The development of robotics in Indonesia has been very encouraging. The barometer is the success of the Indonesian Robot Contest (Kontes Robot Indonesia). In the contest no less than 40 major universities in Indonesia took part. The focus of research in the first year is a teaching module manufacturing, planning mechanical design, control system through microprocessor technology and maneuverability of the robot. Computer interactive computer and computer assisted learning strategies is a teaching strategy that emphasizes the use or the use of computers and learning aids (assisted learning) in teaching and learning activity. this research the development model used is the 4-D model. This model suggested by Thiagarajan, Semmel, and Semmel (1974). 4-D Model consists of four stages: Define Stage, Design Stage, Develop Stage, and Disseminate Stage. This research was conducted by applying the research design development with the aim to produce a tool of learning in the form of intelligent robot modules and kit based on Computer Interactive Learning and Computer Assisted Learning at the Department of Electrical Engineering to improve the skills of learners. From the data of the Indonesia Robot Contest during the period 2009-2015 can be seen that the modules that have been developed have reached the fourth stage of the research methods of development that disseminate methods. So that, the module is perfect, ready to be duplicated and distributed as learning devices subject of intelligent robot courses. Socialization questionnaires showed that levels of student majoring in electrical engineering competencies image currently only limited to conventional machines. The average assessment is 3.34 validator included in either category. Modules developed can give hope to the future are able to produce Intelligent Robot Tool for Teaching Based on Computer Interactive Learning and Computer Assisted Learning to improve the skills of learners that can be applied to the field. Results of student responses also showed a positive response to the module of robotics and computer-based interactive learning assisted learning developed. The average assessment is 3.34 validator included in either category.

No abstract

This study aims to identify value chain models in vocational education in developing entrepreneurship. The research method used in this study uses a qualitative approach. The results of the performance of value chain activities that provide added value in developing entrepreneurship are operating activities and marketing activities. Operational activities include curriculum development activities, teaching and learning activities, student self-development and assessment standards. While marketing activities include professional certification institutions and school collaboration with DUDI. There are several activities that can improve the performance of the value chain in developing entrepreneurship, including: (1) Joint commitment to internalize the values of entrepreneurship in each learning activity. (2) Making the development of entrepreneurial learning models based on Contextual Teaching Learning. (3) Optimizing and developing entrepreneurial classes that have been carried out on a massive scale to evaluation and follow-up. (4) Testing of professional certification is carried out in stages with the unit competency scheme. (5) Making production units based on expertise competencies and other relevant competencies. (6) Developing teaching factories both in schools and other institutions that can become facilities for students improve their competence. (7) Creating a small business assistance program for students and graduates through a project work business. (8) Open a new network of cooperation with government agencies or private institutions that focus on the creation of small businesses for students and graduates.

No abstract