Increasing the role of information systems / information technology through e-Learning media allows evaluated so as to know the needs that need to be developed and maintained its existence. For that, there needs to be a study to find out how much e-learning earmarking role in the learning process students in school. The research was done by using Unified Theory of Acceptance and Use of Technology (UTAUT) model that able to explain and predict the factors that significantly influence in the use of e-Learning at SMK Global Informatika Tangerang. The UTAUT model in this study was tested by validation process on the factors that significantly influence in the use of e-Learning done by using SEM analysis and AMOS software. The result of this research is that Effort Expectancy and Facilitating Condition have significant effect on Behavior Intention and Use Behavior. Thus the conclusion obtained is the e-Learning media accessed by students of SMK Global Informatika Tangerang is very easy to understand coupled with the availability of facilities that contribute to the progress of student learning. Abstrak Peningkatan peran sistem informasi/teknologi informasi melalui media e-Learning memungkinkan dievaluasi sehingga dapat mengetahui kebutuhan yang perlu dikembangkan dan tetap dipertahankan keberadaannya. Untuk itu, perlu adanya suatu kajian untuk mengetahui seberapa besar pemanfataan e-Learning berperan pada proses pembelajaran siswa di sekolah. Penelitian dilakukan dengan pendekatan model Unified Theory of Acceptance and Use of Technology (UTAUT) yang mampu menjelaskan serta memprediksi faktor-faktor yang signifikan berpengaruh dalam penggunaan e-Learning pada SMK Global Informatika Tangerang. Model UTAUT dalam penelitian ini diuji dengan proses validasi terhadap faktor-faktor yang signifikan berpengaruh dalam penggunaan e-Learning dilakukan dengan menggunakan analisis SEM dan software AMOS. Adapun hasil dari penelitian ini adalah bahwa faktor Effort Expectancy dan Facilitating Condition berpengaruh signifikan terhadap Behaviour Intention dan Use Behaviour. Dengan demikian kesimpulan yang diperoleh adalah media e-Learning yang diakses siswa SMK Global Informatika Tangerang sangat mudah untuk dipahami dibarengi juga adanya dukungan ketersediaan fasilitas-fasilitas yang memberikan kontribusi terhadap kemajuan pembelajaran siswa.
Penelitian bertujuan: (1) menemukan model penyelenggaraan work-based learning pada pendidikan vokasi program Diploma III Otomotif yang dapat meningkatkan kualitas hasil belajar; (2) mengetahui luaran penyelenggaraan work-based learning dengan model yang dikembangkan. Penelitian R&D dan eksperimen ini dilaksanakan di beberapa pusdiklat/training center berbagai APM (Agen Pemegang Merek) Otomotif di Jakarta, Karawang, Tangerang, dan Bekasi. Populasi penelitian: seluruh mahasiswa Diploma III program studi Teknik Otomotif yang melaksanakan program pengalaman lapangan/praktik industri di provinsi Daerah Istimewa Yogyakarta dan Jawa Tengah. Dua kelompok mahasiswa sebagai sampel penelitian berjumlah 100 mahasiswa ditentukan dengan teknik purposive sampling yang meliputi 3 PTN dan 3 PTS di DIY dan Jawa Tengah. Eksperimen dilaksanakan dengan rancangan faktorial 2 x 1. Validasi isi dilakukan dengan expert judgement dan analisis faktor dan reliabilitas butir dengan formula Alpha Cronbach dan KR-20. Data dianalisis dengan analisis deskriptif, korelasi, regresi, jalur, uji-t dengan bantuan program SPSS.17 dan Structural Equation Modeling (SEM) dengan bantuan program LISREL 8.80, taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa: (1) model WBL Rolling Terpadu cocok digunakan dalam penyelenggaraan program work-based learning Diploma III Otomotif untuk meningkatkan kualitas hasil belajar; (2) luaran (output) dari model WBL Rolling Terpadu yaitu: pengetahuan mekanik otomotif, sikap profesional, kesiapan mental kerja, dan kemandirian mahasiswa pada kelas model lebih tinggi secara signifikan dibanding kelas konvensional. WORK-BASED LEARNING IMPLEMENTATION MODEL IN AUTOMOTIVE DIPLOMA III VOCATIONAL EDUCATIONAbstractThis research was aimed at: (1) finding the work-based learning implementation model in Automotive Diploma III program, (2) revealing the WBL performance outputs. R&D and experimental research was conducted at several training centers of automotive authorized dealer agencies or (APM) in Jakarta, Karawang, Tangerang, Bekasi. The population were students of Automotive Diploma III study program who were trained in industrial attachment program in Central Java and Yogyakarta Special State provinces. Two groups of 100 students as subject with purposive sampling techniques. Experiment was conducted with 2x1 factorial design. Validity was examinded by expert judgment and by factors analysis. Cronbach’s Alpha formula and KR-20 were used to examine the reliability. Data were analyzed by correlation, multiple regression, path, and t-test with SPSS ver.17. Goodness of Fit model were tested by Structural Equation Modeling (SEM) with LISREL 8.80. The results show that (1) WBL Rolling Terpadu model is fit to improve performance outputs in the implementation Automotive Diploma III work-based learning program, (2) outputs of WBL Rolling Terpadu model are initial automotivemechanic knowledge, professional attitude, work mentally readiness, and personality attitude. These outputs of the experimental group in student work-based learning performance are higher than that of control group.
