2018
DOI: 10.14419/ijet.v7i2.2.12740
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Comparison of the Simple Additive Weighting (SAW) with the Technique for Others Reference by Similarity to Ideal Solution (TOPSIS) methods

Abstract: The purpose of this research is to compare the SAW and TOPSIS methods. This research uses data selection of education scholarship in an Indonesian public school. This research uses data from selection of education scholarship program in an Indonesian public school. The methods usage is SAW and TOPSIS methods. A comparison of the two methods using this data set demonstrates that SAW method was more accurate than TOPSIS method.

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Cited by 8 publications
(3 citation statements)
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“…They are determined on the basis of multivariate statistical methods, and although these methods differ in the approach to the criteria which are taken into account (setting correlation thresholds, unifying the field of compared criteria), by their application, we can replace the entire set of features describing the object with one aggregated variable. The Simple Additive Weighting (SAW) method belongs to the group of single criteria synthesis methods, which rank the examined objects on the basis of a linear combination of the weight vector W [k×1] and the decision matrix D [m×k] (m -object, k -criterion) [9][10][11][12][13][14][15][16][17][18][19][20][21][22][23][24][25][26]. The weight vector W can be filled arbitrarily (subjective weights) or using mathematical methods (objective weights), and regardless of the determination method of the weights of the values of the coefficients defining the degree of influence of the k-th criterion on the final decision, it should be within the range 〈0;1〉.…”
Section: Simple Additive Weighting (Saw) -Description Of the Methodsmentioning
confidence: 99%
“…They are determined on the basis of multivariate statistical methods, and although these methods differ in the approach to the criteria which are taken into account (setting correlation thresholds, unifying the field of compared criteria), by their application, we can replace the entire set of features describing the object with one aggregated variable. The Simple Additive Weighting (SAW) method belongs to the group of single criteria synthesis methods, which rank the examined objects on the basis of a linear combination of the weight vector W [k×1] and the decision matrix D [m×k] (m -object, k -criterion) [9][10][11][12][13][14][15][16][17][18][19][20][21][22][23][24][25][26]. The weight vector W can be filled arbitrarily (subjective weights) or using mathematical methods (objective weights), and regardless of the determination method of the weights of the values of the coefficients defining the degree of influence of the k-th criterion on the final decision, it should be within the range 〈0;1〉.…”
Section: Simple Additive Weighting (Saw) -Description Of the Methodsmentioning
confidence: 99%
“…The Simple Additive Weighting method belongs to the group of single-criterion synthesis methods, which creates a ranking of the examined objects basing on the linear combination of the weight vector W [k x 1] and the decision matrix D [m x k] (mobject, kcriterion) (Afshari et al, 2010, Alinezhad et al, 2014, Chen, 2012, Churchman and Ackoff, 1954, Deni et al, 2013, Goodridge, 2016, Huang et al, 2013, Hwang and Yoon, 1981, Janssen, 1996, Koffka and Goodridge, 2015, Kumar et al, 2013, Memariani et al, 2009, Mokhtari et al, 2016, Putra and Punggara, 2018, Simanaviciene and Ustinovichius, 2010, Tahyudin et al, 2018. The weight vector W can be filled arbitrarily (subjective weights), or using mathematical methods (objective weights), and regardless of the determination method of the weights, the values of the coefficients determining the degree of impact of the k-th criterion on the final decision should be in the range of 〈0;1〉.…”
Section: Simple Additive Weighting (Saw) -Description Of the Methodsmentioning
confidence: 99%
“…Four models in path analysis i.e., students self-confidence, lecturer impact, perceptual assessment, and variables affecting service quality 2. Path analysis to examine the relationship between classroom assessment, environmental assessment, and academic achievement [8]. In order to improve the service of an academic.…”
Section: Introductionmentioning
confidence: 99%