Using Motorcycle Reparation in Learning Linear Programming at

Vocational School

Nur Hasanah Pahlepy

, Ratu Ilma Indra Putri

2,a

, Yusuf Hartono

2,b

SMK Negeri 2 Palembang, Sumatera Selatan Indonesia

Mathematics Education Department, Sriwijaya University, Indonesia

Keywords: Linear program, motorcycle service, design research, PMRI

Abstract: The objective of this study is to help students understand the concept of linear program materials by using a

motorcycle and generate a learning trajectory in linear program learning through motorcycle service activities

from the informal stage to the formal stage. This study uses a design research method which consists of three

stages, namely preliminary design, teaching experiment and retrospective analysis. This study was carried out

in the Public Vocational School 2 in Palembang with the subjects of the study of 32 male students of class XI

TSM 1. The results of the study are learning trajectories that can help students understand linear programming.

The learning begins with the service of a motorcycle as a starting point, after the students obtain two damages

that occurs on two different motorbikes, the students determine the variables and forms of inequality and then

proceed to determine the mathematical model and the objective function and the optimum value. Therefore,

the use of the context of motorcycle service can help the vocational school’s students understand linear

programs

1 INTRODUCTION

The objective of the 2013 curriculum is to prepare

Indonesian people to have the ability to live as

individuals and citizens who are faithful, productive,

creative, innovative, and affective and able to

contribute to the life of society, nation, state and

world civilization. The Public Vocational Secondary

High School 2 of Palembang is an educational

institution in the field of engineering that has

implemented the 2013 curriculum. In accordance

with the objectives of the 2013 curriculum, it is

expected that after graduating from the vocational

school the graduates are able to contribute to

everyday life, according the skills to they have

acquired during school, one of the departments that

can contribute to everyday life and is beneficial to the

community is Motorcycle Engineering (ME).

Repainting of motorbike vehicles is one of the

subject matters that students learn in community is

Motorcycle Engineering (ME). According to

Haryono and Sentono (2014) Motorcycle tune-up,

namely the effort to return vehicles (motorbikes) to

their original conditions according to factory

specifications, include: checking motorcycle parts to

ensure they are still functioning properly, cleaning the

dirty parts so that does not damage the system, adjusts

the changing parts to match the specifications, repairs

(replaces) damaged / worn components. So, it is clear

that motorcycle maintenance is a very important

lesson, so that after graduating they can work and can

create jobs, such as servicing motorized vehicles,

especially motorbikes.

Hell and Dragicevic (2014) Organizations

currently in operate a very dynamic environment, and

therefore, their ability to continue to adjust strategic

plans with new conditions is a must to achieve their

strategic goals. Organizations currently in operate a

very dynamic environment, and therefore, their

ability to continually adjust strategic plans with new

conditions is a must to achieve their strategic goals,

in this case study, linear programming is used to

optimize organizational performance strategies.

A linear program is a mathematical technique as

an optimum allocation of resources such as labour,

material, capital, energy and so on (Rao. S, 2011;

Nurmalia, 2013). Through solving the problem of

linear programs students can strive how to get a big

profit by pressing the smallest costs.

In addition, the main requirements of community

are Motorcycle Engineering (ME) mastering how to

take care of, motorbikes so that the condition of prime

motorcycle vehicles, they also strive to obtain optimal

Hasanah Pahlepy, N., Ilma Indra Putri, R. and Hartono, Y.

Using Motorcycle Reparation in Learning Linear Programming at Vocational School.

DOI: 10.5220/0009994600002499

In Proceedings of the 3rd Sriwijaya University International Conference on Learning and Education (SULE-IC 2018), pages 183-187

ISBN: 978-989-758-575-3

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

183

benefits from their work in servicing motorbikes. One

strategy that aims to make the learning process work

well is to design learning using the Indonesian

Realistic Mathematics Education (PMRI) approach.

PMRI is one of the learning approaches that will lead

students to understand mathematical concepts by

constructing themselves through prior knowledge

related to their daily lives. By finding the concepts

themselves, it is expected that student learning will be

meaningful (Putri, 2011). In Vocational School

practical lessons are more dominant than theoretical

studies so that the PMRI approach to the learning

process of mathematics in Vocational Schools will

make students better understand the concepts and

problem solving of linear programs related to

servicing motorcycle vehicles.

