fixing pertemuan 1 dan sudah ada konten pemahaman bermakna
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@ -1,15 +1,12 @@
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\section{Lembar Kerja}
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\begin{multicols}{2}
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\subsection*{Kriteria Pencapaian Tujuan Pembelajaran}
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\begin{enumerate}
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%<*tujuan>
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\ExecuteMetaData[lembar_kerja/electropneumatic_2.tex]{tujuan}
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\ExecuteMetaData[lembar_kerja/electropneumatic_4.tex]{tujuan}
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%</tujuan>
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%<*tujuan>
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\ExecuteMetaData[lembar_kerja/electropneumatic_2.tex]{tujuan}
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\ExecuteMetaData[lembar_kerja/electropneumatic_4.tex]{tujuan}
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%</tujuan>
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\end{enumerate}
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\section*{Pertanyaan Pemantik}
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\subsection*{Pertanyaan Pemantik}
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\begin{enumerate}
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%<*pemantik>
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\ExecuteMetaData[lembar_kerja/electropneumatic_2.tex]{pemantik}
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@ -17,11 +14,19 @@
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%</pemantik>
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\end{enumerate}
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\end{multicols}
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\subsection*{Pemahaman Bermakna}
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\begin{enumerate}
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%<*kesimpulan>
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\ExecuteMetaData[lembar_kerja/electropneumatic_2.tex]{kesimpulan}
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\ExecuteMetaData[lembar_kerja/electropneumatic_4.tex]{kesimpulan}
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%</kesimpulan>
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\end{enumerate}
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\input{sop_pembelajaran.tex}
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\begin{drawcircuit}[draw]
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\newpage
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\input{lembar_kerja/electropneumatic_2.tex}
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\newpage
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\input{lembar_kerja/electropneumatic_4.tex}
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\end{drawcircuit}
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\input{sop_laporan.tex}
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\end{drawcircuit}
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@ -1,2 +1,7 @@
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\section{Lembar Kerja} \newpage
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\section{Lembar Kerja}
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\begin{multicols}{2}
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\input{sop_pembelajaran.tex}
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\end{multicols}
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\begin{multicols}{2}
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\end{multicols}
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\input{lembar_kerja/pneumatic_15.tex}
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@ -1,4 +1,3 @@
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\section{Lembar Kerja}
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\subsection*{Kriteria Pencapaian Tujuan Pembelajaran}
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\begin{enumerate}
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%<*tujuan>
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@ -7,13 +6,24 @@
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%</tujuan>
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\end{enumerate}
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\section*{Pertanyaan Pemantik}
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\subsection*{Pertanyaan Pemantik}
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\begin{enumerate}
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%<*pemantik>
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\ExecuteMetaData[lembar_kerja/pneumatic_5.tex]{pemantik}
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\ExecuteMetaData[lembar_kerja/electropneumatic_8.tex]{pemantik}
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%</pemantik>
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\end{enumerate}
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\subsection*{Pemahaman Bermakna}
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\begin{enumerate}
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%<*kesimpulan>
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\ExecuteMetaData[lembar_kerja/pneumatic_5.tex]{kesimpulan}
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\ExecuteMetaData[lembar_kerja/electropneumatic_8.tex]{kesimpulan}
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%</kesimpulan>
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\end{enumerate}
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\input{sop_pembelajaran.tex}
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\begin{drawcircuit}[partial]
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\newpage
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\input{lembar_kerja/pneumatic_5.tex}
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@ -1,4 +1,3 @@
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\section{Lembar Kerja}
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\subsection*{Kriteria Pencapaian Tujuan Pembelajaran}
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\begin{enumerate}
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%<*tujuan>
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@ -7,7 +6,7 @@
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%</tujuan>
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\end{enumerate}
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\section*{Pertanyaan Pemantik}
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\subsection*{Pertanyaan Pemantik}
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\begin{enumerate}
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%<*pemantik>
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\ExecuteMetaData[lembar_kerja/electropneumatic_11.tex]{pemantik}
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@ -15,6 +14,17 @@
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%</pemantik>
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\end{enumerate}
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\subsection*{Pemahaman Bermakna}
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\begin{enumerate}
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%<*kesimpulan>
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\ExecuteMetaData[lembar_kerja/electropneumatic_11.tex]{kesimpulan}
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\ExecuteMetaData[lembar_kerja/electropneumatic_14.tex]{kesimpulan}
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%</kesimpulan>
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\end{enumerate}
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\input{sop_pembelajaran.tex}
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\begin{drawcircuit}[partial]
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\newpage
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\input{lembar_kerja/electropneumatic_11.tex}
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@ -1,4 +1,3 @@
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\section{Lembar Kerja}
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\subsection*{Kriteria Pencapaian Tujuan Pembelajaran}
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\begin{enumerate}
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%<*tujuan>
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@ -8,7 +7,7 @@
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\end{enumerate}
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\section*{Pertanyaan Pemantik}
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\subsection*{Pertanyaan Pemantik}
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\begin{enumerate}
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%<*pemantik>
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\ExecuteMetaData[lembar_kerja/electropneumatic_15.tex]{pemantik}
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@ -16,6 +15,17 @@
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%</pemantik>
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\end{enumerate}
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\subsection*{Pemahaman Bermakna}
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\begin{enumerate}
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%<*kesimpulan>
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\ExecuteMetaData[lembar_kerja/electropneumatic_15.tex]{kesimpulan}
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\ExecuteMetaData[lembar_kerja/electropneumatic_16.tex]{kesimpulan}
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%</kesimpulan>
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\end{enumerate}
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\input{sop_pembelajaran.tex}
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\begin{drawcircuit}[partial]
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\newpage
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\input{lembar_kerja/electropneumatic_15.tex}
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@ -1,4 +1,9 @@
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\section{Lembar Kerja} \newpage
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\section{Lembar Kerja}
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\begin{multicols}{2}
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\input{sop_pembelajaran.tex}
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\end{multicols}
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\begin{multicols}{2}
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\end{multicols}
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\input{lembar_kerja/pneumatic_10.tex}
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\newpage
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\input{lembar_kerja/electropneumatic_17.tex}
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@ -1,4 +1,9 @@
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\section{Lembar Kerja} \newpage
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\section{Lembar Kerja}
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\begin{multicols}{2}
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\input{sop_pembelajaran.tex}
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\end{multicols}
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\begin{multicols}{2}
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\end{multicols}
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\input{lembar_kerja/pneumatic_12.tex}
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\newpage
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\input{lembar_kerja/electropneumatic_18.tex}
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@ -1,4 +1,9 @@
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\section{Lembar Kerja} \newpage
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\section{Lembar Kerja}
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\begin{multicols}{2}
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\input{sop_pembelajaran.tex}
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\end{multicols}
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\begin{multicols}{2}
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\end{multicols}
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\input{lembar_kerja/pneumatic_13.tex}
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% \newpage
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% \input{lembar_kerja/electropneumatic_19.tex}
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@ -1,4 +1,9 @@
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\section{Lembar Kerja} \newpage
