LEARNING PLAN (RPP)

EXAM
EDUCATION UNITS

: : SMK STATE 6 BANDUNG

CLASS / SEMESTER

: : XI / 2

SUBJECTS

BASIC
COMPETENCIES

: : UNDERSTANDING THE BRAKE SYSTEM

TOPIC OF LEARNING

Maintenance Movers CHASSIS AND

PERSONNEL

: Drum brakes
By:
Yola WISNU NUGROHO
NIM.1200065

SMK STATE 6 BANDUNG

AREAS OF EXPERTISE TECHNOLOGY AND ENGINEERING
AUTOMOTIVE ENGINEERING SKILLS PROGRAM
PACK LIGHT VEHICLE ENGINEERING SKILLS
BANDUNG
2016
LEARNING PLAN (RPP)
AREAS OF EXPERTISE: TECHNOLOGY AND ENGINEERING

SKILLS PROGRAM: AUTOMOTIVE ENGINEERING

PACKAGE OF EXPERTISE: LIGHT VEHICLE ENGINEERING
SUBJECT: MAINTENANCE PERSONNEL VEHICLE CHASSIS AND LIGHT Movers
(PCPSPT)
BASIC COMPETENCE: UNDERSTANDING THE BRAKE SYSTEM
TOPIC LEARNING: drum brakes
TIME ALLOCATION: 2x45 Minutes
A. CORE COMPETENCE
K1. Appreciate and practice the teachings of their religion.
K2. Appreciate and practice the honest behavior, discipline, responsibility, caring (gotong
royong, cooperation, tolerance, love peace), polite, responsive and proactive and displayed
as part of the solution to various problems in interacting effectively with social and natural
environment as well as in placing itself as a reflection of the nation in the association world
K3. Understand, and analyze knowledge menerapan factual, conceptual, procedural, and
metacognitive knowledge, technology, arts, culture and humanities in the knowledge of
humanity, national, state, and civilization-related causes of phenomena and events in specific
areas of work to solve the problem
K4. Processing, reasoning, and menyaji in the realm of the concrete and the abstract realm
associated with the development of the learned in school independently, and able to carry out
specific tasks under direct supervision.
B. BASIC COMPETENCE AND INDICATORS
1. Environment and natural resources as the grace of almighty God Almighty should be kept
keletarian and survival.
2. The development and use of technology in learning activities must be aligned and do not
damage and pollute the environment, natural and human.
1. Shows the attitude meticulous care in interpreting the terms of the brake drum.
2. Shows the attitude carefully and thoroughly understand the philosophy of a
maintenance and repair.
3. Show discipline and responsibility in following-care measures in accordance with
SOP

4. Demonstrate a caring attitude towards the environment through activities

associated with the inspection, maintenance and repair of drum brakes.
3.5 Understanding the brake system.
4.5 Maintain the brake system.
INDICATOR
1. Explaining the function of the brake drum.
2. Identify the types of drum brakes.
3. Identify components of drum brake.
4. Explaining the function of drum brake components.
5. Explaining how the drum brake.
6. Affirming the drum brake maintenance procedures.
2. Shows how to remove and install a brake drum.
3. Shows the drum brake maintenance procedures.
C. LEARNING OBJECTIVES
2nd meeting
After participating in the activities to observe, discuss, collect data, process data and present,
learners can:
1. Explaining the function drum brakes honestly and confidently appropriate manual
operation.
2. Identify the types of drum brakes honestly and confidently appropriate manual operation.
3. Identify the components of drum brake honestly and confidently appropriate manual
operation.
4. Explaining the function of drum brake components honestly and confidently appropriate
manual operation.
5. Describes how the drum brakes honestly and confidently appropriate manual operation.
3rd Meeting

Through the process of searching for information, ask, discuss and practicum students can:
6. Affirming the drum brake maintenance procedures honestly and confidently appropriate
manual operation.
6

Shows the removal and installation procedure manual drum brakes corresponding
operation.

Demonstrate maintenance procedures drum brake according manual operation.