Learning linear Programs will be easily

understood by students if they use the right context.

According to Putri (2011) The importance of using

context that is in accordance with the concept in

starting learning means that learning should begin

with a situation that is known to students, so that it

can motivate students to learn and learn mathematics

does not seem difficult anymore.

In vocational schools, especially motorcycle

engineering majors will indirectly encounter

problems involving linear programs. One of the

activities that is often carried out by students

majoring in motorcycle engineering is servicing

motorcycle vehicles. therefore, researchers use the

context of motorcycle service as a starting point and

innovation in learning Linear Programs.

Based on the background above, this study aims

to produce a learning trajectory that can help students

understand the material and solve the Linear Program

problem.

2 RESEARCH METHOD

This study uses a research design research method

that designs linear program material with the PMRI

approach to class XI Vocational School using

motorbike service as the beginning of learning. The

design research method used is type validation studies

that aim to prove learning theories (Nieveen,

McKenney, & van den Akker, 2006) and develop

Local Instructional Theory (LIT). In the

implementation of design research there are 3 stages,

namely: preparing for the experiment / preliminary

design, the experimental design, and retrospective

analysis. (Gravemeijer, K., & Van Eerde, D., 2009).

First stage: Preparation for research / preliminary

design (preparing for the experiment / preliminary

design). In this section the researcher reviews the

literature relating to the 2013 curriculum, Linear

program learning material, PMRI approach, design

research, and conducts interviews with several

students to find out students' initial knowledge of

linear program material. Furthermore, designing a

hypothetical learning trajectory (HLT) in which a

series of learning activities is developed in a linear

program using the PMRI approach by containing

guesses consisting of learning objectives, learning

activities and devices that can help the learning

process and revised during the teaching experiment

The second stage: experimental design (the design

experiment). In this section the researcher conducted

two activities, namely pilot experiment (preliminary

teaching experiment) and teaching experiment. The

pilot experiment was conducted to test HLT which

had been designed for students in small groups to

collect data and revise the initial HLT to be used at

the later stage of the teaching experiment. Students

involved in the pilot experiment are as many as 6

students where the researcher will act as a teacher. In

the teaching experiment, HLT which has been piloted

in the pilot experiment stage and has been revised

then tested again in the class which is the subject of

research. The mathematics teacher acts as a model

teacher (instructor) and the researcher conducts the

researcher observed the students' mathematical

learning and communication activities. This article is

focused on the teaching experiment stage.

The third stage is retrospective analysis. Data

obtained from the teaching experiment stage are

analysed and the results of this analysis are used to

plan activities and develop design activities for

subsequent learning. The purpose of retrospective

analysis in general is to develop Local Instructional

Theory (LIT). At this stage, HLT is compared to

actual student learning, the results are used to answer

the problem statement. Data collection techniques

used during research such as video recordings,

observations, interviews, documentation, and field

notes were collected and analysed to improve the

HLT that had been designed. The data obtained were

analyzed retrospectively with HLT as a reference. For

data analysis discussed with the supervisor and

teacher model to improve reliability and validity in

this study in the form of observation, interviews, and

documentation carried out qualitatively.

3 RESULTS AND DISCUSSION

The activity that was designed was intended so that

students could understand the linear program and be

SULE-IC 2018 - 3rd Sriwijaya University International Conference on Learning and Education

184

able to solve the problem. Learning carried out using

the context of motorbike vehicle service as a starting

point, a series of activities carried out by researchers

including, interviews with several students, followed

by giving initial tests (pre-test) and afterwards

students were given the final test (post-test), when the

initial test was still many students have not been able

to answer most of the questions given. However, in

the final test (post-test) students have been able to

solve various problems regarding linear programs. In

this activity using Student Activity Sheet (LAS) 1 and

Student Activity Sheet 1, each LAS contains 2

activities, while the activities carried out are as

follows:

a. Activity 1 (Motorcycle Service Practice)