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\section{Lembar Kerja}
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\begin{multicols}{2}
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\input{sop_pembelajaran.tex}
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\end{multicols}
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\begin{multicols}{2}
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\end{multicols}
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\input{lembar_kerja/pneumatic_9.tex}
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\newpage
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\input{lembar_kerja/electropneumatic_15.tex}
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@ -1,2 +1,7 @@
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\section{Lembar Kerja} \newpage
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\section{Lembar Kerja}
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\begin{multicols}{2}
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\input{sop_pembelajaran.tex}
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\end{multicols}
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\begin{multicols}{2}
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\end{multicols}
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\input{lembar_kerja/pneumatic_14.tex}
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@ -0,0 +1,25 @@
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INFO: latexindent version 3.8.1, 2020-05-05, a script to indent .tex files
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latexindent lives here: /usr/share/texlive/texmf-dist/scripts/latexindent/
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Mon Aug 22 20:46:43 2022
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Filename: /home/a2nr/Documents/robotic_1/SOURCE/lembar_kerja/__latexindent_temp.tex
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INFO: Processing switches:
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-y|--yaml: YAML settings specified via command line
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-c|--cruft: cruft directory
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INFO: Directory for backup files and /home/a2nr/Documents/robotic_1/SOURCE//indent.log: /home/a2nr/Documents/robotic_1/SOURCE/
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INFO: YAML settings read: defaultSettings.yaml
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Reading defaultSettings.yaml from /usr/share/texlive/texmf-dist/scripts/latexindent/defaultSettings.yaml
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INFO: YAML settings read: indentconfig.yaml or .indentconfig.yaml
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Home directory is /home/a2nr (didn't find either indentconfig.yaml or .indentconfig.yaml)
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To specify user settings you would put indentconfig.yaml here: /home/a2nr/indentconfig.yaml
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Alternatively, you can use the hidden file .indentconfig.yaml as: /home/a2nr/.indentconfig.yaml
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INFO: YAML settings read: -y switch
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Updating masterSettings with defaultIndent:
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INFO: Phase 1: searching for objects
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INFO: Phase 2: finding surrounding indentation
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INFO: Phase 3: indenting objects
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INFO: Phase 4: final indentation check
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INFO: Output routine:
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Not outputting to file; see -w and -o switches for more options.
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--------------
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INFO: Please direct all communication/issues to:
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https://github.com/cmhughes/latexindent.pl
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@ -1,4 +1,4 @@
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\subsection{Sorting Device}
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\section{Sorting Device}
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\textbf{Tujuan}
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\begin{itemize}
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\item Mengoprasikan silinder single-acting secara langsung
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@ -1,4 +1,4 @@
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\subsection{Hopper Control}
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\section{Hopper Control}
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\textbf{Tujuan}
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\begin{itemize}
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\item Mengoprasikan silinder single-acting dan double
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@ -1,4 +1,4 @@
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\subsection{Gravity feed magazine}
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\section{Gravity feed magazine}
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\textbf{Tujuan}
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\begin{itemize}
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\item Mengoprasikan silinder double-acting secara tidak langsung
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@ -6,6 +6,16 @@
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\item Menggunakan limit switch satu sisi secara tidak langsung
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%</tujuan>
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\end{itemize}
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\ifdef{\showhiden}
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{
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\textbf{Kesimpulan}
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\begin{enumerate}
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%<*kesimpulan>
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\item Dapat digunakan komponen input valve dengan pemicu roller atau limit switch roller
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dengan tujuan memberikan tanda bahwa aktuator sedang memanjang atau memendek
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%</kesimpulan>
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\end{enumerate}
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}{}
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\textbf{Deskripsi Perangkat}
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\begin{itemize}
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\item Beberapa kayu balok sama panjang ditumpuk di tempat khusus.
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@ -42,12 +52,12 @@
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\subsubsection{Evaluasi}
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\begin{enumerate}
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\item Ceritakan cara kerja rangkaian yang telah dipraktikkan apabila terpasang pada perangkat sebenarnya!
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%<*pemantik>
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%<*pemantik>
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\item Apabila diperhatikan, valve 5/2 kendali akhir tidak memiliki pemicu pegas untuk mengembalikan posisi semula,
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menggunakan apakah rangkaian tersebut untuk mengembalikan posisi semula?
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\item Bagian dari komponen apakah dari limit roller/switch (input, processing, final control)?
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%</pemantik>
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%</pemantik>
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%</pemantik>
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\end{enumerate}
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\newpage
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\subsubsection{JAWABAN}
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@ -1,4 +1,4 @@
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\subsection{Multi-track gravity feed magazine}
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\section{Multi-track gravity feed magazine}
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\textbf{Tujuan}
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\begin{itemize}
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\item Mengoprasikan silinder double acting
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@ -1,11 +1,21 @@
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\subsection{Rotary Indexing Table}
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\section{Rotary Indexing Table}
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\textbf{Tujuan}
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\begin{itemize}
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\item Mengoprasikan silinder double-acting secara tidak langsung
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%<*tujuan>
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%<*tujuan>
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\item Menggunakan limit switch dua sisi secara tidak langsung
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%</tujuan>
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%</tujuan>
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\end{itemize}
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\ifdef{\showhiden}
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{
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\textbf{Kesimpulan}
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\begin{enumerate}
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%<*kesimpulan>
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\item Komponen valve dengan pemicu roller dan limit switch roller dapat digunkan untuk
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memberikan tanda aktuator sedang pendek atau panjang.
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%</kesimpulan>
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\end{enumerate}
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}{}
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\textbf{Deskripsi Perangkat}
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\begin{itemize}
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\item Dengan menggunakan mesin rotary indexing,
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\subsubsection{Evaluasi}
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\begin{enumerate}
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\item Ceritakan cara kerja rangkaian yang telah dipraktikkan apabila terpasang pada perangkat sebenarnya!
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%<*pemantik>
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%<*pemantik>
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\item Apa yang terjadi apabila piston sedang proses memanjang lalu tombol dilepas dan ditekan?
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%</pemantik>
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%</pemantik>
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\end{enumerate}
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\newpage
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\subsubsection{JAWABAN}
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\subsection{Slidinng Table}
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\section{Slidinng Table}
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\textbf{Tujuan}
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\begin{itemize}
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\item Mengoprasikan silinder double / single acting
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@ -6,6 +6,16 @@
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\item Merangkai rangkaian pengunci dominan-off
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%</tujuan>
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\end{itemize}
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\ifdef{\showhiden}
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{
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\textbf{Kesimpulan}
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\begin{enumerate}
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%<*kesimpulan>
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\item Ciri-ciri rangkaian pengunci dominan-off adalah ketika input STOP ditekan dan input START
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tidak dapat mempengaruhi OUTPUT.
