The purpose of this research is to understand the relationship between sitting preferences and student activities by taking the case of public plaza at the Central Office of the Faculty of Engineering (KPFT) Universitas Gadjah Mada (UGM) in Yogyakarta. KPFT UGM as research object is divided into five zones, namely Zone A (west), Zone B and C (south), and Zone D and E (north). Field observation was done within one month period during working days (weekday) and weekends with observation time: in the morning (08.00-10.00), noon (12-14.00), and afternoon (16.00-18.00). In each of the observation zone, a place-centered mapping was investigated continuously. Informal interview and the questionnaire from 200 students as respondents also undertaken in this research. The results of this study showed that the students' sitting preferences in the KPFT UGM influenced by the activities that they did. Some of the factors that affect the students' sitting preferences are: 1) type of activities, 2) the number of people engage in the activity, 3) privacy needs, 4) the needs of the facilities, and 5) the distance between sitting zone in the KPFT UGM and the students' major buildings.
This study discussed the physical settings of street vendors in Surakarta and how they affected customers’ comfortability. Methods used were observation, place centered mapping, photo documentations, and informal interviews. Analysis was done qualitatively until a conclusion was obtained. Results of the study were types of prepared-food street vendors in Surakarta, namely: warung tenda, angkringan, street food carts (unmodified and modified carts), and unmovable stalls (semi-permanent and permanent stalls). Street vendor’s physical settings influenced customers’ physical and social comfortability. Physical comfortability was derived from street vendors’ location which usually under shade trees, consumer area was in open area, and not covered by tarps, has cool temperature, customers can sit comfortably, and customers can sit lesehan. Social comfortability was obtained when customers have a space to socialize; regardless the space was physically narrow. Factors related to social comfortability are the seller’s hospitality; customers can have a chat for hours, and low price food. In urban scale, it is hoped that this research can help the municipal government in formulating better policies related to street vendor management, specifically in developing clusters of street vendors (Shelter PKL).
Rumah Atsiri Indonesia (RAI) is an edu-recreation complex located in Tawangmangu. RAI adopts “experiencing essence” concept through a comprehensive informal learning about essential oils. RAI’s challenge as an educational leisure setting sets a lead to the main research goal: how visitors perceived spaces in RAI and related them to learning motivation. The observation areas were focused on Museum Gallery and the Essential Oils Collection Gardens. These areas provide most knowledge about essential oils to visitors. Data and information were analyzed qualitatively, by comparing physical settings characteristics of observation areas, person-centered mapping and results of informal interviews and questionnaires. As the result, this research showed that there was relation between physical setting characterictics and visitors’ learning motivation. Visitors were more motivated to learn in Essential Oils Collection Gardens, especially in outdoor garden. In this area, visitors got richer experiences because visitors had more freedom in exploring essential oil plants. As a performative space that emphasizes visitors as active participants, this area could stimulated visitors’ emotional and memories through five senses. The adventurous feeling also can be seen from some architectural factors, such as circuitous path with shortcuts, ramps and stairs, which resulting “Learning for Fun” concept. While in Museum Gallery, visitors circulation and media displays were controlled. As a narrative space that put forward the storyline about the history of essential oils, evidently, visitors got bored easily and show no interest in learning which was reflected in their withdrawal behaviors. Stimulation to visitor’s senses were also limited to sight and hearing, so visitors could not be active participant. Learning motivation was also influenced by intrapersonal factors, but these factors were not analyzed further in this research. Some architectural factors that influenced visitors’ learning motivation include: space characteristics, binding scale categories, and media display types.Keywords: Essential Oils; Informal Learning; Physical Settings
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