At the higher education level in the field of engineering, the development and utilization of educational media for practical learning is needed to ensure that students have technical skills and not just theory. The purpose of this study is to develop practical learning media for the transducer sensor subject and industrial instrumentation in the Multi-Sensor Application Trainer (TAMS). The trainer is based on current developments in transducer sensor technology and control systems. The research method used is research and development (R & D) using a media development model with ADDIE (analysis, design, development, implementation, and evaluation). Developing this trainer includes making hardware (hardware) and software (software). This trainer has various sensors, outputs, and a control module in the Arduino Mega2560 and is supported by the Raspberry Pi. This trainer is equipped with a practicum module that contains 15 (fifteen) practicum that will be used by students. The results of the validity test by material experts obtained an average percentage of the assessment score of 85.25% which means that it is valid and very feasible to use. The results of the validity test by media experts obtained an average percentage of the assessment score of 78.04%, which means that it is valid and very feasible to use. The results of the student's assessment of the use of trainers are 90%, so it can be concluded that the TAMS is very suitable for use. Qualitatively, students considered that the TAMS could function well and be easy to use.
This study aims to design a Low Noise Amplifier (LNA) with two-stage cascade configuration at frequency of 2.4 -2.5 GHz. The transistor that used in this study has characteristic of high gain and low noise. The design is using microstrip line matching network with single stub technique to minimize parasitic effects. Transistor is using cascade configuration to produce high gain and improve the stability. The simulation results show that the LNA has reached all of expected specification at frequency of 2.45 GHz where S21, NF, S11, S22 are 30.693 dB, 1.248 dB, -70.358 dB and -72.982 dB, respectively; Also other values VSWR input, VSWR output, stability (K), input impedance and output impedance at 50Ω are 1.001, 1.0004, 5.280, 50.010 + j0.029 and 49.991 + j0.02, respectively. The measurement results show that at frequency of 2.45 GHz, LNA obtained value of S21, S11, S22, VSWR input, VSWR output are 22.17 dB, -4.117 dB, -13.049 dB, 4.297 and 1.572, respectively. Whereas, the best measurement of S21 is 24,05 dB at frequency of 2.05 GHz), S11 is -5.700 dB at frequency of 2.0 GHz, S22 is -27.570 dB at frequency of 2.045 GHz, VSWR input is 3.07 at frequency of 2,0 GHz and VSWR output is 1,09 at frequency of 2.045 GHz.
Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif tipe Numbered Heads Together terhadap hasil belajar peserta didik pada mata pelajaran teknik pemograman mikroprosesor dan mikrokontroler kelas X jurusan mekatronika SMKN 56 Jakarta. Penelitian menggunakan metode penelitian Eksperimen dengan menggunakan metode Preexperimental Design dengan design penelitian “One Group Pretest-Posttest Design”. Populasi penelitian dalam penelitian ini adalah seluruh peserta didik kelas X Jurusan Mekatronika. Teknik pengambilan sampel yang digunakan adalah sampling jenuh, dimana yang menjadi sampelnya adalah seluruh peserta didik kelas X Jurusan Mekatronika sebagai kelas eksperimen yang belajar menggunakan model pembelajaran kooperatif tipe Numbered Heads Together. Instrumen penelitian berupa tes pilihan ganda sebanyak 30 butir soal. Pengujian hipotesis menggunakan rumus uji t dan diperoleh hasil pengujian ℎ > yaitu 29,03 > 2,03452 berarti H1 diterima atau adanya pengaruh model pembelajaran kooperatif tipe Numbered Heads Together (NHT) terhadap hasil belajar peserta didik kelas X Mekatronika pada mata pelajaran Teknik Pemograman Mikroprosessor dan Mikrokontroler.
This research aims to evaluate the implementation of learning process quality assurance in the Faculty of Engineering program studies. Countenance Stake was performed which stresses two primary evaluations - (1) description and (2) judgment - as well as looking at three different stages of (1) antecedents, (2) transaction, and (3) outcomes. Data were collected by using several instruments, e.g. document study, closed questionnaires, observations and interview guidance. Primary and secondary data were analyzed quantitatively and qualitatively. Primary data that were gathered from interviews were analyzed qualitatively. Quantitative data analysis consisted of three stages: data reduction, data display and conclusion. The questionnaire instrument was developed from the Faculty of Engineering Universitas Negeri Jakarta (FT UNJ) quality assurance manual and Internal quality assurance system Universitas Negeri Jakarta standard documents. The questionnaire instrument used to collect transaction data was developed from the Internal Quality assurance system while the questionnaire used to collect learning outcomes was developed from regulation no. 14 on teachers and lecturers. These instruments have been validated by two experts. Research results show that: (1) The lesson planning (antecedence) of undergraduate informatics study program and culinary art study program (Tata Boga) were evaluated as good; (2) The learning process (transaction) of undergraduate informatics study program and culinary art study program (Tata Boga) was evaluated good and very good, respectively; (3) Theoutcome of undergraduate informatics study program and Tata Boga study program was categorized good and very good, respectively. Therefore, it can be concluded that, in general, the Internal Quality Assurance in FT UNJ performed well. Keywords: Program evaluation, internal quality assurance, learning process standard
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