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%</kesimpulan>
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\end{enumerate}
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}{}
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\textbf{Deskripsi Perangkat}
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\begin{itemize}
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\item Menggunakan mesin sliding table sebuah lembaran kayu didorong kebagian bawah belt mesin pengamplas.
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\end{itemize}
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\begin{center}
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\begin{tabular}{p{.5\textwidth} p{.5\textwidth}}
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\includegraphics[width=.6\textwidth]{Screenshot_2021-04-14_15-42-53.png} &
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\includegraphics[width=.5\textwidth]{Screenshot_2021-04-14_15-42-53.png} &
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\begin{tabular}{|p{.4\textwidth}| p{.04\textwidth}|} \hline
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\textbf{Komponen Umum} & \textbf{N} \\ \hline
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Service unit with on-off valve & 1 \\
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\subsection{Clamping Device}
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\section{Clamping Device}
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\textbf{Tujuan}
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\begin{itemize}
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\item Mengoprasikan silinder double / single acting
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@ -6,6 +6,16 @@
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\item Merangkai rangkaian pengunci dominan-on
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%</tujuan>
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\end{itemize}
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\ifdef{\showhiden}
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{
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\textbf{Kesimpulan}
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\begin{enumerate}
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%<*kesimpulan>
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\item Ciri-ciri rangkaian pengunci dominan-on adalah ketika input STOP ditekan dan input START
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dapat mempengaruhi OUTPUT.
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%</kesimpulan>
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\end{enumerate}
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}{}
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\textbf{Deskripsi Perangkat}
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\begin{itemize}
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\item Sebuah part akan dijapit menggunakan clamping Device
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\begin{center}
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\begin{tabular}{p{.5\textwidth} p{.5\textwidth}}
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\includegraphics[width=.6\textwidth]{Screenshot_2021-04-14_15-55-04.png} &
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\includegraphics[width=.5\textwidth]{Screenshot_2021-04-14_15-55-04.png} &
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\begin{tabular}{|p{.4\textwidth}| p{.04\textwidth}|} \hline
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\textbf{Komponen Umum} & \textbf{N} \\ \hline
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Service unit with on-off valve & 1 \\
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\subsection{Diverting Device}
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\section{Diverting Device}
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\textbf{Tujuan}
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\begin{itemize}
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\item Mengoprasikan silinder double acting
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
\subsection{Stamping device}
|
||||
\section{Stamping device}
|
||||
\textbf{Tujuan}
|
||||
\begin{itemize}
|
||||
\item Mengoprasikan silinder double acting
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
\subsection{Heat sealing device}
|
||||
\section{Heat sealing device}
|
||||
\textbf{Tujuan}
|
||||
\begin{itemize}
|
||||
\item Mengoprasikan silinder double acting
|
||||
|
|
|
|||
|
|
@ -1,76 +1,57 @@
|
|||
\subsection{Opening and Closing Device}
|
||||
\section{Opening and Closing Device}
|
||||
\textbf{Tujuan}
|
||||
\begin{enumerate}
|
||||
%<*tujuan>
|
||||
\item Mengendalikan silinder double-acting secara langsung
|
||||
%</tujuan>
|
||||
\end{enumerate}
|
||||
\ifdef{\showhiden}
|
||||
{
|
||||
\textbf{Kesimpulan}
|
||||
\begin{enumerate}
|
||||
%<*kesimpulan>
|
||||
\item Mengendalikan secara langsung adalah ketika komponen input langsung mengendalikan aktuator
|
||||
%</kesimpulan>
|
||||
\end{enumerate}
|
||||
}{}
|
||||
\textbf{Deskripsi Perangkat}
|
||||
\begin{itemize}
|
||||
\item Sebuah katup pipa di line membutuhkan gaya yang cukup besar untuk membuka dan menutupnya.
|
||||
\item Sebuah katup pipa membutuhkan gaya yang cukup besar untuk membuka dan menutupnya.
|
||||
Sebuah perangkat kusus untuk melakukannya menggunakan pneumatic.
|
||||
Ketika saklar pushbutton ditekan maka katup pipa terbuka dan
|
||||
ketika saklar pushbutton dilepaskan maka katup pipa tertutup.
|
||||
Ketika saklar pushbutton dilepaskan maka katup pipa tertutup.
|
||||
\end{itemize}
|
||||
|
||||
\begin{center}
|
||||
\includegraphics[scale=.7]{Screenshot_2021-03-27_09-52-17.png}
|
||||
\begin{tabular}{p{.5\textwidth} p{.5\textwidth}}
|
||||
\begin{tabular}{|p{.4\textwidth}| p{.04\textwidth}|} \hline
|
||||
\textbf{Komponen Umum} & \textbf{N} \\ \hline
|
||||
Service unit with on-off valve & 1 \\
|
||||
Manifold & 1 \\
|
||||
Double-acting cylinder & 1 \\ \hline
|
||||
\textbf{Komponen Pneumatic} & \textbf{N} \\ \hline
|
||||
5/2-way valve, with selection switch & 1 \\ \hline
|
||||
\textbf{Komponen Electropneumatic} & \textbf{N} \\ \hline
|
||||
5/2-way single solenoid valve & 1 \\
|
||||
pushbutton (make) & 1 \\
|
||||
Electrical power supply unit, 24 V & 1 \\ \hline
|
||||
\end{tabular} &
|
||||
\includegraphics[scale=.3]{Screenshot_2021-03-27_09-52-17.png} \\
|
||||
\end{tabular}
|
||||
\end{center}
|
||||
\subsubsection{Tugas Presentasi}
|
||||
\begin{enumerate}
|
||||
\item Desain rangkaian pneumatic dan electrik dari perangkat!.
|
||||
\item Gambar diagram langkah pergerakan dari perangkat!.
|
||||
\item List komponen apa yang dibutuhkan!
|
||||
\item Buat langkah kerja untuk mengoprasikan perangkat!
|
||||
\end{enumerate}
|
||||
\subsubsection{Tugas Praktik}
|
||||
\begin{enumerate}
|
||||
\item Persiapkan komponen yang dibutuhkan sesuai dengan list yang dibuat!
|
||||
\item Rangkai komponen sesuai dengan rangkaian yang dipresentasikan!
|
||||
\item Lakukan langkah kerja seperti yang dipresentasikan!
|
||||
\item Gambar diagram langkah pergerakan dari hasil percobaan!
|
||||
\end{enumerate}
|
||||
\input{tugas_praktek.tex}
|
||||
\subsubsection{Evaluasi}
|
||||
\begin{enumerate}
|
||||
\item Ceritakan cara kerja rangkaian yang telah dipraktikkan apabila terpasang pada perangkat sebenarnya!
|
||||
%<*pemantik>
|
||||
\item Bagaimana cara mengendalikan silinder double-acting secara langsung menggunakan electropneumatic?
