4 research outputs found
Pengaruh Variasi Kecepatan Pengelasan GMAW Pada Plat Baja S45c Terhadap Kekuatan Impak Kekerasan Dan Struktur Mikro Hasil Sambungan Las
No full textABSTRAK Rohmad, Syaiful Nur. 2016. Pengaruh Variasi Kecepatan Pengelasan GMAW Pada Plat Baja S45c Terhadap Kekuatan Impak Kekerasan Dan Struktur Mikro Hasil Sambungan Las. Skripsi, Jurusan Teknik Mesin, Fakultas Teknik, Universitas Negeri Malang. Pembimbing: (I) Dr. Heru Suryanto, S.T., M.T. (II) Prihanto Tri Hutomo, S.T., M.T. Kata kunci : Baja karbon sedang (S45C), gmaw, kekerasan, kekuatan impak, pengelasan, struktur mikro Abstrak : Teknik pengelasan beberapa tahun ini mengalami perkembangan yang pesat, salah satu proses pengelasan yang dikenal adalah GMAW. Parameter pengelasan dalam proses GMAW mempengaruhi kualitas, produktivitas, dan biaya sambungan las. Salah satu parameter yang sangat menentukan dari proses pengelasan adalah kecepatan pengelasan. Proses pengelasan yang telah dijelaskan di atas banyak digunakan pada industri besar. Salah satu bahan yang banyak digunakan dalam industri dan menjadi bahan utama dalam proses pengelasan adalah baja S45C. Baja S45C umum digunakan untuk industri karena biaya yang murah dan mudah untuk di fabrikasi. Penelitian mengenai pengelasan baja S45C menjadi sangat perlu demi kemajuan dunia industri. Selain itu, dalam proses pengelasan juga terdapat beberapa permasalahan terutama dalam pengelasan baja. Kepekaan terhadap patah getas adalah salah satu masalah besar pada baja dan mempengaruhi hasil las sehingga perlu diukur terlebih dahulu ketangguhannya. Salah satu cara untuk mengukur ketangguhan terhadap patah getas adalah melakukan uji impak charpy. Pengujian lain untuk mendukung analisa adalah pengujian kekerasan dan pengamatan struktur mikro. Untuk itu perlu dikaji pengaruh variasi kecepatan pengelasan GMAW pada plat baja S45C terhadap kekuatan impak, kekerasan, dan struktur mikro hasil sambungan las. Penelitian ini menggunakan rancangan penelitian eksperimental. Pengumpulan data dilakukan dalam beberapa tahap yaitu persiapan, pengambilan data, dan pengolahan serta penarikan kesimpulan. Hasil dari penelitian ini menunjukkan bahwa terdapat pengaruh kecepatan pengelasan GMAW pada plat baja S45C terhadap kekuatan impak kekerasan dan struktur mikro hasil sambungan las. Kekuatan impak yang optimal pada kecepatan pengelasan 190 mm/menit sebesar 1422 joule/cm2 sedangkan kekerasan terendah pada kecepatan pengelasan 190 mm/menit sebesar 217,6 HV. Kandungan ferit yang terbesar berada pada kecepatan sedang 190 mm/menit yaitu 39,5%.
Menggali pendidikan karakter dari kisah-kisah di dalam Al-Quran dan Al-Hadits
Get PDFINDONESIA:
Pendidikan karakter merupakan usaha sadar dari pendidik untuk menanamkan nilai-nilai pendidikan karakter kepada peserta didik. Nilai-nilai pendidikan karakter erat kaitannya dengan pendidikan akhlak yang diajarkan oleh Al Quran dalam kisah-kisah para Nabi dan umat terdahulu serta kisah-kisah yang Rosulullah SAW ajarkan dalam Al Hadits. Nilai-nilai pendidikan karakter itu meliputi nilai karakter hubungan dengan Tuhan semesta alam, kepada diri sendiri, kepada orang lain dan kepada lingkungan.
Peneliti mengkaji kisah-kisah di dalam Al Quran dan Al Hadits tentang nilai-nilai pendidikan karakter yang ada di dalamnya serta mengkaitkannya dengan teori-teori pendidikan karakter yang telah ada. Peneliti berpendapat bahwa kisah-kisah yang ada di dalam Al Quran dan Al Hadits merupakan sumber nilai-nilai pendidikan karakter karena berkaitan dengan ajaran Islam tentang nilai kesabaran, kebijaksanaan serta nilai-nilai karakter mulia baik menyangkut dengan diri sendiri orang lain dan lingkungan. dalam mengkaji nilai-nilai pendidikan karakter tersebut peneliti menggunakan buku-buku tentang pendidikan karakter, buku-buku tafsir Al Quran dan buku-buku tentang Hadits shahih agar di temukan data yang kuat dan falid.
