Tujuan penelitian ini adalah untuk mengembangkan bahan ajar berbasise- modul pada mata kuliah mekanika tanah. Penelitian ini termasuk dalam Research and Development (R&D) dengan model penelitian pengembangan Borg dan Gall yang telah disederhanakan oleh Sugiyono. Langkah-langkah penelitian pengembangan sebagai berikut: (1) Potensi dan masalah,(2) Pengumpulan data, (3)Desain produk, (4) Validasi desain, (5) Revisi desain, (6) Uji coba produk, (7) Revisiproduk,(8)Ujicobapemakaian,(9)Revisiprodukdan(10)Produksi Penelitian ini menggunakan teknik pengumpulan data instrumen non tes yaitu angket. Angket diberikan kepada ahli materi dan ahli media untuk menguji kelayakan produk bahan ajar berbasise-modul. Hasil kelayakan produk bahan ajar mekanika tanah berbasis e-modul yang terdiri dari 16 kegiatan belajar adalah sebagai berikut: a) Penilaian oleh ahli media mendapatkan nilai sebesar 90,835% yang dikategorikan sangat layak; b) Penilaian oleh ahli materi mendapat nilai sebesar 80,69% yang dikategorikan layak. Berdasarkan hasil kelayakan, dapat disimpulkan bahwa bahan ajar mekanikatanah berbasis e-modul telah sesuai dan layak digunakan sebagai variasi bagi pembelajaran mekanika tanah oleh dosen danmahasiswa. Kata kunci: Bahan ajar, e-modul, mekanika tanah

This research is a type of research and development that aims to produce products in the form of multimedia powerpoint-based learning media in Learning Competency courses. This development research is a Research and Development research method with the 4D (four-D) model. This research is basically done through four main stages, namely define process, design process, develop process, and disseminate process. However, the research only reaches the stage of the development process. This study uses a questionnaire as a tool to test the feasibility of the media through the validation of media experts and material experts. The results of development are multimedia powerpoint-based learning media products. Assessments by material expert lecturers get scores 4,27 categorized as "Very Good". An assessment by a media expert lecturer got a score of 3.31 which was categorized as "Quite Good". The results of the average assessment from material and media experts get the value "3,79" means that multimedia-based learning media is categorized as "Good.".

The objectives of this research was designed to : (1) Develop interactive multimedia learning of class X of engineering mechanics on the simple beam construction subjects. (2) Determine the feasibility of the developed media learning. (3) Knowing whether the resulting product can improve learning outcomes in a simple beam construction subjects.This research is a R&D (Research and Development). The method used is an experimental method. Validated by expert instructional media content and media experts to get the feasibility trial. Further trials conducted on students of class X of expertise Building Engineering at SMK Negeri 1 Jakarta totaling 83 people. Analysis results of students learning used t-test independent samples of the two parties with software SPSS 22.The results of this development means that the experimental class obtain the mean difference in learning outcomes (pre -test and post-test ) of 38.46 and a spike of 19.21 % . While the control class, obtained a mean difference of learning outcomes (pre -test and post-test ) of 26.59 and a spike of 13.3% . So we can conclude interactive multimedia learning development more effectively used in the learning process of engineering mechanics in class X SMK Negeri 1 Jakarta

This study aims to determine whether the Evaluation Program of Testing Online by use Learning Management System Moodle android-based for students Program field DPIB (Desain Permodelan dan Infromasi Bangunan) class X at SMKN 1 Jakarta has been successful or not.Begins research in april 2013 until mei 2013. The method used is the evaluative research method with the type of CIPP evaluation model (context, input, process, product) with a sample of 30 students. Validity test results, 12 items questionnaire is valid. While the results of reliability test, R11 Value is 0,747. To access the online testing program, head of IT requires program of Moodle, Computer for server, internet networks, and android. The curriculum used is 2013. The average value of an android-based online exam for midterms for students is 81, while for the final school examinations is only 74, lower than the Minimum Completion Criteria (KKM) that has been set which is 75 while the midterm examination score is greater than the value (KKM) From the calculation of the questionnaire, percentage of successful online testing program is only 67.33% of the respondent. During the implementation of the Android-based online exam program there are still problems, lack of connectors to help chager android phones so that they are closer and reduce student activity during the exam and there is no Google blocking for exam security and internet connection 1 mbps. The impact of the online exam program that is felt by the school is the teacher and students can save their time in the implementation of the exam compared to using paperles and the internet as a means of evaluating learning. Thus, overall the implementation of an android-based online exam program at SMKN 1 Jakarta can be said to be almost successful, but there is a need for improvement especially in online exam program support facilities.

This study aims to determine the correlation between teacher’s instructional communication and learning outcomes in the form of final exam in the subjects of Class X Land Measurement Science expertise in Modeling and Building Information expertise program at SMKN 1 Jakarta. The type of research used in this study is associative quantitative research. The method used is a survey method with a correlational approach. The population in this study were class X students of the Permodean Design and Building Information program at SMK 1 Jakarta, as many as 102 people. The sample in this study used the Random Sampling technique which was tested on 80 students. The results showed that there was a positive and significant relationship between instructional communication and learning outcomes as evidenced by: correlation coefficient value of 0.601 which is included in the category of strong relationships, the significance value of the correlation coefficient t count = 6.851 and t table = 1.991 which indicates a significant relationship, and the relationship between instructional communication and final exam learning outcomes is obtained by the determination coefficient value of 0.376. So the instructional communication factor can influence learning outcomes, which is 37.6%, and the rest is influenced by other factors beyond instructional communication skills.