|
||||
%</pemantik>
|
||||
%<*pemantik>
|
||||
\item Bagaimana cara mengendalikan silinder double-acting secara langsung?
|
||||
%</pemantik>
|
||||
\end{enumerate}
|
||||
\newpage
|
||||
\subsubsection{JAWABAN}
|
||||
\textbf{Gambar Rangkaian}
|
||||
\vspace{10cm} \\
|
||||
\textbf{Diagram Langkah Perpindahan yang Seharusnya (Presentasi)}\\
|
||||
\vspace{1cm} \\
|
||||
\begin{tikzpicture}
|
||||
\begin{axis}[
|
||||
height = 4cm,
|
||||
width=\textwidth,
|
||||
xlabel={step(t)},
|
||||
% ylabel={1= Up/ 0= Down},
|
||||
xmin=0, xmax=4,
|
||||
ymin=0, ymax=1,
|
||||
xtick={0,1,2,3,4},
|
||||
ytick={0,1},
|
||||
grid=both,
|
||||
grid style={line width=.8pt},
|
||||
]
|
||||
\end{axis}
|
||||
\end{tikzpicture}\\
|
||||
\textbf{Diagram Langkah Perpindahan (Praktik)}\\
|
||||
\vspace{1cm} \\
|
||||
\begin{tikzpicture}
|
||||
\begin{axis}[
|
||||
height = 4cm,
|
||||
width=\textwidth,
|
||||
xlabel={step(t)},
|
||||
% ylabel={1= Up/ 0= Down},
|
||||
xmin=0, xmax=4,
|
||||
ymin=0, ymax=1,
|
||||
xtick={0,1,2,3,4},
|
||||
ytick={0,1},
|
||||
grid=both,
|
||||
grid style={line width=.8pt},
|
||||
]
|
||||
\end{axis}
|
||||
\end{tikzpicture}
|
||||
\textbf{Gambar Rangkaian} \\
|
||||
\begin{tabular}{p{.5\textwidth} p{.5\textwidth}}
|
||||
Pneumatic & Electropneumatic \\
|
||||
\includegraphics[scale=.7]{2022-08-22_19-08_1.png} &
|
||||
\includegraphics[scale=.7]{2022-08-22_19-08.png} \\
|
||||
\end{tabular}
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
\subsection{Clamping Device}
|
||||
\section{Clamping Device}
|
||||
\textbf{Tujuan}
|
||||
\begin{itemize}
|
||||
\item Mengoprasikan silinder double / single acting
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
\subsection{Turning Device}
|
||||
\section{Turning Device}
|
||||
\textbf{Tujuan}
|
||||
\begin{itemize}
|
||||
\item Mengendalikan silinder single-acting secara tidak langsung
|
||||
|
|
|
|||
|
|
@ -1,10 +1,19 @@
|
|||
\subsection{Lid fitting Device}
|
||||
\section{Lid fitting Device}
|
||||
\textbf{Tujuan}
|
||||
\begin{enumerate}
|
||||
%<*tujuan>
|
||||
\item Mengendalikan silinder double-acting secara tidak langsung
|
||||
%</tujuan>
|
||||
\end{enumerate}
|
||||
\ifdef{\showhiden}
|
||||
{
|
||||
\textbf{Kesimpulan}
|
||||
\begin{enumerate}
|
||||
%<*kesimpulan>
|
||||
\item Mengendalikan secara tidak langsung adalah ketika komponen input mengendalikan aktuator melalui kendali akhir.
|
||||
%</kesimpulan>
|
||||
\end{enumerate}
|
||||
}{}
|
||||
\textbf{Deskripsi Perangkat}
|
||||
\begin{itemize}
|
||||
\item Dengan menggunakan lid fitting device akan penutup akan mengunci pada ember plastik.
|
||||
|
|
@ -12,64 +21,38 @@
|
|||
Ketika pushbutton dilepaskan piston silinder (1A) kembali ke posisi awal.
|
||||
\end{itemize}
|
||||
\begin{center}
|
||||
\includegraphics[scale=.6]{Screenshot_2021-03-27_10-52-07.png}
|
||||
\begin{tabular}{p{.5\textwidth} p{.5\textwidth}}
|
||||
\begin{tabular}{|p{.4\textwidth}| p{.04\textwidth}|} \hline
|
||||
\textbf{Komponen Umum} & \textbf{N} \\ \hline
|
||||
Service unit with on-off valve & 1 \\
|
||||
Manifold & 1 \\
|
||||
Double-acting cylinder & 1 \\ \hline
|
||||
\textbf{Komponen Pneumatic} & \textbf{N} \\ \hline
|
||||
3/2-way valve, with pushbutton & \\
|
||||
5/2-way valve, with selection switch & 1 \\ \hline
|
||||
\textbf{Komponen Electropneumatic} & \textbf{N} \\ \hline
|
||||
5/2-way single solenoid valve & 1 \\
|
||||
pushbutton (make) & 1 \\
|
||||
Relay & 1 \\
|
||||
Switch Relay & 1 \\
|
||||
Electrical power supply unit, 24 V & 1 \\ \hline
|
||||
\end{tabular} &
|
||||
\includegraphics[scale=.6]{Screenshot_2021-03-27_10-52-07.png} \\
|
||||
\end{tabular}
|
||||
\end{center}
|
||||
\subsubsection{Tugas Presentasi}
|
||||
\begin{enumerate}
|
||||
\item Desain rangkaian pneumatic dan elektric \textbf{menggunakan relay} dari perangkat!
|
||||
\item Gambar diagram langkah pergerakan dari perangkat!
|
||||
\item List komponen apa yang dibutuhkan!
|
||||
\item Buat langkah kerja untuk mengoprasikan perangkat!
|
||||
\end{enumerate}
|
||||
\subsubsection{Tugas Praktik}
|
||||
\begin{enumerate}
|
||||
\item Persiapkan komponen yang dibutuhkan sesuai dengan list yang dibuat!
|
||||
\item Rangkai komponen sesuai dengan rangkaian yang dipresentasikan!
|
||||
\item Lakukan langkah kerja seperti yang dipresentasikan!
|
||||
\item Gambar diagram langkah pergerakan dari hasil percobaan!
|
||||
\end{enumerate}
|
||||
\input{tugas_praktek.tex}
|
||||
\subsubsection{Evaluasi}
|
||||
\begin{enumerate}
|
||||
\item Ceritakan cara kerja rangkaian yang telah dipraktikkan apabila terpasang pada perangkat sebenarnya!
|
||||
%<*pemantik>
|
||||
\item Bagaimana cara mengendalikan silinder double-acting secara tidak langsung menggunakan electropneumatic?
|
||||
%</pemantik>
|
||||
%<*pemantik>
|
||||
\item Bagaimana cara mengendalikan silinder double-acting secara tidak?
