about biology lesson. In this learning model there
are 2 roles of students that are tutor and tutee. Tutor and
tutee have responsible to learning about biology together
[1]. Peer tutoring system is useful practice to enhance
student academic achievement, but peer tutoring system
needs highly structured supervised environments, principles,
procedures and rules to do [2]. Based on other research too,
peer tutoring system had positive effects on students to
enhances critical thinking skill development of students. It
makes students can think critically and analyze the problems
in learning [3]. Peer tutoring system also can combine with
biology course as a homework assignment. Homework
assignment great to implemented in any biology class [4].
There is other research that use another teaching
method in biology class named Flipped-Learning. This
method providing course materials, video-based lectures for
students to learning. This method aimed to get better score
in quizzes of biology concepts [5]. Also, there is another
method named socio-biological case-based learning that
purpose to enhance student’s critical thinking skill in
biology course. The problem in this method was in
instructor’s creativity in identifying socio-biological case
[6]. PQ4S-TPS was a strategy learning that combined from
PQ4R (preview, questions, read, reflect, recite, review) and
TPS (think, pair, share). PQ4S-TPS aimed to empowering
low academic students [7]. Another learning methods was
Biology Learning Station Strategy (BLISS). In BLISS,
teacher will act as facilitator of biology concepts and the
students need to participate actively in teaching and learning
process [8]. From another research, quiz is an effective
learning biology method for students. Based on that
research, quiz is held on platform “KAHOOT!” and has
positive impact to help students to learn difficult biological
topis [9]. Another next research is using learning based on
internet method. This method allowing students to learn
biology from internet. Students expected to discovery and
understanding the lesson by himself [10]. Then another
research studies that talk about, PBL learning system on
biology lesson. In PBL system, students are required to

XXX-X-XXXX-XXXX-X/XX/$XX.00 ©20XX IEEE

learning biology by solving problems. The result is PBL
more effective on empowering students’ analytical thinking
skill rather than TPS system [11]. Then next is Generative
Learning based biology module. This learning method is
different from others previous research because this learning
triggered student’s activeness and curiosity so students with
low reading motivation still can improve analytical thinking
skill in biology [12]. Next learning system is process image
learning system. This learning using image as media for
students to learning about biology. The used of process
image is to visualized students with different understandings
and diverse conclusions in biology lessons also the solutions
for the students with low reading motivation [13]. Another
research implement worksheet as their learning system in Fig. 1. Link of cite reference on google scholar
biology named Worksheet Oriented Accelerated Learning.
In this learning, worksheet containing materials lesson and
mind mapping of biology. The worksheet giving students
more easily to taking meaning from learning process
because all of materials structured in the worksheet [14].
Next effective learning system is Lesson Study- Learning
Community system. In this learning, there are 3 stages on
learning biology that are plan, do and see (reflection). In
plan stage, students make chapter design by themselves.
Then in do stage, students teach about the chapter of biology
lesson that have designed to other students. Then in see
stage, observer can complaints/critic about the chapter [15].
Other learning system that already implemented in biology
is Group Investigation learning system. In this learning, a
group of students find their own information about biology.
Then students must investigate, analyzing, prepare and
present final report. Group Investigation learning system
improve cognitive aspect, affective aspects and scientific Fig. 2. Using APA style from google scholar
skills [16]. Next is Cooperative Integrated Reading and
Composition (CIRC) learning system. This learning system
can improve students’ decision making, evaluating and III. PROPOSED IDEA
enhanced critical thinking skills. In CIRC, students focus on Before you begin to format your paper, first write and
critical study assignments and presenting the result of save the content as a separate text file. Complete all content
observation through class [17]. Next learning system is and organizational editing before formatting. Please note
multimedia-based learning biology. This learning same as sections A-D below for more information on proofreading,
process image learning, but the difference is this learning spelling and grammar.
combine text, images, video, animation and sound into
interactive learning for students. This learning makes more Di section ini harap diberikan ide-ide anda yang
interesting, and motivated students to learning biology [18]. berhubungan dengan judul yang anda buat dimana harus
Then is Contextual Teaching and Learning (CTL). This disertakan dengan :
learning system allowing students to work together and 1.
share ideas about biology. Students can express their
opinion and explain in group discussion [19]. Last learning 2. Gambar Use case diagram
method in biology lesson is Outdoor learning system.
