This study aims to determine: (1) the material needed by students in the Basic Practice of Electronic Control Systems in the automotive field, (2) the design of the Basic Electronic Control System Training Kit in the automotive field, (3) the results of the development of the Basic Electronic Control System training kit in the automotive field., (4) eligibility of the basic training kit for the Electronic Control System in the automotive sector, and (5) users responses to the development results of the Basic Electronic Control System training kit. This study uses the research and development (RND) method. The research was carried out in 5 stages, namely: (1) the needs analysis stage, (2) the product design stage, (3) the product development stage, (4) the product use implementation stage, and (5) the product evaluation stage. Retrieval of data using documentation and questionnaires. The results showed that: (1) The materials needed by students in the basic practice of automotive electronic control systems include: understanding the use of simulation software, functions, arrays and looping on Arduino, serial communication, use of LCDs, use of interrupts, use of analog to digital converters, infrared sensor, ultrasonic sensor, pulse width modulation, lookup table function and EEPROM data writing, and arduino applications in the automotive sector; (2) The development product of the training kit is in the form of educational props containing parts of the power supply system, various kinds of input variations, the process system with Arduino Uno, and the output section in the form of lamps, buzzers, electric motors, solenoids, 7 segment displays, LCD, relays, and driver transistor. The model is packaged in a box for individual or group learning of 2-3 people; (3) The developed training kit was declared very feasible according to media experts and material experts; (4) The developed training kit received a positive response from users/students.
This study aims to (1) produce a Grade XI Conventional Fuel System Module Product at SMK Muh 1 Bambanglipuro; (2) validate the feasibility of a conventional fuel system module in SMK Muh 1 Bambanglipuro. This study is a research and development (R & D), conducted at SMK Muh 1 Bambanglipuro. The approach refer to the ADDIE model consists of 5 stages; (1) analysis; (2) design; (3) development; (4) implementation; (5) evaluations. Module design validation consists of two aspects: material validation and media validation. The study involved 24 students of Grade XI of Light Vehicle Engineering (LVE) class as the product users. Data collection is carried out using a questionnaire. The data analysis technique is descriptive quantitative, confirmed to the feasibility scale table. After validation and some revisions, the final product of the module packed in 21 x 14.8 cm paper size, consists of 81 pages. The feasibility assessment of the module product score is 78.34%, considered as very feasible.
The objective of the study is to develop Computer-Based Professional Competency Test Items. This type of test items is very important for the successful performance of Teachers Professional Education, recalling the fact that the quality of Teachers Professional Education is determined by the Computer-Based National Test which dominant materials are related to Professional Competency. Then, the study was conducted by referring to the research and development model by Borg & Gall with simplification on several stages. After the study has been conducted, there are several findings that might be elaborated. First, the development of Computer-Based Professional Competency Test Items for the participants of Automotive Engineering Teachers Professional Education is conducted through several stages as follows: (a) planning (content, form and number of test items); (b) test items drafting; (c) computer program developing; (d) testing; and (e) evaluating. Second, based on the rational analysis the quality of the research and development results might be categorized as follows: (a) from the aspects of material there are 2 test items that have been incompatible for the Multiple Choice mode; (b) from the aspects of construction there are 5 test items that have been different formulation for the answers; and (c) from the aspects of language there is 1 test item that has incompatible standard for the appropriate Bahasa Indonesia. Third, the value of Difficulty Level might be described as follows: (a) 23 test items belong to “Easy” category; (b) 32 test items belong to “Moderate” category; and (c) 5 test items belong to “Difficult” category. It means that the ratio among the “Easy,” “Moderate,” and “Difficult” will be 38.301 : 53.301 : 8.401. Fourth, the value of Discriminant Capacity might be described as follows: (a) 2 test items belong to “Very Good” category; (b) 17 test items belong to “Good” category; (c) 13 test items belong to “Moderate” category; (d) 21 test items belong to “Poor” category; and (e) 7 test items belong to “Very Poor” category. It means that 28 test items (46.701) have not meet the requirement of a good test item. Fifth, the value of Distractor Effectiveness Distribution might be described as follows: (a) 3 test items have 1 ineffective distractor; (b) 15 items have 2 ineffective distractors; (c) 28 test items have 3 ineffective distractors; and (d) 14 test items have 4 ineffective distractors.
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