|
||||
%</pemantik>
|
||||
\end{enumerate}
|
||||
\newpage
|
||||
\subsubsection{JAWABAN}
|
||||
\textbf{Gambar Rangkaian}
|
||||
\vspace{10cm} \\
|
||||
\textbf{Diagram Langkah Perpindahan yang Seharusnya (Presentasi)}\\
|
||||
\vspace{1cm} \\
|
||||
\begin{tikzpicture}
|
||||
\begin{axis}[
|
||||
height = 4cm,
|
||||
width=\textwidth,
|
||||
xlabel={step(t)},
|
||||
% ylabel={1= Up/ 0= Down},
|
||||
xmin=0, xmax=4,
|
||||
ymin=0, ymax=1,
|
||||
xtick={0,1,2,3,4},
|
||||
ytick={0,1},
|
||||
grid=both,
|
||||
grid style={line width=.8pt},
|
||||
]
|
||||
\end{axis}
|
||||
\end{tikzpicture}\\
|
||||
\textbf{Diagram Langkah Perpindahan (Praktik)}\\
|
||||
\vspace{1cm} \\
|
||||
\begin{tikzpicture}
|
||||
\begin{axis}[
|
||||
height = 4cm,
|
||||
width=\textwidth,
|
||||
xlabel={step(t)},
|
||||
% ylabel={1= Up/ 0= Down},
|
||||
xmin=0, xmax=4,
|
||||
ymin=0, ymax=1,
|
||||
xtick={0,1,2,3,4},
|
||||
ytick={0,1},
|
||||
grid=both,
|
||||
grid style={line width=.8pt},
|
||||
]
|
||||
\end{axis}
|
||||
\end{tikzpicture}
|
||||
\textbf{Gambar Rangkaian}\\
|
||||
\begin{tabular}{p{.5\textwidth} p{.5\textwidth}}
|
||||
Pneumatic & Electropneumatic \\
|
||||
\includegraphics[scale=.7]{2022-08-22_19-17_1.png} &
|
||||
\includegraphics[scale=.7]{2022-08-22_19-17.png} \\
|
||||
\end{tabular}
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
\subsection{Mesin Pemotong}
|
||||
\section{Mesin Pemotong}
|
||||
\textbf{Tujuan}
|
||||
\begin{itemize}
|
||||
\item Mengoprasikan silinder single-acting atau double secara tidak langsung
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
\subsection{Tipping Device}
|
||||
\section{Tipping Device}
|
||||
\textbf{Tujuan}
|
||||
\begin{itemize}
|
||||
\item Mengoprasikan silinder double-acting secara tidak langsung
|
||||
|
|
@ -6,6 +6,16 @@
|
|||
\item Menggunakan gerabang/rangkaian OR untuk mengendalikan katup kendali akhir
|
||||
%</tujuan>
|
||||
\end{itemize}
|
||||
\ifdef{\showhiden}
|
||||
{
|
||||
\textbf{Kesimpulan}
|
||||
\begin{enumerate}
|
||||
%<*kesimpulan>
|
||||
\item Fungsi dari logika OR dapat digantikan dengan komponen Shuttle Valve.
|
||||
\item Fungsi dari logika OR dapat digantikan dengan merangkai saklar secara paralel.
|
||||
%</kesimpulan>
|
||||
\end{enumerate}
|
||||
}{}
|
||||
\textbf{Deskripsi Perangkat}
|
||||
\begin{itemize}
|
||||
\item Menggunakan tipping device, cairan tertuang kedalam wadah.
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
\subsection{Allocating device}
|
||||
\section{Allocating device}
|
||||
\textbf{Tujuan}
|
||||
\begin{itemize}
|
||||
\item Mengoprasikan silinder single-acting
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
\subsection{Vibrator for paint buckets}
|
||||
\section{Vibrator for paint buckets}
|
||||
\textbf{Tujuan}
|
||||
\begin{itemize}
|
||||
\item Mengoprasikan silinder double-acting
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
\subsection{Welding machine for thermoplastics}
|
||||
\section{Welding machine for thermoplastics}
|
||||
\textbf{Tujuan}
|
||||
\begin{itemize}
|
||||
\item Mengoprasikan dua silinder double-acting dan dua katup kendali silinder
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
\subsection{Quarry stone sorter}
|
||||
\section{Quarry stone sorter}
|
||||
\textbf{Tujuan}
|
||||
\begin{itemize}
|
||||
\item Mengoprasikan silinder double-acting secara tidak langusng
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
\subsection{Switching Point For Workpieces}
|
||||
\section{Switching Point For Workpieces}
|
||||
\textbf{Tujuan}
|
||||
\begin{itemize}
|
||||
\item Mengoprasikan silinder single-acting
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
\subsection{Compactor for domestic rubbish}
|
||||
\section{Compactor for domestic rubbish}
|
||||
\textbf{Tujuan}
|
||||
\begin{itemize}
|
||||
\item Dapat mengubah dari diagram pergerakan menjadi rangkaian pneumatic
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
\subsection{Clamping camera housings}
|
||||
\section{Clamping camera housings}
|
||||
\textbf{Tujuan}
|
||||
\begin{itemize}
|
||||
\item Mengaktifkan dua silinder double acting menggunakan dua katup kendali akhir secara tidak langsung
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
\subsection{Sorting device for metal stampings}
|
||||
\section{Sorting device for metal stampings}
|
||||
\textbf{Tujuan}
|
||||
\begin{itemize}
|
||||
\item Mengoprasikan silinder single-acting
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
\subsection{Pemisah Parcel Post}
|
||||
\section{Pemisah Parcel Post}
|
||||
\textbf{Tujuan}
|
||||
\begin{itemize}
|
||||
\item Mengoprasikan silinder single-acting
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
\subsection{Pemindah balok kayu secara vertikal }
|
||||
\section{Pemindah balok kayu secara vertikal }
|
||||
\textbf{Tujuan}
|
||||
\begin{itemize}
|
||||
\item Mengendalikan silinder double-acting
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
\subsection{Edge folding device}
|
||||
\section{Edge folding device}
|
||||
\textbf{Tujuan}
|
||||
\begin{itemize}
|
||||
\item Mengoprasikan silinder double-acting secara tidak langusng
|
||||
|
|
@ -7,6 +7,25 @@
|
|||
\item Menggunakan komponen pengatur kecepatan silinder (Flow Control dan Quick Exhaust)
|
||||
%</tujuan>
|
||||
\end{itemize}
|
||||
\ifdef{\showhiden}
|
||||
{
|
||||
\textbf{Kesimpulan}
|
||||
\begin{enumerate}
|
||||
%<*kesimpulan>
|
||||
\item Fungsi dari logika AND dapat digantikan dengan komponen dual preasure
|
||||
\item Fungsi dari logika AND dapat digantikan dengan merangkai saklar secara seri
|
||||
\item One-Way Flow Control adalah komponen untuk mengatur kecepatan silinder dengan cara
|
||||
mempersempit aliran angin.
|
||||
\item One-Way Flow Control dipasang secara Meter-in apabila aliran angin yang masuk dari
|
||||
aktuator dipersempit.
