This study is aimed to develop teaching materials of basic electrical and electrical measurement, and to find out the feasibility of the teaching materials that have been developed in SMK Negeri 1 Koba Bangka. This study used the method of Research and Development (R & D) ABSTRAKPenelitian ini bertujuan untuk mengembangkan bahan ajar dasar dan pengukuran listrik, dan mengetahui kelayakan bahan ajar yang telah dikembangkan menurut expert judgment dan peserta didik di SMKN I Koba Bangka. Metode penelitian ini menggunakan Research and Development (R & D) yang diawali dengan studi pendahuluan dilanjutkan tahap pengembangan dan penilaian produk. Subjek penelitian ditentukan dengan menggunakan teknik purposive sampling yang terdiri dari tiga orang expert judgement dan 28 orang peserta didik teknik instalasi pemanfaatan tenaga listrik. Pengumpulan data dengan teknik studi dokumentasi, wawancara dan kuesioner berupa angket. Prosedur penelitian ini adalah proses penyusunan bahan ajar dasar dan pengukuran listrik melalui tahap-tahap sebagai berikut: (a) Studi pendahuluan, dengan melakukan wawancara terhadap ketua program dan guru. Studi analisis silabus dan menganalisa kompetensi dasar dalam penyusunan bahan ajar (b) Mengumpulkan sumber belajar dan literatur serta pokok-pokok materi yang akan disusun. (c) Penyusunan draft bahan ajar dasar dan pengukuran listrik. (d) Uji coba terbatas produk. (e) Uji coba lebih luas produk. (f) Pengolahan data dan evaluasi. Kesimpulan penelitian ini adalah pengembangan bahan ajar mata pelajaran dasar dan pengukuran listrik yaitu bahan dikembangkan dari kurikulum 2013 dan silabus mata pelajaran dasar dan pengukuran listrik. Materi bahan ajar dikembangkan mulai dari materi arus listrik dan arus elektron, bahanbahan listrik, elemen pasif, elemen aktif, rangkaian resistif arus searah, teorema dua kutub, daya dan usaha, peralihan rangkaian, sistem satuan pengukuran, alat ukur dan pengukuran listrik, dan jenis alat ukur.Kata Kunci: pengembangan bahan ajar, pengukuran listrik PENDAHULUANMutu pendidikan merupakan konsekuensi langsung dari satu perubahan dan perkembangan dddddddddddddddddddddddddddddddddddddd berbagai aspek kehidupan. Tuntutan terhadap mutu pendidikan tersebut menjadi syarat terpenting untuk dapat menjawab tantangan perubahan dan perkembangan itu. Hal itu
Internships are one of the learning activities that support students in learning to plunge into the real world of work. By participating in the internship program, students get knowledge about what is happening in the world of work. The purpose of this literature review is to review the relevant journals to get an overview of which activities involve the apprentice training participants, and the role of the industry as a place of learning for students during the internship process. The method used is to search for literature and select relevant abstracts. The results of the identified research appear to group into two main groups: (a) the careers of Vocational High School students at the time of the empirical study internship have found work research that significantly enhances student career development (b) technical and vocational education training in TVET qualification work assignments.
The implementation of Blended Learning model based on observations of learning activities on branching structure competencies Basic Programming subjects in class X RPL A has several constraints, such as teacher-centered learning process, lack of student activity in the implementation of learning activities, lack of openness and interaction between teachersstudents and student interactions. This has an impact on the achievement of student learning outcomes that achieve the Minimum Passing Criteria (KKM) of only 5 of 35 students. The purpose of this study is to describe the profile of learning activities, so that from the results of the description the researcher can develop a learning improvement plan to improve student learning outcomes. The method used in this study is Classroom Action Research (CAR) conducted in two cycles and each cycle consists of several stages, namely plan, action, observation and reflection. The instruments used were guidelines for observing student activities, final learning evaluation sheets, and practical assessment sheets. The results of the study after action, observation and reflection obtained the number of active students in accordance with the field observations in cycle 1 of 34.28% (on a scale of 100); in cycle 2, 100% of all students who participated in learning activities were Blended Learning methods. Student learning outcomes in each cycle obtained an average value in cycle 1 of 72.4; in cycle 2 it was 80.43. With the number of students who get a value of ≥ 75 in cycle 1 as many as 12 students, in cycle 2 as many as 35 students. From the results of interviews with observers and students, learning the Blended Learning method is able to generate motivation, be more focused, directed in learning and more effective in take advantage of study time. Teacher-student and student interaction activities are more open so that student difficulties can be overcome. This shows that the actions taken during the implementation of the Blended Learning method learning model can increase the activity of student learning activities and student learning outcomes.
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