Nilai-nilai pendidikan karakter itu dikaji dari kisah-kisah para nabi yang ada di dalam Al Quran serta hamba-hamba shalih yang mempunyai sifat-sifat mulia yang Allah anugerahkan kepada mereka seperti kisah Luqman yang di beri anugerah kebijaksanaan, serta kisah-kisah teladan yang Nabi Muhammad SAW ceritakan sebagai pengajaran kepada sahabat untuk menanamkan karakter mulia kepada mereka. semua kisah-kisah tersebut di kabarkan oleh Al Quran dan Al Hadits sebagai pelajaran agar supaya umat manusia dapat mengambil ibrah dari kisah teladan yang pernah terjadi di masa lalu. kemudian penulis berpendapat bahwa nilai-nilai pendidikan karakter pada kisah-kisah itu dapat ditanamkan dengan baik oleh guru kepada peserta didik karena berkaitan erat dengan ajaran agama islam serta berpedoman pada Al Quran dan Al Hadits sebagai sebaik-baik kisah dan sebaik-baik pengajaran
Penelitian ini merupakan jenis penelitain kepustakaan (library research) yang berusaha mengkaji dan menggali data dari sumber utama Al Quran dan Al Hadits mengkajinya dengan menggunakan buku-buku tafsir Al Quran dan buku-buku Hadits kemudian mengkaitkannya dengan teori-teori pendidikan karakter yang sudah ada setelah itu peneliti mengambil kesimpulan dari temuan-temuan yang sudah ada untuk membuat teori baru yang relevan.
ENGLISH:
Character education is a conscious effort of educators to instill the values of character education to students. The values of character education is closely related to moral education taught by the Quran in the stories of the Prophets and the people of History and the stories that The Prophet have taught in Hadith. The values of character education that includes the character value the relationship with the Lord of the universe, to yourself, to others and to the environment.
Researcher examines the stories in the Koran and the Hadith of the values of character education that is in it and link it with the educational theories of characters that already exist. Researchers argue that the stories contained in the Qur'an and the Hadith is the source of the values of character education as it relates to Islamic teachings about the value of patience, wisdom and values of noble character, either in relation to themselves others and the environment. in assessing the values of the character education researchers used books on character education, books of tafsir Al Quran and books about the authentic Hadith to found strong data and falid.
The values of character education was studied from the stories of the prophets in the Qur'an as well as servants righteous who have noble qualities which God bestowed upon them as the story of Luqman in the given grace wisdom, as well as the stories of exemplary Prophet Muhammad told as teaching to his friend to inculcate noble character to them. all these stories at proclaim the Koran and Hadith as a lesson so that humankind can take ibrah of exemplary stories that have occurred in the past. then the author argues that the educational values of characters in stories that could be implanted well by the teacher to the learner as closely related to the religious teachings of Islam and are guided by the Quran and Hadith as the best of the story and the best teaching
This study is library research, which tries to study and collect data from the main source of the Quran and Hadith studying using books of tafsir Al Quran and books of Hadith and then linking them with educational theories characters that already exist after the researchers concluded from the findings that already exist to create new theories relevant
Authentic Assessment Implementation in Natural and Social Science
No full textAssessment methods are important to create qualified graduates who are ready to face the real world. Authentic assessment is considered to be the most effective method to achieve this. The application of authentic assessment is often universal. However, there is a difference between natural sciences and social sciences. If it is used for different scientific constructions, then the authentic assessment should also be different. Therefore, there is a need for authentic implementation research in these two fields of science. This research is survey research with quantitative descriptive method. This study focuses on the analysis of differences in implementation of the assessment carried out, assignment techniques, assessment components, and post-assessment at the State University of Malang in two different fields of science, namely natural sciences and social sciences. The population in this study was 1069 lecturers represented by 270 sample lecturers. There are 106 (39.26%) samples of lecturers representing 388 (36.3%) lecturer populations from 2 natural fields and 164 (60.74%) samples representing 681 (63.7%) lecturer populations from 6 social fields. The analysis is carried out by comparing the results of each aspect of the assessment implementation in the two fields. Almost all aspects of authentic assessment between the natural and social sciences had no difference. The only differences were in the assessment form and individual assignment techniques that were performed. Social science conducted non-test assessment only higher than the natural science. Measured tests were primarily used in the natural science using Higher-Order Thinking Skills questions. Performance test was mostly conducted in social science
Assessment and evaluation in higher education
Get PDFThis book compiles relevant research on students’ learning processes in Higher Education.
It presents different dimensions and forms of learning, crucial to understand and tackle diversity and integration regarding more sustainable and inclusive goals.