|
||||
\item One-Way Flow Control dipasang secara Meter-out apabila aliran angin yang keluar dari
|
||||
aktuator dipersempit.
|
||||
\item Quick Echaust adalah komponen untuk memberikan saluran pembuangan alternatif selain
|
||||
dari saluran pembuangan pada kendali valve akhir dengan tujuan mempercepat gerakan
|
||||
silinder dengan memperpendek jalur pengeluaran.
|
||||
%</kesimpulan>
|
||||
\end{enumerate}
|
||||
}{}
|
||||
\textbf{Deskripsi Perangkat}
|
||||
\begin{itemize}
|
||||
\item Mesin penekuk menggunakan silinder double-acting(1A) untuk
|
||||
|
|
@ -45,11 +64,11 @@
|
|||
\subsubsection{Evaluasi}
|
||||
\begin{enumerate}
|
||||
\item Ceritakan cara kerja rangkaian yang telah dipraktikkan apabila terpasang pada perangkat sebenarnya!
|
||||
%<*pemantik>
|
||||
%<*pemantik>
|
||||
\item Bagaimana cara merakit gerbang AND menggunakan pneumatic dan electropneumatic?
|
||||
\item Apa yang dimaksut dengan meter-in dan meter-out?
|
||||
\item Digunakan untuk apakah quick-exhaust?
|
||||
%</pemantik>
|
||||
%</pemantik>
|
||||
\end{enumerate}
|
||||
\newpage
|
||||
\subsubsection{JAWABAN}
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
\subsection{Mesin Marking}
|
||||
\section{Mesin Marking}
|
||||
\textbf{Tujuan}
|
||||
\begin{itemize}
|
||||
\item Mengoprasikan silinder double-acting secara tidak langusng
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
\subsection{Foil Welding Drum}
|
||||
\section{Foil Welding Drum}
|
||||
\textbf{Tujuan}
|
||||
\begin{itemize}
|
||||
\item Mengoprasikan silinder double-acting secara tidak langusng
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
\subsection{Switching Point For Workpieces}
|
||||
\section{Switching Point For Workpieces}
|
||||
\textbf{Tujuan}
|
||||
\begin{itemize}
|
||||
%<*tujuan>
|
||||
|
|
|
|||
230
SOURCE/main.ptc
230
SOURCE/main.ptc
|
|
@ -6,223 +6,213 @@
|
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||||
\defcounter {refsection}{0}\relax
|
||||
\contentsline {subsubsection}{Tugas Presentasi}{66}{section*.74}%
|
||||
\defcounter {refsection}{0}\relax
|
||||
\contentsline {subsubsection}{Tugas Praktik}{66}{section*.75}%
|
||||
\defcounter {refsection}{0}\relax
|
||||
\contentsline {subsubsection}{Evaluasi}{66}{section*.76}%
|
||||
\defcounter {refsection}{0}\relax
|
||||
\contentsline {subsubsection}{JAWABAN}{67}{section*.77}%
|
||||
\defcounter {refsection}{0}\relax
|
||||
\contentsline {chapter}{\numberline {11}Kegiatan Pembelajaran 10}{69}{chapter.11}%
|
||||
\contentsline {chapter}{\numberline {11}Kegiatan Pembelajaran 9}{69}{chapter.11}%
|
||||
\defcounter {refsection}{0}\relax
|
||||
\contentsline {section}{\numberline {11.1}Lembar Kerja}{69}{section.11.1}%
|
||||
\defcounter {refsection}{0}\relax
|
||||
\contentsline {subsection}{\numberline {11.1.1}Clamping camera housings}{70}{subsection.11.1.1}%
|
||||
\contentsline {section}{\numberline {11.2}Switching Point For Workpieces}{70}{section.11.2}%
|
||||
\defcounter {refsection}{0}\relax
|
||||
\contentsline {subsubsection}{Tugas Presentasi}{70}{section*.78}%
|
||||
\contentsline {subsubsection}{Tugas Presentasi}{70}{section*.133}%
|
||||
\defcounter {refsection}{0}\relax
|
||||
\contentsline {subsubsection}{Tugas Praktik}{70}{section*.79}%
|
||||
\contentsline {subsubsection}{Tugas Praktik}{70}{section*.134}%
|
||||
\defcounter {refsection}{0}\relax
|
||||
\contentsline {subsubsection}{Evaluasi}{70}{section*.80}%
|
||||
\contentsline {subsubsection}{Evaluasi}{70}{section*.135}%
|
||||
\defcounter {refsection}{0}\relax
|
||||
\contentsline {subsubsection}{JAWABAN}{71}{section*.81}%
|
||||
\contentsline {subsubsection}{JAWABAN}{71}{section*.136}%
|
||||
\defcounter {refsection}{0}\relax
|
||||
\contentsline {chapter}{\leavevmode {\color {ocre}Bibliography}}{73}{chapter*.82}%
|
||||
\contentsline {chapter}{\numberline {12}Kegiatan Pembelajaran 10}{73}{chapter.12}%
|
||||
\defcounter {refsection}{0}\relax
|
||||
\contentsline {section}{Articles}{73}{section*.83}%
|
||||
\contentsline {section}{\numberline {12.1}Lembar Kerja}{73}{section.12.1}%
|
||||
\defcounter {refsection}{0}\relax
|
||||
\contentsline {section}{Books}{73}{section*.84}%
|
||||
\contentsline {section}{\numberline {12.2}Clamping camera housings}{74}{section.12.2}%
|
||||
\defcounter {refsection}{0}\relax
|
||||
\contentsline {subsubsection}{Tugas Presentasi}{74}{section*.143}%
|
||||
\defcounter {refsection}{0}\relax
|
||||
\contentsline {subsubsection}{Tugas Praktik}{74}{section*.144}%
|
||||
\defcounter {refsection}{0}\relax
|
||||
\contentsline {subsubsection}{Evaluasi}{74}{section*.145}%
|
||||
\defcounter {refsection}{0}\relax
|
||||
\contentsline {subsubsection}{JAWABAN}{75}{section*.146}%
|
||||
\defcounter {refsection}{0}\relax
|
||||
\contentsline {chapter}{\leavevmode {\color {ocre}Bibliography}}{77}{chapter*.147}%
|
||||
\defcounter {refsection}{0}\relax
|
||||
\contentsline {section}{Articles}{77}{section*.148}%
|
||||
\defcounter {refsection}{0}\relax
|
||||
\contentsline {section}{Books}{77}{section*.149}%
|
||||
\contentsfinish
|
||||
|
|
|
|||
|
|
@ -56,8 +56,6 @@