The first activity aims to look for damage that

occurs on motorbikes, in this activity students

carry out the activities of servicing two different

motorbikes, by having the same two damage,

students carry out activities starting from

checking motorbikes, stamping and cranking

motors, then looking for problems that cause the

motorbike can't live, while servicing motorbikes,

students start discussing with each other and

asking friends. Researchers as observers look at

the work of each group and give direction to the

questions they give. Students' strategies in this

problem damage in figure 1

Figure 1: Students perform motorcycle service activities.

b. Activity 2

Activities in activities two are aim to determine

the variables and forms of linear inequality,

through student thought conjectures, students are

expected to be able to replace the damage

components into a variable and determine the

form of linear inequality by discussing and

presenting their answers to the class. The

activities in these two activities are student

strategies in finding the type of damage and

determining the variables in figure 2a and figure

2b. aim

Figure 2a. The components of damage obtained

Figure 2b: Turning damage components into variables

c. Activity 3

In the third activity students are expected to be

able to determine the cost of servicing a

motorcycle that has been carried out based on the

damage that occurs by looking at the table of

maintenance costs and prices of sperpat. The aim

of this research is that students are expected to be

able to make mathematical models and determine

objective functions. Student strategies in problem

solving in Figure 3.

Figure 3: Students can determine the reparation cost and

determine mathematical model and the objective functions

d. Activity 4

The purpose of this activity is that students can

determine the optimum value, through student

thinking conjectures, students are able to

determine the optimum value of an objective

function, at the end of learning students are

expected to be able to draw conclusions about

what they are learning. Students’ strategies in

determining the optimum value in figure 4.

Using Motorcycle Reparation in Learning Linear Programming at Vocational School

185

Figure 4: Students can describe the completion area and

determine the optimum value

This designed activity aims to enable students to

understand linear programs and to solve their

problems. A series of activities are carried out by

researchers, including interviews with several

students, followed by giving initial tests to obtain

initial information about student knowledge. After

that, it was continued by carrying out cycle 1, namely:

pilot experiment. At this stage the researcher becomes

a model teacher and 6 students with different abilities

participate in learning activities. Initial tests are given

to find out students' initial knowledge before the

learning process is carried out.

the learning trajectory produced in this study

are learning trajectories that students pass through

motorbike service in finding linear program

algorithms as experience-based activities have helped

improve students' understanding of linear program. In

classroom learning, students' understanding of linear

programs develops from the informal stage to the

formal stage.

4 CONCLUSIONS

Based on the results and discussion that has been

described, it can be concluded that the PMRI

approach has an important role to produce student

learning trajectories in linear learning programs to

help students find linear program algorithms in class

XI. Through activities such as making a mathematical

model using motorcycle service, determining

objective function and determining optimum value.

The learning trajectory produced in this study is the

learning trajectories that students pass through

motorbike service in finding linear program

algorithms as experience-based activities that have

helped improve students' understanding of linear

programs. In classroom learning, students'

understanding of value fragments develops from the

informal stage to the formal stage.

REFERENCES

Akker, Jan Van den,Gravemeijer, Koeno, Mcknney, Susan

and Nieven., 2006. Educational Design Research.

London: Routledge Taylor and Francis Group.

Hell, Marko & Dragicevic Tea 2014, How to use linear

programming for information system performances

optimization. Journal Business Systems Research, 5(3),

hh.49-66.

Gravemeijer, K., & Van Eerde, D., 2009. Design research

as a means for building a knowledge base for

teaching in mathematics education. The Elementary

School Journal , 109 (5).

Gunawan, S.M, Putri, R.I.I, & Zulkardi., 2017. Learning

Fractions through Swimming Context for Elementary

School Students Skripsi, Universitas Sriwijaya.

unpublished

Haryono & Sentono, Tarto 2014, Improving learning

process and student results learning to tune-up

motorcycle using demonstration method of class Xi

Sma N 1 Playen Year Study2013/2014’, Journal Taman

Vokasi, 2(2),13-21

Ikechi,K.S, Benedict, O & Ikechukwu C, E 2014,

Application of linear programming techniques to

practical decision making’. Mathematical Theory and

Modelling, 4(9),

Ioan, Alin Cristian, & Ioan, Catalin Angelo, 2010. A

Method of Determination of an acquisition Program in

Order to Maximize the Total Utility Using Linear

Programming in Integer Numbers. No. I/2010. Nh 124-

128.