D. LEARNING MATERIALS
1. Function drum brake
2. The types of drum brakes
3. Drum brake components
4. Drum brake components function
5. The workings of the brake drum
6. Maintenance drum brakes
E. LEARNING ACTIVITIES
Learning Approach: Scientific (Scientific Approach)
The learning model: Discovery learning
Learning method: Presentation, discussion, question and answer, task.
F. TOOLS, MATERIALS, MEDIA, AND RESOURCES
1. Tools / Media
Whiteboard, Notebook, projector, slide power point
2. Source
Maintenance of chassis and switching power TKR, Kemdikbud 2013.
New Step 1, PT. Toyota "Astra Motor.
TKR module curriculum in 2013.

Job sheet.
G. LEARNING ACTIVITIES

activity

Description of Activities

time
allocation

a. Recap and Motivation

1. Teachers m enyiapkan physical and psychological students to
greet and salute.
2. Teachers prepare students to pray and attendance as well as
provide guidance to students about the importance of religious
and social teachings, in each learning activity (strengthening
core competencies / KI-1 and KI-2).
3. The teacher gives a glimpse of previous material relating to
the material that will be discussed.

preliminary

4. Teachers provide information materials that will be discussed

is a system drum brakes on the vehicle and asked the students
about the knowledge system drum brakes on the vehicle to
unlock insights and motivate students.

(15
minutes)

5. Teachers show or demonstrate something related to learning

materials that will be discussed is the brake drum.
b. Submission of competence and action plans
6. Teachers communicate the benefits and importance of learning
materials that will be studied.
7. Teachers deliver learning objectives to be achieved by
students.
8. Teacher convey plan learning activities that gather
information, discussions, working groups, observation da n
experimenting maintenance.

Core
activities

a. Stimulation (S timulasi / Giving stimuli)

9. Teachers showed images of brake system on the projector and

(60
minutes)

show unit drum brake directly.

10. Students watch the image drum brake on the projector and unit
component directly.
11. Teachers showed a video about how the drum brakes on the
vehicle and shows the unit directly drum brakes.
12. Students watched a video about how the drum brakes on the
vehicle.
b. Problem Statement (Question / Problem identification)
13. Teachers lead students to discuss, to make inquiries about
things that are not yet understood and questioned about things
that are not yet known from what is seen and observed to
follow up on the activities of searching for information on
drum brakes.
14. Students discuss in groups of images and impressions drum
brake unit were observed directly.
15. Teachers focus on students to dig up information formulated
on learning objectives and ask about:
a. Drum brake function
b. The types of drum brakes
c. Drum brake components
d. Drum brake components function
e. The workings of the brake drum
c. Data collection (data collection)
16. Teachers lead students to discuss in a group, gather
information from various sources (books, the Internet, or
module) and direct observation of the drum brakes.
17. Students discuss and gather information from various sources
(books, the Internet, or modules) as well as observations
directly drum brakes that include:

a. Function drum brake

b. The types of drum brakes
c. Drum brake components
d. Drum brake components function
e. The workings of the brake drum
18. Teacher observation, observation at the same time carry out an
assessment of the students in the group discussion process.
d. Data processing (processing Data)
19. Students in the group, draw conclusions or answers regarding:
a. Drum brake function
b. The types of drum brakes
c. Drum brake components
d. Drum brake components function
e. The workings of the brake drum
20. Teacher observation, observation seakligus assessment of the
students when carrying out the process of discussion within
the group.
e. Verification (proof)
21. Students in the group repeatedly tries to explain how the drum
brakes on the vehicle, while the other students respond to and
enhance mutual explanation of how the drum brake.
22. Teacher observation, observation at the same time carry out an
assessment of the students in the group discussion process and
provide an explanation / clarification of the problems faced by
students.
f. Generalization (draw conclusions / generalizations)
23. Representative groups of students presented on the workings

and one type of drum brakes and then taken up by other

groups.
24. Teacher observation, observation seakligus assessment of the
students while conducting presentations and provide an
explanation / clarification of the problems faced by students.

25. Teachers guide students to make conclusions or outline

summarizes the material that has been discussed.
26. Students make inferences or outline summarizes the material
that has been discussed.
27. Teachers evaluate students directly learning outcomes that
have been given.
Cover

28. Students answered questions given by the teacher.

(15
minutes)

29. The teacher collects the work as a portfolio.

30. Teachers delivering enrichment and material for an upcoming
meeting.
31. Teachers end the learning activities by giving the message to
remain active learning and scientific and saluted.

H.