|
|||
\newenvironment{drawcircuit}[1][none]
|
||||
{
|
||||
\def\#1{}
|
||||
\let\drawCircuit\relax
|
||||
\let\drawPartialCircuit\relax
|
||||
\ifdef{\draw}{
|
||||
\def\drawCircuit{}
|
||||
}{
|
||||
|
|
@ -66,8 +64,23 @@
|
|||
\def\drawPartialCircuit{}
|
||||
}{
|
||||
}
|
||||
\let\#1\relax
|
||||
} {}
|
||||
} {
|
||||
\let\drawCircuit\undefined
|
||||
\let\drawPartialCircuit\undefined
|
||||
\ifdef{\draw}
|
||||
{
|
||||
\let\draw\undefined
|
||||
}{}
|
||||
\ifdef{\partial}
|
||||
{
|
||||
\let\partial\undefined
|
||||
}{}
|
||||
}
|
||||
|
||||
%----------------------------------------------------------------------------------------
|
||||
% DOCUMENT PARAMETER
|
||||
%----------------------------------------------------------------------------------------
|
||||
\newcommand{\namaElement}{sistem robotik}
|
||||
%----------------------------------------------------------------------------------------
|
||||
|
||||
\begin{document}
|
||||
|
|
@ -80,7 +93,7 @@
|
|||
\thispagestyle{empty} % Suppress headers and footers on the title page
|
||||
\begin{tikzpicture}[remember picture,overlay]
|
||||
\node[inner sep=0pt] (background) at (current page.center) {\includegraphics[width=\paperwidth]{background.pdf}};
|
||||
\draw (current page.center) node [fill=ocre!30!white,fill opacity=0.6,text opacity=1,inner sep=1cm]{\Huge\centering\bfseries\sffamily\parbox[c][][t]{\paperwidth}{\centering SISTEM ROBOTIKA\\[15pt] % Book title
|
||||
\draw (current page.center) node [fill=ocre!30!white,fill opacity=0.6,text opacity=1,inner sep=1cm]{\Huge\centering\bfseries\sffamily\parbox[c][][t]{\paperwidth}{\centering \MakeUppercase{\namaElement}\\[15pt] % Book title
|
||||
{\Large Modul Ajar Konsentrasi Keahlian}\\ % Subtitle
|
||||
{\huge TEKNIK MEKATRONIKA}\\[20pt]
|
||||
{\Large Anggoro Dwi Nur Rohman S.Pd, M.T.}\\
|
||||
|
|
@ -141,7 +154,7 @@
|
|||
Siswa telah lulus dari kelas dasar-dasar kejuruan. Mengetahui tentang hukum ohm, hukum elektromagnetic, dan rangkaian saklar relay.
|
||||
|
||||
\section*{Judul Elemen}
|
||||
Sistem Robotik.
|
||||
\textsc{\namaElement}.
|
||||
|
||||
\section*{Tujuan Pembelajaran}
|
||||
Peserta didik mampu melakukan instalasi dan mengoperasikan peralatan pneumatik
|
||||
|
|
@ -156,8 +169,10 @@
|
|||
|
||||
\section*{Pemahaman Bermakna}
|
||||
\begin{enumerate}
|
||||
\item Pneumatic adalah aktuator yang sering digunakan industri.
|
||||
\item Dengan dikuasai sistem pneumatic siswa dapat mendesain, membaca rangkaian, merangkai, dan mengidentifikasi kesalahan.
|
||||
\ExecuteMetaData[content/1.tex]{kesimpulan}
|
||||
\ExecuteMetaData[content/2.tex]{kesimpulan}
|
||||
\ExecuteMetaData[content/3.tex]{kesimpulan}
|
||||
\ExecuteMetaData[content/4.tex]{kesimpulan}
|
||||
\end{enumerate}
|
||||
|
||||
\section*{Pertanyaan Pemantik}
|
||||
|
|
@ -172,6 +187,8 @@
|
|||
$4 \times 8 $ jam
|
||||
|
||||
\end{multicols}
|
||||
\input{panduan_penilaian.tex}
|
||||
|
||||
|
||||
\chapter{Kegiatan Pembelajaran 1}
|
||||
\input{content/1.tex}
|
||||
|
|
@ -192,6 +209,49 @@
|
|||
\chapterimage{chapter_head_2.pdf} % Chapter heading image
|
||||
\part{Bagian 2}
|
||||
|
||||
\chapter{Rencana Pembelajaran}
|
||||
\begin{multicols}{2}
|
||||
|
||||
\section*{Kompetensi Awal}
|
||||
Siswa telah lulus dari kelas dasar-dasar kejuruan. Mengetahui tentang hukum ohm, hukum elektromagnetic, dan rangkaian saklar relay.
|
||||
|
||||
\section*{Judul Elemen}
|
||||
\textsc{\namaElement}.
|
||||
|
||||
\section*{Tujuan Pembelajaran}
|
||||
Peserta didik mampu melakukan instalasi dan mengoperasikan peralatan pneumatik
|
||||
|
||||
\section*{Kriteria Pencapaian Tujuan Pembelajaran}
|
||||
\begin{enumerate}
|
||||
\item X
|
||||
\ExecuteMetaData[content/5.tex]{tujuan}
|
||||
\ExecuteMetaData[content/6.tex]{tujuan}
|
||||
\ExecuteMetaData[content/7.tex]{tujuan}
|
||||
\ExecuteMetaData[content/8.tex]{tujuan}
|
||||
\end{enumerate}
|
||||
|
||||
\section*{Pemahaman Bermakna}
|
||||
\begin{enumerate}
|
||||
\item Pneumatic adalah aktuator yang sering digunakan industri.
|
||||
\item Dengan dikuasai sistem pneumatic siswa dapat mendesain, membaca rangkaian, merangkai, dan mengidentifikasi kesalahan.
|
||||
\end{enumerate}
|
||||
|
||||
\section*{Pertanyaan Pemantik}
|
||||
\begin{enumerate}
|
||||
\item
|
||||
\ExecuteMetaData[content/5.tex]{pemantik}
|
||||
\ExecuteMetaData[content/6.tex]{pemantik}
|
||||
\ExecuteMetaData[content/7.tex]{pemantik}
|
||||
\ExecuteMetaData[content/8.tex]{pemantik}
|
||||
\end{enumerate}
|
||||
|
||||
\section*{Alokasi Waktu}
|
||||
$4 \times 8 $ jam
|
||||
|
||||
\end{multicols}
|
||||
\input{panduan_penilaian.tex}
|
||||
|
||||
|
||||
\chapter{Kegiatan Pembelajaran 5}
|
||||
\input{content/5.tex}
|
||||
|
||||
|
|
|
|||
|
|
@ -1,18 +1,7 @@
|
|||
\subsubsection{Teknis Praktikum}
|
||||
Kondisi sekolah menentukan bagaimana teknis pelaksanaan praktikum.
|
||||
Apabila alat peraga tersedia secara satu per satu maka akan dilakukan secara bertahap pneumatic murni lalu electropneumatic.
|
||||
Apabila tidak tercapai maka satu pertemuan dapat dilakukan secara bergiliran.
