manuals fails to capture the dynamic and time- dependent aspects of operating CNC machines
Wasfy,2005. Virtual CNC machines Simulator can attain
the aim of enabling students to have the experience of practical manipulation on a largely-reduced cost
Swansoft, 2007. Simulations are best used according to Aldrich 2002 in three situations: 1
simulations can be used for developing ideas and concepts that which only experience can strengthen
its understanding, 2 simulations are good for giving people practice in decision-making before
they are faced with real-life situations that can be dangerous or critical, or for issues that deal with
time or scale, and 3 simulations allow people to experience a time or place that they are unlikely to
experience directly Figure 4.
The three main advantages of Virtual training environments over traditional training on physical
CNC machines are: 1 cost: the Virtual training environment runs on Windows and Linux based
PCs.Thus, small colleges can provide CNC machining training without investing a lot of money
to setup a CNC machining lab. Even for larger colleges, there could be budget limitations that
prevent the initial investment especially, for sophisticated
machines or
the subsequent
upgrading to keep up with the changing technology. In addition, the virtual machine saves money on
consumables such as tools and workpieces, 2 safety: the students can experiment without risk of
damaging expensive equipment and facilities or injury, and 3 Access: unlike manufacturing labs
with limited lab hours and required supervision, the virtual CNC machine is easily accessible at any
time without supervision and can be accessed via the Internet. Noe 2008:308 state that simulations
and virtual reality is the best computer based training methods compare to the other. Simulations
and virtual reality can improve the learning outcome verbal information, intelectual skills,
cognitive strategies, attitudes, and motor skills. Sim Tech http:www.SIMTech.a-star.edu.sg said
that the use of virtual machining or training simulator can help educational institutes enhance
the quality of their CNC training courses as well as reduce by more than half capital investment in CNC
machines and training consumables. The benefits include lower capital investment and operational
costs, elimination of injury risks and damage risks to machines, raw stocks and toolings.
9. Conclusion
Increasing the efficiency and effectiveness of learning
CNC machining
competencies in
vocational high schools can be done by learning the practice of CNC Machine tools. Implementation
learning for CNC machines tools can be done with computer -based learning method uses a virtual
CNC machine. The use of virtual machine has advantages: saves costs, save time training, safety,
and can be accessed anytime.
Figure 4. Vocational High School students learn
CNC with virtual CNC machine
R
EFERENCES
[1] Aldrich, C. 2002. A Field Guide to Educational Simulations. Alexandria, VA: American Society for
Training Development. [2] Ausburn.L.J, dkk.2009. A Cross-case Analysis of Gender
Issues in Desktop Virtual Reality Learning Environments. Journal of Industrial Teacher Education. Vol 46 No.3, hal
52-53. [3] Ausburn, L.J., Ausburn, F.B. 2004. Desktop virtual
reality: A powerful new technology for teaching and research in industrial teacher education. Journal of
Industrial Teacher Education, 414, 33-58. [4] EMCO Maier Ges.m.b.H.2010. Easy Learning, Easy
Machining, from http:www.emco-world.com. [5] LearnHaasCNC. 2010. Virtual Training Environment CNC
Machining. From http:www.LearnHaasCNC.com [6] Noe, R.A.2008. Employee Training and Development.
McGraw- HillIrwin : New York. [7] Richey,R.C, and Klein, J.D.2009.Design and Development
Research Methods, Strategies, and Issues. Routledge: New York.
[8] Sahin,M, at all.2008. Virtual Training Center fo Computer Numerical Control. Int. J. of Computers, Communications
Control, Vol. III 2008, No. 2, pp. 196-203. [9] Siemens. 2008. Sinutrain CNC Training, Training and
Programming on
The PC.
From www.siemens.comsinutrain.
[10] Sim Tech.2007. Leading Precision Engineering into Virtual Machining. http:www.SIMTech.a-star.edu.sg.
June 27. Issue 50. [11] VTC.2010. The Virtual Training Center VTC. From
http:www.vtcforcnc.com [12] Wasfy,T.M, at. all.2005. Virtual Training Environment for
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190
THE PRODUCTION UNITS ORGANIZATIONAL STRUCTURE FOR VOCATIONAL HIGH SCHOOL
IN THE FORM OF “KOPERASI”: DREAM OR SOLUTION?
Mila Mumpuni
1
and Widarto
2 1
Training Center in Yogyakarta- Branch of FETA,
2
Yogyakarta State University
1
Edelweis36yahoo.com,
2
wied_mesinyahoo.com Abstract
This article is intended as a thought about the ideal form of organization for the Production Units. Production Units in Vocational High School aimed at three aspects: academic, economic, and social. In this article related
to the economic aspect, the production would be sold to the market. We realized that the implementation of production units require a source of funds comes one of them from the government. Basically there are funds
used to meet these three aspects. However, the Government provides funds primarily as a fulfillment of the academic aspect.
In accordance with PP No. 29 of 1990, Production Units is the business and professional operation. Production Unit to be able to compete in the market. Therefore, the economic aspect allows the production unit profit from
selling the products. Production Unit revenue obtained legally entitled to full government. The rights of government called the Non Taxes State Revenue. While the Production Unit was formed also as efforts to
provide extra income for teachers, students, school staff, and institution. During this dispute the legitimacy of the income earned can be used as income or as capital turnover business.
Therefore, the Production Units to be formed in a lawful organization to manage funds from government sources as business capital. Offered is a Koperasi organization is an association of some people is an enterprise
for mutual benefits or profits. Koperasi in the form of legal entity as an alternative organization of Production Units. With formed into a Koperasi production unit hopes to further improve the quality of production, able to
compete in the market, and able to provide welfare for students, teachers and school staff.
Keywords: Production Units, Koperasi, Goverments.
1.
Background
Educational institution always to be required to adapt and anticipate demands of industry.
However, in Indonesia contribution of industry in the development of education has not been optimal.
As a user of the workforce, the industry should participate responsibly to prepare the labor.
Meanwhile, in order to keep Vocational High School VHS abreast industry needed a very large
funding, and it is very burdensome by Vocational High School. From this conditions, based on
Government Regulation No. 29 of 1990 about Secondary Education, the school as educational
institutions were given the autonomy to explore and manage their own funds. In subsection 2 of this
regulation mentioned that in order to prepare students Vocational High School became skilled
labor, the school can set up production unit that is a business profit oriented and operate in a
professional manage.
Production Units is one of the programs developed by the Directorate of Vocational High
School DPSMK as one of the patterns of teaching in schools in order to match between the quality of
graduates with employment skills needed by the workforce. Therefore production Units a tools for
vocational skills training should be managed professionally, related to the input, process and
output. According section 30 of Kepmendikbud. No.:
0490U1992 the
indicator of
professional management Production Units are 1 the learning
activities on the real work that can produce goods or services for sale, 2 vocational teachers raising
activities on the type of work that can produce the goods or services for sale, 3 pursue students
practical activities in the world of work, 4 seek internships for teachers in the workplace, 5 carry
out maintenance and repair facilities in vocational education with the principle of self-management,
6 organize training activities that can provide services in return for the Vocational High School,
7 conducting joint production, marketing, and promotion; and 8 carry out service activities to
the general public by utilizing the resources in schools that also can be a member revenue funding
for schools.
From the indicators know that the objectives of the Production Units in Vocational High School
are: provide opportunity for students and teachers working on market-oriented, encourage students
and teachers
to develop
economic and
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