MODEL PEMBELAJARAN UNTUK MENINGKATKAN KEMAMPUAN MENGGAMBAR ILUSTRASI BERBASIS TRADISI PADA SISWA SMP DI KOTA BANDUNG

Penelitian ini dilatarbelakangi oleh hasil penelitian sebelumnya dan berdasarkan diskusi dalam beberapa even ilmiah yang menyatakan bahwa hasil menggambar ilustrasi peserta didik SMP di Kota Bandung belum bernuansa tradisi setempat. Setelah dilakukan penelitian pendahuluan ditemukan salah satu faktor penyebabnya, yakni bahwa pembelajaran yang dilaksanakan guru waktu peneliti mengadakan penelitian belum dapat menghasilkan gambar ilustrasi yang berbasis tradisi. Hal ini disebabkan karena kemampuan peserta didik masih rendah dalam menggambar ilustrasi berbasis tradisi. Untuk itu peneliti mengembangkan model sebagai solusi untuk meningkatkan kemampuan menggambar ilustrasi yang berbasis tradisi tersebut. Langkah-langkah pengembangan model pembelajaran menggambar ilustrasi yang peneliti kembangkan mengacu pada penelitian R & D menurut Borg & Gall (1979, hlm. 626) dalam Nana Syaodih (2011, hal. 23) yang intinya dapat diringkas menjadi tiga tahap, yakni: 1) studi pendahuluan, 2) uji coba terbatas dan lebih luas, yang ke- 3) validasi, sedangkan model yang dikembangkan adalah Model Sinektik Bruce Joice (2009: 258) didasari paham perenialisme, pendekatan permisif, teori belajar konstruktifisme, behaviorisme, Model PAIKEM, dan metode drill. Konsep berpikir implementasi model mengacu pada komponen intruksional Dick and Carey (2009, hlm. 6-8) dalam Nana Syaodih (2011, hal.22) ada sepuluh komponen, kemudian diadaptasi penulis menjadi 6 yakni; 1) Tujuan; memiliki kemampuan memahami, menghargai, dan melestarikan nilai-nilai tradisi positif daerah setempat. 2) Evaluasi; penilaian otentik dengan bentuk teman sejawat, dan oleh guru. 3) Strategi Pembelajaran; Pendekatan scientific dipadu permisif dengan prinsif pembelajaran konstruktivisme, behaviorisme, dan PAIKEM melalui metode pembelajaran variatif, dan drill sebagai metode utama. 4) Pengembangan Materi Pembelajaran; Materi teori dan praktek menggambar ilustrasi dengan tema tradisi daerah setempat. 5) Bentuk Instrumen Penilaian; Penilaian Otentik, dalam bentuk instrumen penilain sikap, pengetahuan, praktek, yang dinilai oleh guru, teman sejawat, dan penilaian diri. 6) Merevisi; tujuan, materi, metode, media, evaluasi. Revisi dilaksanakan setelah model diimplementasikan. Setelah melalui tahapan uji coba terbatas, lebih luas, dan validasi, terbukti bahwa MPMIBT yang peneliti kembangkan dapat meningkatkan proses dan hasil belajar dibanding pembelajaran konvensional.; This research is motivated by the results of previous studies and on the basis of discussions in the scientific event that states that the result of drawing illustrations junior students in Bandung yet nuanced local traditions. After a preliminary study found one contributing factor, namely that the study conducted teacher time researchers conduct studies have not been able to produce illustrations based on tradition. This is because the ability of learners is still low in drawing illustrations based on tradition. To the researchers developed the model as a solution to improve the ability to draw the illustrations are based on tradition. Step-by-step learning model development drawing illustrations that researchers have developed draws on research R & D according to Borg and Gall (1979, p. 626) in Nana Syaodih (2011, p. 23) which in essence can be summarized into three stages, namely: 1) preliminary studies, 2) limited trial and more widely, that the 3rd) validation, while the developed model is Model Sinektik Bruce Joice (2009: 258) constituted understand perenialisme, permissive approach, Constructivism learning theory, behaviorism, Model PAIKEM, and drill method. The concept of thinking refers to the component model implementation intruksional Dick and Carey (2009, pp. 6-8) in Syaodih Nana (2011, hal.22) there are ten components, then the analysis will be 6 namely; 1) Objectives; have the ability to understand, appreciate and preserve the traditional values of positive local area. 2) Evaluation; authentic assessment to form peers, and teachers. 3) Learning Strategies; Permissive scientific approach combined with learning prinsif constructivism, behaviorism, and PAIKEM through varied learning methods, and drill as the main method. 4) Development of Learning Materials; Matter theory and practice of drawing illustrations with the theme of the local tradition. 5) Form of Instrument Rating; Authentic assessment, in the form of instruments for assessing the attitudes, knowledge, practices, assessed by teachers, peers, and self-assessment. 6) Revise; objectives, materials, methods, media, evaluation. Revisions carried out after the model is implemented. After going through the stages of limited testing, wider, and validation, the researchers proved that MPMIBT developed can improve the process and learning outcomes than conventional learning

Game play in vocational training and engineering education

Educational games may create a new and improved learning culture by drawing advantage of the new knowledge and skills of today’s students obtained from extensive use of interactive game software. This paper presents a design basis and online learning resources taking advantage of game-related features like a high degree of interactivity, attractive graphics, a dynamical virtual universe, and an incentive system to promote prolonged and more advanced use. The educational resources, denoted PIDstop, are targeted towards the engineering domain. Feedback from over 2000 users clearly indicates that PIDstop has a positive learning effect. Training packages for vocational training of Automation Technicians is emphasized in this paper. Such learning resources must have a limited mathematical complexity; hence, the representation should be rather descriptive. Evaluation of learning resources to assess the actual learning effect is important, and a two-step procedure based on formative and summative evaluation is proposed for this purpose

On Gradient Computation in Single‐shooting Nonlinear Model Predictive Control

Abstract: This paper gives an overview of methods for computing derivative information in dynamic optimization with path constraints. Efficiency of forward and adjoint techniques are discussed in a discrete-time setting and some algorithms are derived. Next, the discussion is extended to also include continuous-discrete systems. Dimensions in the model, signal parameterization, horizon length and sampling interval affect each of the methods differently. The key contributions of this paper is to give an overview of these methods, how they can be combined, and how different parameters affect efficiency