Penelitian ini bertujuan untuk mengetahui: (1) tingkat kesiapan kerja siswa Sekolah Menengah Kejuruan Negeri (SMKN) 2 Ciamis, dan (2) hubungan dan pengaruh pengalaman prakerin, hasil belajar mata diklat produktif dan dukungan sosial keluarga terhadap kesiapan kerja siswa SMKN 2 Ciamis. Jenis penelitian ini adalah penelitian ex-post facto, dengan desain penelitian korelasional. Hasil analisis deskriptif menunjukan bahwa tingkat kesiapan kerja siswa SMKN 2 Ciamis adalah sebesar 36,65% siswa memiliki tingkat kesiapan kerja pada kategori sangat tinggi, dan 63,35% siswa memiliki tingkat kesiapan kerja yang tinggi. Hasil pengujian hipotesis menunjukan bahwa terdapat pengaruh yang positif dan signifikan antara pengalaman prakerin, hasil belajar mata diklat produktif dan dukungan sosial keluarga terhadap kesiapan kerja siswa, dengan kontribusi yang diberikan adalah 32,7% (R 2 = 0,327). Hal ini menjelaskan bahwa pengalaman prakerin, hasil belajar mata diklat produktif dan dukungan sosial keluarga secara bersama-sama mampu menjelaskan varian kesiapan kerja siswa SMKN 2 Ciamis sebesar 32,7%.
The 21st century curriculum must be designed according to 21st century education standards issued by the BSNP in 2010 based on the 21st Century Skills Partnership (P21) (2008) framework, further detailing a number of 21st century learning frameworks (P21) summarized in specific skills, content of knowledge, expertise and literacy aimed at supporting the achievement of 21st century skills for students. In the framework of P21, several competencies must be possessed: (1) Critical thinking and problem solving skills; (2) Communication and collaboration skills; (3) Creativity and innovation skills; (4) Information and communication technology literacy; (5) contextual learning skills; and (6) Information and media literacy skills. It is a challenge for instructors to realize the skills available in 21st Century learning, therefore in this study the aim is to find out the role of lesson sudy in realizing 21st Century learning. The research method used is the qualitative method of sampling porposive sampling in the Materials Science class FKIP UNS Building in 2019. The results obtained through the learning approach with lesson study can realize 2nd century learning skills.
A pressure vessel is a place or container for storing or building fluids, both in the form of liquids and gases as one of the process tools used in industry, especially in the chemical, petroleum, and electricity generation industries with steam separators which are very important components in electricity generation. The steam separator is used to separate the fluid in the liquid phase and gas phase (steam or steam) to produce a higher level of dryness and more contained in the steam that will be used to turn the turbine. Based on the ASME VIII standard in 2010 which was a vessel before it could be used in payment and one type of testing was by hydrostatic test method. From the calculation of the voltage that occurs when hydrostatic administration is 5.037 MPa (50.37 Bar), the force that divides the locked flange 8 bolts M-16 x 2.0 (P), with the introduced voltage (τ) inside the pressure vessel, at what is permitted τ (that occurs (40 N / mm2 ≥ 36 40 N / mm2. from the test results using hydrostatic test methods obtained for hydrostatic testing can determine leakage and test with 1.5 x work work (30 bar) steam separator pressure vessel no defects appear, crank on the weld or deformation occurs.
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