2020 ◽  
Vol 16 (3) ◽  
pp. 127-147
Author(s):  
Kingsley Okoye

Semantics has been a major challenge when applying the process mining (PM) technique to real-time business processes. The several theoretical and practical efforts to bridge the semantic gap has spanned the advanced notion of the semantic-based process mining (SPM). Fundamentally, the SPM devotes its methods to the idea of making use of existing (semantic) technologies to support the analysis of PM techniques. In principle, the semantic-based process mining method is applied through the acquisition and representation of abstract knowledge about the domain processes in question. To this effect, this paper demonstrates how the semantic concepts and process modelling (reasoning) methods are used to improve the outcomes of PM techniques from the syntactic to a more conceptual level. To do this, the study proposes an SPM-based framework that shows to be intelligent with a high level of semantic reasoning aptitudes. Technically, this paper introduces a process mining approach that uses information (semantics) about different activities that can be found in any given process to make inferences and generate rules or patterns through the method for annotation, semantic reasoning, and conceptual assertions. In turn, the method is theoretically applied to enrich the informative values of the resultant models. Also, the study conducts and systematically reviews the current tools and methods that are used to support the outcomes of the process mining as well as evaluates the results of the different methods to determine the levels of impact and its implications for process mining.


2014 ◽  
Vol 1051 ◽  
pp. 995-999
Author(s):  
Yong Xin Liao ◽  
Eduardo Rocha Loures ◽  
Eduardo Alves Portela Santos ◽  
Osiris Canciglieri

As one of the hot topics in Business Process Management (BPM), process mining aims at constructing models to explain what is actually happening from different perspectives based on the process-related information that automatically extracted from event logs. Because the semantics of the data that recorded in event logs are not usually explicit, current mining approaches are somewhat limited. A number of studies have been carried out in the combination use of formalized semantic models and process mining technologies to obtain the semantic mining capability. However, among these researches, there is lack of a guideline that can clearly illustrate different stages during the semantic process mining. The objective of this study is to present a general framework, which unambiguously expresses the main stages of the semantic process mining. Based on this framework, an example about carbon footprint analysis is used to show the possibility of obtaining advantages from semantic process mining.


Author(s):  
Ossi Nykänen ◽  
Alejandro Rivero-Rodriguez ◽  
Paolo Pileggi ◽  
Pekka A. Ranta ◽  
Meri Kailanto ◽  
...  

Author(s):  
Stefania Montani ◽  
Manuel Striani ◽  
Silvana Quaglini ◽  
Anna Cavallini ◽  
Giorgio Leonardi

2019 ◽  
Vol 4 (9) ◽  
pp. 1162
Author(s):  
Lenny Agustina Suwastika Sari ◽  
Markus Diantoro ◽  
Muhardjito Muhardjito

<p class="Abstrak"><strong>Abstract:</strong> This study aims to determine the ability of scientific argumentation of students. The study was conducted on 64 of students X-MIPA class on force and motion. The results of the observation showed that the argument ability of the concept force and motion in students was still very low. The low ability of participants' scientific arguments could also influenced by inappropriate learning models. The learning model applied is a multi-representation based contextual learning model was implemented. The results showed that there was an improve in the ability of scientific argumentation after applying a multi-presentation based contextual learning model. Analysis obtained was 0% at level 17.18% at level 43.75% at level 37.13% at level 4 and 10.94% at level 5.</p><strong>Abstrak:</strong> Penelitian ini bertujuan untuk mengetahui kemampuan argumentasi ilmiah siswa. Penelitian dilakukan pada 64 siswa kelas X-MIPA materi gaya dan gerak. Hasil pengamatan menunjukkan kemampuan argumentasi konsep gaya dan gerak pada siswa masih sangat rendah. Kemampaun argumentasi ilmiah yang rendah juga dipengaruhi oleh model pembelajaran yang kurang tepat. Model pembelajaran yang diterapkan adalah model pembelajaran kontekstual berbasis multirepresentasi. Hasil penelitian menunjukkan ada peningkatan kemampuan argumentasi ilmiah setelah menerapkan model pembelajaran kontekstual berbasis multirepresentasi. Analisis yang diperoleh 0% pada level 1, 17.18 % pada level 2, 43.75% pada level 3, 37.13% pada level 4 dan 10.94% pada level 5.


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