Kemdikbud., 2014. Peraturan Menteri pendidikan dan

kebudayaan Republik Indonesia Nomor 60

tahun2014 Tentang Kurikulum 2013 Sekolah

Menengah Kejuruan/Madrasah Aliyah Kejuruan

Tentang Kerangka Dasar dan Struktur Kurikulum

Sekolah Menengah Kejuruan/Madrasah Aliyah

Kejuruan.

Kemdikbud., 2016. Peraturan Menteri pendidikan dan

kebudayaan Republik Indonesia Nomor 22

tahun2016 Tentang Standar Proses.

Kimes, E. Sh & Wirtz, J., 2003. Has revenue management

become acceptable? findings from an international

study on the perceived fairness of rate

fences. Journal of Servies Research, 6(2),125-135.

Ningsih, S, Putri, R.I.I, & Susanti, E., 2017. The Use of

Grid 10 x 10 in Learning the Percent. FKIP Universitas

Sriwijaya.

Niswarni., 2011. Peningkatan Hasil Belajar Program

Linier Melalui Pendekatan Matematika Realistik di

Kelas x Jasa Boga 1 SMK Negeri 6 Palembang., Thesis,

Universitas Sriwijaya, unpublished.

Nurmalia., 2013. Pendesainan pembelajaran Program

Linier SMK Menggunakan Konteks Makanan

SULE-IC 2018 - 3rd Sriwijaya University International Conference on Learning and Education

186

Tradisional Palembang. Thesis, Universitas Sriwijaya,

,unpublished.

Pridjono. Pandjul. (2009). Modul Matematika Program

Linier. http//vdyagata. Word press.com, access at

Desember 2017.

Putri, R.I.I., 2009. Efek potensial pelatihan PMRI terhadap

guru-guru Matematika di palembang. Jurnal

Pendidikan Matematika, 3(2), 85-91.

Putri, R.I.I., 2011. Pembelajaran materi bangun datar

melalui cerita menggunakan pendekatan pendidikan

matematika realistik indonesia (PMRI) Di Sekolah

Dasar. Jurnal Pendidikan Matematika, 3(2), 85-91.

Putri, R.I.I., 2011. Professional development of

mathematics primary school teacher in indonesia Using

Lesson Study and Realistic Mathematics Education

Approach. Jurnal Pendidikan Matematika,

Putri, R.I.I., Dolk, Maarten & Zulkardi, 2015. Professional

development of PMRI teacher for introducing social

norms’, Journal on Mathematics Education, 6(1), 11-

19.

Putri, R.I.I & Zulkardi., 2013. Eksplorasi nilai-nilai

kearifan lokal melalui desain pembelajaran inovatif

matematika pendidikan matematika realistik

indonesia (PMRI). Jurnal Pendidikan Matematika

Putri, R.I.I., 2015. Pengaruh Interaksi Pendekatan

Pembelajaran dan Bentuk Tes Formatif terhadap Hasil

Belajar Matematika. FKIP Universitas Sriwijaya.

Putri, R.I.I & Zulkardi., 2018. Higher-order thinking skill

problem on data representation in primary school: A

case study. Jurnal Pendidikan Matematika, 2(3), 17-28

Rao, Shreelatha., 2011. Linear Programming for Revenue

Management in Hotel Industry.

http//eprints.manipal.edu/1887/i/Revenue

management.pdf. access at 15

Desember 2017

Sembiring, R., Hoogland, K., & Dolk, M., 2010. A Decade

of PMRI in Indonesia. Bandung and Utrecht: Ten Brink

dan Meppel.

White, K.M.A., 1995. Secondary School Student’s

Understanding Of Inqualities In A Linear

Programming Task. A Dissertation for the degree

Master of Education Studies. Twente University.

Wijaya, A., 2012. Pendidikan Matematika Realistic: Suatu

Alternative Pendekatan Pembelajaran Matematika.

Yogyakarta: Graha Ilmu.

Zulkardi., 2002. Developing A Learning Environment on

Realistic mathematics Education for Indonesian

Student Teachers. Enschede: Twente University.

Using Motorcycle Reparation in Learning Linear Programming at Vocational School

187