Major challenges have taken place recently considering assessment within higher education and its known impact on students’ learning processes. The application of different assessment methods, considering a general public desire to focus on more skills development and assessment has brought higher education challenges regarding students learning processes and its assessment that are bringing severe changes towards academia. Higher education institutions should act as knowledge and research drivers, and the consideration about the learning processes and assessment methods are key.
Special attention is given to assessment methods and purposes, assessment rubrics and the assessment of learning outcomes (knowledge and skills). Research on the challenges, strengths,
and opportunities of online and virtual assessment, as well as best practices and recommendations for assessment and evaluation in higher education, are also explored and discussed in this book. This book, which consists of 15 articles written by research experts in their
topic of interest, reports the most recent research concerning assessment and evaluation in higher education. The book includes changes in education and higher education that can lead to a
systematic modification of higher education.
Topic one—Pedagogical innovation Jung Hee Park, Woo Sok Han, Jinkyung Kim and Hyunjung Lee—Strategies for Flipped Learning in the Health Professions Education in South Korea and Their Effects: A
Systematic Review; https://doi.org/10.3390/educsci11010009.
William Swart and Ken MacLeod—Evaluating Learning Space Designs for Flipped and Collaborative Learning: A Transactional Distance Approach; https://doi.org/10.3390/educsci11060292.
Jiří Bečica and Roman Vavrek—A Qualitative Assessment of the Pedagogical Process at Czech Public Universities; https://doi.org/10.3390/educsci11080389.
Salleh Amat, Harizah Izyan Samsudin, Abu Yazid Abu Bakar, Mohd Izwan Mahmud and Mohd Hasrul Kamarulzaman—Needs Analysis of Psychosocial Module Development Based on Psychoeducation Approach for Public University Students in Malaysia;
https://doi.org/10.3390/educsci11100604.
Humberto Arruda and Édison Renato Silva—Assessment and Evaluation in Active Learning Implementations: Introducing the Engineering Education Active Learning Maturity Model; https://doi.org/10.3390/educsci11110690.
We begin the book by introducing the reader to a very interesting work in which Park et al.
develops a student-centred approach considering the real advantages in developing students learning abilities. The effect and strategies of flipped learning in the health professions education
were assessed through a Participant–intervention-comparator-outcome (PICO). Findings suggests that implementing flipped learning design based on class characteristics and appropriate post-class activities can enhance students’ learning abilities.
The topic continues with the work from Swart et al. where they evaluate Learning Space Designs for Flipped and Collaborative Learning. A highly revealing study considering the relevance of the classroom´s design as a relevant mainframe for collaborative work. They developed a very interesting study where they present that from a student perspective the investment in high-tech classrooms is not necessarily directly associated with more student engagement.
Amat and colleagues presents a research which showed a highly positive response from the students toward the development of a psychosocial module in order to strengthen the assertiveness, social skills, and psychological well-being.
Assessment and Evaluation in Active Learning Implementations has been widely worked on engineering Education. Arruda and colleagues present a paper where they propose a framework that assesses the maturity of Active Learning implementation in a program or a course. A valuable tool to be implemented and replicated, on diagnosis and practical improvements in real settings.
Topic Two—Assessment Fidel Salas Vicente, Ángel Vicente Escuder, Miguel Ángel Pérez Puig and Francisco Segovia López—Effect on Procrastination and Learning of Mistakes in the Design of the Formative and Summative Assessments: A Case Study; https://doi.org/10.3390/educsci11080428.
Eddy Sutadji, Herawati Susilo, Aji Prasetya Wibawa, Nidal A.M. Jabari and Syaiful Nur Rohmad—Authentic Assessment Implementation in Natural and Social Science; https://doi.org/10.3390/educsci11090534
Jurgita Lenkauskaitė, Remigijus Bubnys, Erika Masiliauskienė and Daiva Malinauskienė—Participation in the Assessment Processes in Problem-Based Learning: Experiences of the Students of Social Sciences in Lithuania; https://doi.org/10.3390/educsci11110678.
Tatiana Baranova, Dmitriy Mokhorov, Aleksandra Kobicheva and Elena Tokareva—Assessment of the Application of Content and Language Integrated Learning in a Multilingual Classroom; https://doi.org/10.3390/educsci11120808.
Another interesting research is the one presented by Vicent et al. where we are guided through students’ procrastination processes, the formative assessments and the summative evaluation. This case study presents the unexpected and undesirable effects of both on the
behavior of students and on both grading and learning.
Authentic assessment is another pedagogical approach based on real world impact. Sutadji and colleagues presented a research paper where they debate epistemological and scientific constructions to social and natural sciences.
Lenkauskaitė and colleagues explored the idea of change in the higher educational process using a problem-based learning strategy. The need we have in education institutions to empower students is reflected in this study that shows empowerment and enhancement of critical thinking from students when they assess and are involved in the assessment strategy.