Outdoor learning system allowing students to going outside Gambar use case diagram digunakan untuk
to observing and learning about biology subjects. Outdoor menggambarkan bisnis proses yang kalian kerjakan
learning system aiming students to learn about biology untuk sistem yang dikembangkan dan minimal ada
environment directly [20]. sebuah use case kegiatan : registrasi, login dan
seterusnya. Seperti contoh use case diagram di fig,3
dibawah ini dimana ada 4 use case diagram yaitu
registration, login, transaction dan forum. Dimana
nanti masing-masing use case tersebut harus
mempunyai User Interface (UI) dan setiap kegiatan itu
ada di model class diagramnya seperti yang terdapat
pada contoh class diagram pada fig.4. Untuk
mempelajari use case dan class diagram silahkan
melihat pada wesbite berikut: https://www.uml-
diagrams.org/

Fig. 3. Example of Use case diagram
Silahkan use case diagram di fig. 3 ini dipakai dan
disesuaikan dengan judul projet yang akan anda
kerjakan. Seperti yang kita ketahui bahwa <<extend>>
di use case diagram adalah kegiatan sub use case
pilihan sementara jika <<include>> adalah kegiatan
sub use case yang wajib dilakukan.
1. Gambar Class diagram
Fig. 4. Example of Class Diagram
Class diagram pada fig. 4 ini harus disesuaikan dengan
use case diagram seperti yg terlihat pada fig.3 dan setiap
tabel dan relasinya dijelaskan dan contoh misalnya untuk
kegiatan forum di use case diagram menggunakan tabel
user, thread dan reply. Silahkan class diagram di fig. 4
ini dipakai dan disesuaikan dengan project anda.
3. Gambar User Interface
Setiap kegiatan use case yang ada di fig. 3 harus
mempunyai user interface nya yang akan digunakan untuk
Identify applicable funding agency here. If none, delete this text box.
sebagai antar muka yang digunakan oleh user dalam
menggunakan web aplikasi yang kita bangun.
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for you.
A. Abbreviations and Acronyms
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used in the text, even after they have been defined in the
abstract. Abbreviations such as IEEE, SI, MKS, CGS, sc, dc,
and rms do not have to be defined. Do not use abbreviations
in the title or heads unless they are unavoidable.
B. Units
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units are encouraged.) English units may be used as
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as “3.5-inch disk drive”.
 Avoid combining SI and CGS units, such as current
in amperes and magnetic field in oersteds. This often
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 Do not mix complete spellings and abbreviations of
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“webers/m2”. Spell out units when they appear in
text: “. . . a few henries”, not “. . . a few H”.
 Use a zero before decimal points: “0.25”, not “.25”.
Use “cm3”, not “cc”. (bullet list)
C. Equations
The equations are an exception to the prescribed
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whether or not your equation should be typed using either the
Times New Roman or the Symbol font (please no other font).
To create multileveled equations, it may be necessary to treat
the equation as a graphic and insert it into the text after your
paper is styled.
Number equations consecutively. Equation numbers,
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a right tab stop. To make your equations more compact, you
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exponents. Italicize Roman symbols for quantities and
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or periods when they are part of a sentence, as in:
ab 
Note that the equation is centered using a center tab stop.
Be sure that the symbols in your equation have been defined
before or immediately following the equation. Use “(1)”, not
“Eq. (1)” or “equation (1)”, except at the beginning of a
sentence: “Equation (1) is . . .”
D. Some Common Mistakes
 The word “data” is plural, not singular.
  The subscript for the permeability of vacuum 0, and
other common scientific constants, is zero with
subscript formatting, not a lowercase letter “o”.
 In American English, commas, semicolons, periods,
question and exclamation marks are located within
quotation marks only when a complete thought or
name is cited, such as a title or full quotation. When
quotation marks are used, instead of a bold or italic
typeface, to highlight a word or phrase, punctuation
should appear outside of the quotation marks. A
parenthetical phrase or statement at the end of a
sentence is punctuated outside of the closing
parenthesis (like this). (A parenthetical sentence is
punctuated within the parentheses.)
 A graph within a graph is an “inset”, not an “insert”.
The word alternatively is preferred to the word
“alternately” (unless you really mean something that
alternates).
 Do not use the word “essentially” to mean
“approximately” or “effectively”.
 In your paper title, if the words “that uses” can
accurately replace the word “using”, capitalize the
“u”; if not, keep using lower-cased.
 Be aware of the different meanings of the
homophones “affect” and “effect”, “complement” and
“compliment”, “discreet” and “discrete”, “principal”
and “principle”.
 Do not confuse “imply” and “infer”.
 The prefix “non” is not a word; it should be joined to
the word it modifies, usually without a hyphen.
 There is no period after the “et” in the Latin
abbreviation “et al.”.
 The abbreviation “i.e.” means “that is”, and the
abbreviation “e.g.” means “for example”.
An excellent style manual for science writers is [7].
IV. CONCLUSION
After the text edit has been completed, the paper is ready
for the template. Duplicate the template file by using the
Save As command, and use the naming convention
prescribed by your conference for the name of your paper. In
this newly created file, highlight all of the contents and
import your prepared text file. You are now ready to style
your paper; use the scroll down window on the left of the MS
Word Formatting toolbar.
