Electronic Spark Advance Ignition System Simulator as Instructional Media for Assisting Electrical Practices on Automotive Field

Abstract

This paper discusses the development of simulators as instructional media for learning Electronic Spark Advance System in vehicle technology and its advisability. Simulators were developed to assist students in learning the skills and practical knowledge of the electronic ignition system in vehicle engine. The simulator was developed by applying 10 development stages. Development stages included: analyzing the problems, needs analysis, product design, design implementation, expert assessment, limited testing (small classes), product revisions, large usage / class testing, product revisions, and get suitable product. The development result was a replica of ESA system separated from vehicle system. The ignition system components were arranged on the acrylic board, so it can be used by the students safely and easily for: (1) identifying components, (2) inspect components, (3) inspect ignition circuit, (4) conducting ignition system adjusting, and (5) simulating ignition system. Based on the material and learning media aspects with the results of limited trials as well as usage trials show that the developed ESA's electronic ignition system simulator was suitable to use, so it can help students to learn and practice skills related to maintenance jobs and repair ESA's electronic ignition system more easily.

Vocational Students' Perception toward the Use of Online Instructional Media

“…In vocational education, face-to-face learning has always been chosen because it requires practical knowledge. The students must develop a design approach in the classroom to learn theory and basic concepts, followed by practical work in the laboratory or workshop for psychomotor learning (Khan & Abid, 2021;Tafakur et al, 2021). A study reports that almost 60% of learning time is spent in practised courses to produce skilful and competent students, specifically in hard skills related to their technical competence mastery (Ariyani & Hadiani, 2020).…”

“…In an online learning system, students can directly interact with the learning content provided in various formats such as video, audio, documents, and so on (Wang et al, 2020), which benefits both learners and teachers (Yulian & Ruhama, 2021). The interaction can occur inside the inquiry community through various synchronous and asynchronous online activities through video, audio, computer conferencing, chat, or cyber interactions (Monica & Fitriawati, 2020;Yulian & Ruhama, 2021;Tafakur et al, 2021;Kusuma et al, 2021;Dantes et al, 2022).…”

“…Besides, online learning can be effective if the material is packaged in a form that students like, such as using videos, pictures, posters, and so on (Huwaidi et al, 2021), because the interactive and more innovative instructional media can enhance students' motivation to learn (Nuriansyah, 2020). It is also believed that online learning is beneficial if there is a two-way interaction between lecturers and students in class, providing feedback on assignments/understanding of the material and using effective instructional media (Monica & Fitriawati, 2020;Yulian & Ruhama, 2021;Tafakur et al, 2021).…”

The dual-design-based pneumatic simulator as supporting media for electro-pneumatic practicum in vocational higher education

“…Learning media must be able to provide information to students to learn easily (Syaefrudin, 2016). In addition, instructional media must be able to facilitate communication between learners, teachers and other learning resources (Tafakur & Solikin, 2018). Based on its development, learning media can be classified into two groups, namely traditional media and modern technology media.…”

Learning Media for Vocational Education

“…Learning media is an equipment used to help communication in the learning process [2]. Media can facilitate student's communication, both with teachers and with other learning resources [3].…”