|
||||
Contohnya adalah sekolah memiliki 2 peraga pneumatic dan 2 electropneumatic.
|
||||
Maka pertemuan pertama akan diisi kegiatan presentasi mengenai permasalahan mencakup pneumatic dan electropneumatic.
|
||||
Dengan presentasi siswa dapat mendesain rangkaian dan cara kerja nya serta komponen apa saja yang dibutuhkan dengan dibantu oleh guru.
|
||||
Pertemuan kedua akan di isi kegiatan praktik sesuai dengan langkah yang dipresentasikan.
|
||||
Pertemuan ketiga akan di isi kegiatan praktik dengan memutar kelompok dengan alat peraganya.
|
||||
|
||||
\subsubsection{Panduan Penilaian}
|
||||
\textbf{Presentasi} \\
|
||||
\section{Panduan Penilaian}
|
||||
\begin{center}
|
||||
\begin{tabular}{|c|p{.8\textwidth}|c|} \hline
|
||||
No. & Penilaian & Bobot \\\hline
|
||||
No. & Penilaian Presentasi & Bobot \\\hline
|
||||
1. & Apakah setiap kelompok menggunakan komponen dengan benar? (1.a+1.b+1.c) & 80\% \\
|
||||
& 1.a. Menggambar rangkaian komponen & +80 \\
|
||||
& 1.b. Membuat list komponen & +15 \\
|
||||
|
|
@ -22,10 +11,9 @@ Pertemuan ketiga akan di isi kegiatan praktik dengan memutar kelompok dengan ala
|
|||
& 2.b. Membuat diagram pergerakan & +80 \\\hline
|
||||
\end{tabular}
|
||||
\end{center}
|
||||
\textbf{Praktikum}\\
|
||||
\begin{center}
|
||||
\begin{tabular}{|c|p{.8\textwidth}|c|} \hline
|
||||
No. & Penilaian & Bobot \\\hline
|
||||
No. & Penilaian Praktikum & Bobot \\\hline
|
||||
1. & Apakah setiap kelompok merangkai secara benar sesuai soal? (1.a) & 20\% \\
|
||||
& 1.c. Rangkaian berjalan dengan benar & +100 \\\hline
|
||||
2. & Apakah setiap kelompok mempraktikkan dengan tertip, benar dan aman? (2.a+2.b+2.c+2.d) & 40\% \\
|
||||
|
|
@ -36,12 +24,11 @@ Pertemuan ketiga akan di isi kegiatan praktik dengan memutar kelompok dengan ala
|
|||
3. & Apakah siswa mengumpulkan laporan dan mengerjakannya dengan benar? (3.a+3.b+3.c) & 40\% \\
|
||||
& 3.a. Membuat diagram pergerakan & +20 \\
|
||||
& 3.b. Menjawab tugas evaluasi & +30 \\
|
||||
& 3.c. Mengerjakan laporan sesuai dengan format yang ditentukan & +50 \\
|
||||
& 3.c. Mengerjakan laporan sesuai dengan format yang ditentukan & +50 \\\hline
|
||||
\end{tabular}
|
||||
\end{center}
|
||||
\textbf{Standart Operational Pengumpulan laporan}\\
|
||||
|
||||
|
||||
\section{Pengumpulan laporan}
|
||||
Laporan \textbf{berbentuk file PDF} dengan format nama file \textbf{NOABSEN\_NAMA\_KELAS\_MEKA}.\\
|
||||
\textbf{Format isi Laporan}
|
||||
\begin{itemize}
|
||||
|
|
@ -0,0 +1,47 @@
|
|||
\begin{multicols}{2}
|
||||
|
||||
\subsection*{Kondisi Laboratorium}
|
||||
\begin{itemize}
|
||||
\item Bengkel memiliki perangkat TP101 sebanak 3 paket
|
||||
\item Bengkel memiliki perangkat TP201 sebanak 2 paket
|
||||
\item Jumlah siswa sekitar 33-37, satu kelompok sekitar 6-7, jadi terdapat 5 kelompok
|
||||
\end{itemize}
|
||||
\subsection*{Kegiatan Pembuka}
|
||||
\begin{itemize}
|
||||
\item Praktikum dimulai dengan salam dan berdoa.
|
||||
\item Siswa diminta membentuk kelompok (khusus pertemuan pertama)
|
||||
\end{itemize}
|
||||
\subsection*{Kegiatan Inti Bagian 1}
|
||||
\begin{itemize}
|
||||
\item Siswa menyimak tentang informasi yang dibutuhkan untuk keperluan Praktikum
|
||||
\item Informasi tersebut berupa pengenalan komponen, strategi pengerjaan tugas, strategi pengerjaan Praktikum
|
||||
\item Lembar kerja berbentuk deskripsi mesin yang tidak tersedia rangkaian nya.
|
||||
\item Pembagian lembar kerja.
|
||||
\end{itemize}
|
||||
\subsection*{Kegiatan Inti Bagian 2}
|
||||
\begin{itemize}
|
||||
\item Siswa diwajibkan untuk melakukan desain rangkaian secara berkelompok.
|
||||
\item Guru melakukan mentoring.
|
||||
\item Siswa mempresentasikan rangkaian kepada guru sebagai syarat untuk praktikum.
|
||||
\end{itemize}
|
||||
\subsection*{Kegiatan Inti Bagian 3}
|
||||
\begin{itemize}
|
||||
\item Setelah siswa mendapat kan rangkaian, daftar komponen, dan persetujuan guru,
|
||||
siswa mempersiapkan alat dan bahan.
|
||||
\item Siswa melakukan praktikum
|
||||
\item Kelompok 1,2,dan 3 melakukan praktikum TP101 sedangkan 4 dan 5 melakukan praktikum TP201.
|
||||
\item Siswa mempresentasikan rakitannya kepada guru dan minta persetujuan ke praktikum selanjutnya.
|
||||
\item Kelompok 1 dan 2 melakukan praktikum TP201, kelompok 3 menunggu giliran setelah kelompok 1 atau 2 selesai
|
||||
sedangkan 4 dan 5 melakukan praktikum TP101.
|
||||
\item Selama proses praktikum guru melakukan mentoring.
|
||||
\item Siswa mempresentasikan rakitannya kepada guru dan minta persetujuan lalu mengerjakan laporan.
|
||||
\end{itemize}
|
||||
\subsection*{Kegiatan Penutup}
|
||||
\begin{itemize}
|
||||
\item Siswa merapikan alat dan bahan ketempat semula.
|
||||
\item Melakukan bersih bersih bengkel dengan menyapu dan menata bangku dengan rapi.
|
||||
\item Review materi yang telah dipelajaran dan yang akan dipelajari.
|
||||
\item Berdoa dan salam.
|
||||
\end{itemize}
|
||||
|
||||
\end{multicols}
|
||||
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robotic_1.pdf
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robotic_1.pdf
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Reference in New Issue