Yang perlu diperhatikan adalah:
- Paper ini minimum adalah 5 halaman
- harus berbahasa inggris
- Tugas ini mempunyai dampak 16% untuk tugas dan jika
baik maka akan membantu nilai FINAL TEST anda.
- Paper ini akan dikumpulkan ke email
spitswarnars@googlemail.com dalam 2 tahap yaitu
- sebelum mid test (masih on going)
- 1 Minggu Setelah pertemuan akhir
- Scan Student card semua student wajib di scan dan
dikumpul
- Wajib membuat power point presentation, max 15 Pages,
yg berisi content paper ini, dan terpenting berisi use case,
class diagram dan UI nya.
- Powerpoint yang dibuat bukanlah cut and paste dari paper
ini namun dibuat list2 nya (rangkuman) sehingga jelas
- Halaman pertama Powerpoint berisi title, dan foto kita
semua , khusus foto saya silahkan cari di internet
A. Identify the Headings
Headings, or heads, are organizational devices that guide
the reader through your paper. There are two types:
component heads and text heads.
Component heads identify the different components of
your paper and are not topically subordinate to each other.
Examples include Acknowledgments and References and, for
these, the correct style to use is “Heading 5”. Use “figure
caption” for your Figure captions, and “table head” for your
table title. Run-in heads, such as “Abstract”, will require you
to apply a style (in this case, italic) in addition to the style
provided by the drop down menu to differentiate the head
from the text.
Text heads organize the topics on a relational,
hierarchical basis. For example, the paper title is the primary
text head because all subsequent material relates and
elaborates on this one topic. If there are two or more sub-
topics, the next level head (uppercase Roman numerals)
should be used and, conversely, if there are not at least two
sub-topics, then no subheads should be introduced. Styles
named “Heading 1”, “Heading 2”, “Heading 3”, and
“Heading 4” are prescribed.
B. Figures and Tables
a) Positioning Figures and Tables: Place figures and
tables at the top and bottom of columns. Avoid placing them
in the middle of columns. Large figures and tables may span
across both columns. Figure captions should be below the
figures; table heads should appear above the tables. Insert
figures and tables after they are cited in the text. Use the
abbreviation “Fig. 1”, even at the beginning of a sentence.
TABLE I. TABLE TYPE STYLES
Table Table Column Head
Head Table column subhead Subhead Subhead
copy More table copy a
a.
Sample of a Table footnote. (Table footnote)
Fig. 5. Example of a figure caption. (figure caption)
Figure Labels: Use 8 point Times New Roman for Figure
labels. Use words rather than symbols or abbreviations when
writing Figure axis labels to avoid confusing the reader. As
an example, write the quantity “Magnetization”, or
“Magnetization, M”, not just “M”. If including units in the
label, present them within parentheses. Do not label axes
only with units. In the example, write “Magnetization (A/m)”
or “Magnetization {A[m(1)]}”, not just “A/m”. Do not label
axes with a ratio of quantities and units. For example, write
“Temperature (K)”, not “Temperature/K”.
REFERENCES
[1] Afianty, K., Mustami, M., & Ngitung, R. (2020). Pengaruh Penerapan
Peer Tutoring Terhadap Hasil Belajar Kognitif Biologi Siswa SMA
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[3] Hakim, N., Lukman, A., kurnia Hayati, D., Yudiyanto, Y., Sari, T. M.,
Carolina, H. S., ... & Setiawan, T. A. (2020). Collaborative Learning
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[5] Barral, A. M., Ardi-Pastores, V. C., & Simmons, R. E. (2018).
Student learning in an accelerated introductory biology course is
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[8] Rogayan Jr, D. V. (2019). Biology Learning Station Strategy
(BLISS): Its Effects on Science Achievement and Attitude towards
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[9] Jones, S. M., Katyal, P., Xie, X., Nicolas, M. P., Leung, E. M.,
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the effectiveness of game-based learning for an advanced placement
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[10] Noviyanti, E., Rusdi, R., & Ristanto, R. H. (2019). Guided discovery
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[11] Ramdiah, S., Mayasari, R., & FAuzi, A. (2018, December). The effect
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[12] Prawita, W., & Prayitno, B. A. (2019). Effectiveness of a Generative
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Skills of the Students with High and Low Reading
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[13] Yusmar, F., Susbandya, D., Widita, E. L., Maghfiroh, L., Prihatin, J.,
& Sutarto, S. (2017). A Concept: Enhancing Biology Learning
Quality by Using Process Image. Pancaran Pendidikan, 6(2).
[14] Dipuja, D. A., Lufri, L., & Ahda, Y. (2018, April). Development
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Based scientific approach (Cirsa). Universal Journal of Educational
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