Information technology (IT) devices that are capable of transferring large data fast will generate more heat discharged into the data center room (DCR). As a result, energy consumption to cool DCR becomes higher. This research aims to study the simulation of airflow and temperature as an indicator of the quality of rack cooling performance in the A2 Class Data Center, and to obtain a new rack layout recommendation that can distribute heat from IT devices to DCR optimally. Simulation was conducted with the help of ANSYS 16.2 software. The meshing sizes used were 645 nodes, 29.304 lines, 10.81.976 hexahedral volumes, and 667.492 quadrilaterals. The solver used was pressure-based, while the sub-viscous setting used the k-ɛ standard turbulence model. The validation of the simulation model was done by comparing the RH values and the temperature of the measurement results from DCR. The study result shows the performance for cooling DCR increased when the rack rearrangement in DCR space was implemented according to the layout of the results of the simulation. The indicator of the cooling performance improvement was the value of the RCI (Rack Cooling Index) which increased by 4.92% while the amount of SHI (Supply Heating Index) decreased by 0.047

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This research attempted to obtain information on the problems of learning think-aloud for reading in an emergency remote learning class utilizing Zoom video conference application as the means of communication. While think-aloud is well-known method for improving students' reading strategy usage management, there are still problems encountered during class, especially if it is learnt via Zoom video conference application. The research participants were nine D3 program students of AMIKOM Purwokerto University PSDKU Yogyakarta who took Reading IV class. Data collection procedure included literary research, observation, questionnaire, and group interview. There were seven problems discovered: (1) Students were too shy to talk, (2) Students did not have or know proper vocabulary to verbalize their thoughts. (3). Students understood the text but had nothing to say. (4) Easy text did not invoke observable understanding processes in the students’ minds. (5) Students neither understood the text nor knew what to say. (6) Time-consuming. (7) Internet disconnection. Simple solutions to those problems were also presented.

Abstract   COVID-19 forced AMIKOM Purwokerto to convert its traditional classes to online learning. During this online learning, problems have started to unravel, and one of them is fatigue, which was confirmatively experienced by 55% students of Reading IV. This study, utilizing a quantitative research method, intended to find the causes of the fatigue and design practicable solutions. Through observations, group interview, and literature reviews, some main factors that caused fatigue were revealed: Zoom fatigue; tasks which were too difficult and numerous; presentation of materials which did not properly comply with the students’ online conditions and unfamiliarity to Google Classroom; eye fatigue (digital eye strain), bad postures during learning, lockdown fatigue, and frustration over signal and internet problems. To overcome the fatigue, the researchers reduced the time for video conferences and created asynchronous short videos for learning, selectively adjusted tasks in terms of number and difficulty, simplified presentations of materials and helped the students to become more familiar with Google Classroom, and addressed the problems from eye strain, bad postures, and lockdown fatigue in the reading materials so the students could solve those problems based on the texts given or find a more viable solution. Those solutions reduced the number of drained students to only 25% and in addition 60% students claimed that the modifications brought a positive impact on their learning. Keywords: fatigue, distance learning, COVID-19, Zoom fatigue