Computer Aided Design (CAD) drawing learning, especially 2-dimensional modelling, continues to be developed so that learning outcomes follow the standards accepted by the business world / the construction service industry. CAD learning methods are directed at improving aspects of CAD understanding and skills. The development of learning models in this research focuses on developing learning methods, which focus on aspects of CAD knowledge and skills. This study used the research and development using the Dick and Carrey design. The research sample was 34 students who took Computer Graphic course. The results showed that in three aspects studied, namely the understanding of image construction, understanding of computer software operations and CAD skills in good and very good qualifications. The CAD learning method was very suitable to be developed through conceptual learning methods, direct practice learning and case study learning. The use of this method was based on the needs faced in the classroom (situational). This means that the use of this method could be used at once, or varied according to the condition in the class. The use of learning equipment is one of the keys for successful learning development. The learning equipment developed in this study included the use of hand-outs, modules and supplements. The use of all three was very successful to support optimal learning outcomes. The use of all three was also aimed to facilitate the diverse learning needs of students. The development of evaluation techniques in learning included three domains: cognitive, psychomotor and affective domain. The cognitive domain was divided into two aspects: construction knowledge and the use of software. The development of evaluation techniques showed that the ability of students in each domain was in the excellent and very excellent category.
The research is aimed to figure out the comparison of the strength capacity and economic value comparison of castellated steel beam to its equivalent IWF beam. The profile of the castellated steel beam in this study included all profiles of castellated steel beam on the market based on the products catalog of the castellated steel beam from PT. Gunung Garuda. The finite element method was used in this study with the aid from Abaqus program to get a comparison of the strength capacity of castellated steel beam to its equivalent IWF beam. The next stage next involved the calculation of a comparison of the economic value of the castellated steel beam with hexagonal holes with to its equivalent IWF beam. The results of the study showed that the castellated steel beam experienced an increase in the strength capacity of 1,189 up to 2,330 times compared to its equivalent IWF beam. The comparison of the strength capacity between the castellated steel beam and its equivalent IWF beam is at 1,010 up to 1,539. Based on the combination between the comparison of strength capacity and the economic value, there are 14 (58.33%) profiles of the castellated steel beam which is categorized as efficient in terms of the design of the structure and cost, there are four (16.67%) profiles of the castellated steel beam which is categorized as efficient in terms of the design of the structure but not efficient in terms of cost, and there are 6 (25.00%) profiles of the castellated steel beam which is categorized as inefficient in terms of the design of the structure and cost. The results of this study indicate that the castellated steel beam can replace its equivalent IWF beam. Selection of profile of the castellated steel beam is appropriate to provide efficiency in terms of weight of the structure between 58.5% to 15.1% and can provide efficiency in terms of cost of between 48.4% to 0.9%.
Persyaratan teknis tentang pedoman pembangunan berkelanjutan, khususnya untuk bidang bangunan gedung sudah diberlakukan berdasarkan UU No. 28 tahun 2002 tentang Bangunan Gedung, Peraturan Pemerintah No. 16 Tahun 2021 tentang Pelaksanaan UU No. 28 tahun 2002 dan Peraturan Menteri Pekerjaan Umum dan Perumahan Rakyat No. 9 Tahun 2021 tentang Pedoman Pembangunan Berkelanjutan. Penelitian ini merupakan penelitian awal sebagai bentuk respon dari perundangan di industri AEC yang masih sangat baru di Indonesia. Jenis penelitian yang digunakan adalah penelitian survei. Populasi dan sampel merupakan pihak-pihak yang terlibat dalam industri AEC, khususnya dalam proses pengadaan barang dan jasa di Indonesia. Penelitian ini untuk mendapatkan kajian kritis tentang harapan dan kendala yang dihadapi oleh konsultan, kontraktor dan konsultan perencana yang secara khusus adalah individu-individu yang terlibat di dalamnya, seperti arsitek, site engineer, drafter, konsultan manajemen konstruksi dan lain-lain. Teknik pengumpulan data dilakukan dengan teknik angket yang disebarkan melalui platform google-form. Hasil penelitian menunjukkan bahwa implementasi BIM di industry AEC Indonesia masih dalam kategori rendah. Rendahnya tingkat implementasi BIM ini bisa dilihat dari indikator seperti jenis software berbasis BIM yang menunjukkan bahwa lebih dari 40% tidak pernah menggunakan software berbasis BIM. Implementasi BIM di Indonesia juga masih berkisar dalam permasalahan pemodelan 3D (30%). Implementasi BIM di Indonesia belum dikembangkan untuk menyelesaikan permasalahan seperti analisis rencana anggaran biaya (37,8%), manajemen pelaksanaan konstruksi (53,4%), analisis energi (86,6%), manajemen infrastruktur (71,1%). Simpulan dari penelitian ini bahwa permasalahan implementasi BIM di Indonesia sebagai respond dari pemberlakuan perundangan masih sangat terbuka dan menantang, seperti kecukupan tenaga ahli di bidang BIM, kompatibilitas dan ketersediaan hardware dan software berbasis BIM, baik dalam aspek kuntitas dan kualitasnya.
The concept of learning at Semarang State University is directed towards conservation-based learning. This concept is in line with the tagline of the Semarang State University as a conservation campus. The consequence of this implementation is that the concept of learning held at UNNES must strive for conservation. Environmental engineering courses, as one of the compulsory courses at UNNES, are spearheading to provide a comprehensive understanding of conservation concepts. This course learning method must be directed to be a student-cantered learning method. The consequence of this implementation is that a blueprint needs to be made about the method of teaching environmental engineering courses. The general concept of learning, which consists of planning, implementation and evaluation, becomes broader which gives orientation to conservation understanding. Learning evaluation methods must be directed towards a comprehensive evaluation concept, and become a model for other subjects at UNNES.
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