To end this topic Baranova and colleagues present a research based on the introduction of content and language into classes with a multilingual approach, which will allow students to use several foreign languages in the process of professional communication. The purpose of the paper is to evaluate the efficiency of a newly introduced integrated learning model from the perspective of students and to understand its impact on students.
Topic three—Digitalization- and peer-support-technology-based
Rana Saeed Al-Maroof, Khadija Alhumaid and Said Salloum—The Continuous Intention to Use E-Learning, from Two Different Perspectives; https://doi.org/10.3390/educsci 11010006.
Isabel López-Tocón—Moodle Quizzes as a Continuous Assessment in Higher Education: An Exploratory Approach in Physical Chemistry; https://doi.org/10.3390/educsci11090500.
Mehdi Berriri, Sofiane Djema, Gaëtan Rey and Christel Dartigues-Pallez—Multi-Class Assessment Based on Random Forests.; https://doi.org/10.3390/educsci11030092.
In Topic 3, the book presents relevant pos pandemic strategies like e-learning methods. The paper by Al-Maroof et al. show that teachers’ and students’ perceived technology self-efficacy, ease of use and usefulness are the main factors directly affecting the continuous intention to use technology.
Their relevant findings also bring about intrinsic and extrinsic motivation associated and developed throughout the process of learning. Considered the key factors that support the use of
technology continuously.
The chapter continues with López-Tocón and colleagues work on Moodle Quizzes as a Continuous Assessment. Moodle quizzes were explored in this study, and they acted as a reliable practice for teaching and learning.
This topic regards crucial aspects that intend to enhance the need for higher education institutions to support additional student-centred dynamics not based on the teacher and its role as the main actor in the classroom or even as main facilitator of knowledge. In this chapter it is explored by the work of Berriri, a novel study that tried to provide relevant information regarding counseling processes. Additionally, it is explored how teaching staff can propose training courses
adapted to students by anticipating their possible difficulties using new technologies, a machine learning algorithm called Random Forest, allowing for the classification of the students depending on their results.
Topic four—Organizations and governance Cristina Checa-Morales, Carmen De-Pablos-Heredero, Angela Lorena Carreño, Sajid Haider and Antón García—Organizational Differences among Universities in Three Socioeconomic Contexts: Finland, Spain and Ecuador. Relational Coordination Approach; https://doi.org/10.3390/educsci11080445.
Hue Thi Truong, Hung Manh Le, Duc Anh Do, Duc Anh Le, Huyen Thi Nguyen and Thanh Kim Nguyen—Impact of Governance Factors over Lecturers’ Scientific Research Output: An Empirical Evidence; https://doi.org/10.3390/educsci11090553.
Cecília Guerra and Nilza Costa—Can Pedagogical Innovations Be Sustainable? One Evaluation Outlook for Research Developed in Portuguese Higher Education; https://doi.org/10.3390/educsci11110725.
The book also presents institutional research, conducted in a macro level approach that can be very helpful to the reader that is interested in more information regarding the assessment of pedagogical innovation at an institutional level. Bečica and colleagues present a relevant qualitative Assessment of the Pedagogical Process at Czech Public Universities. This work increments the debate towards more quality-based measures considering that the monitoring and
quantification of quality in education is a very demanding and controverse topic.
Checa-Morales and colleagues presented an institutional study that focus on organizational differences Universities in Three Socioeconomic Contexts: Finland, Spain and Ecuador. Results show that shared goals with among faculty members and problem-solving
communication among students were key. Organizational practices show relevant differences among the three universities.
Truong and colleagues analysed governance factors that influence the scientific research output of lecturers. The results reveal that resources for scientific research have the most impact on lecturers’ scientific research output, followed by policies for lecturers, support for scientific research activities, scientific research objectives of HEIs, and finally, leadership.
Pedagogical innovation is key in order to develop society. Guerra and colleagues introduce a very interesting and critical approach to the topic, conducting research that focused on the extent to which funded national research-based education projects, developed in public Portuguese higher education institutions (universities and polytechnic institutes), have considered the sustainability of research results (e.g., pedagogical innovations), after funding ends.
We believe there is a need for this book to provide clear and relevant scientific research which takes into consideration pedagogical innovation, assessment processes and institutional models. The aim of this book is to provide the reader with key and updated research on the information necessary to understand students learning and teaching, innovation at assessment, the need to assess involving the students and also to understand global macro level research,
national level and institutional level. Therefore, we hope to reach policy makers, educators, researchers, teachers, students and a global community of people that are interested and concerned with the research agenda, acting in student’s empowerment, knowledge and updated skills.info:eu-repo/semantics/publishedVersio