INSTRUMENT RATING OF LEARNING

1. Types and Techniques Assessment

: Authentic Assessment through Observation,

Assessment Independent, Peer Assessment, notes the Journal, Written Test and Practice
Tests

2. Forms of Instrument Rating

Aspects Attitude: Observation Sheet, Sheets Self Assessments, Peer Assessment Sheets, Sheet
Journal
Aspects of Knowledge: Written Question Sheet
Aspect Skills: Assessment Sheet skill aspect kongrit

Table Learning Outcomes Assessment Instrument

No.

Rated aspect

Instrument Rating

time Ratings

ATTITUDE
a. Courtesy
Observation sheet
b. Honest
Sheets Self-Assessment
1.

c. Confidence

When learning
Peer Assessment Sheet

d. To be responsible
sheets Journal
e. Cooperation
f. conscientious

KNOWLEDGE
When learning
2.

a. Appearance at presentation

Sheets Discussions / Presentations

b. Written test

Written Test

Competence test

SKILL
3.

Sheet Performance

Competence test

a.Unjuk student work

1. Instrument Rating and scoring guidelines

Assessment instruments and scoring

guidelines aspect of attitude

Assessment instruments and scoring

guidelines on knowledge

Assessment instruments and scoring

guidelines skill aspect

INSTRUMENT RATING ASPECTS OF ATTITUDE

1. Observation sheet
Observation sheet
Schools: SMK 6 Bandung
Skill Competency: Light Vehicle Engineering
Class: TKR XI 1
Day, Date:

Honest Confidence Cooperation

No.

Student's name

Aditia Nugraha

Agung Nugraha

Aldi Ardiansyah

Arya Yudha P

Asep Komarudin

Brian Yusti RR

Candra D

Danu Ibrahim

Debby Ramdhani

(1-4)

(1-4)

(1-4)

Final
Responsibl
Courtesy conscientious score
e

PREDICATE

(1-4)

(1-4)

3.67

SB

3.8

SB

3.8

SB

(1-4)

(number SB / B / C / K
/ 6)

10

Dian Permana

11

Dyan Tara

12

Erwin R

13

Faisyal MB

14

Ferdiansyach N

15

Hapis F

16

Helmi S

17

Heru MH

18

Ilham maa
wisely

19

Irfan Bayu K

20

Miftach Arivan F

21

mochamad Fikry

22

Muhammad
Lukman

23

24

3.67

SB

3.8

SB

3.67

SB

3.5

SB

Mohammad Dadi
P

3.8

SB

Muhammad NS

3.8

SB

25

Reinaldyana

26

Ridwan
Nurahman

27

Rizki Purnomo S

28

Robby Jumena S

29

Soni Pradifta

30

Tatang Tahjudin

31

Triaji Darma S

3.67

SB

3.8

SB

Rubric Assessment observation

a. Aspect: Honest
No.

indicators Honesty

Rate Honesty

1.

Doing any instruction or assignment of teachers.

- Score 1 if 1 to 2
indicator appears

2.

Not being plagiarism (taking / copying other

people's work without mentioning the source) in
doing any task.

- Score 2 for 3 to 4
indicator appears

3.

To suggest what their feelings toward something

4.

Admit mistakes or shortcomings owned.

- Score 3 if 5
indicators appear
- Score 4 if 6
indicator appears

5.

The reported data or information as it is.

6.

Reported case of damage to the tool or workpiece as

a result of his mistakes.

b. Aspect: Confident

No.

1.

2.

3.

4.

Confidence Indicators

Rate Confidence

Being able to make a presentation in public

dare to ask

M engemukakan opinions

M enjawab question

1 (Less)

2 (Enough)

3 (Good)

4 (Very
Good)

c. Aspect: Cooperation
No.

indicators Partnership

1.

Actively involved in working

groups

assessment Cooperation

Score 1 if one or no indicators

that consistently shown learners

2.

Willingness perform duties

according to the agreement

Score 2 if two indicators

consistently demonstrated
learners

3.

Willing to help others in the

group who have difficulty

Score 3 if three indicators

consistently demonstrated
learners

4.

Willing to sacrifice for the task

group.

Score 4 if 4 indicators
consistently demonstrated
learners

d. Aspect: Responsibility
No. indicators Responsibility

1.

Carry out the duties of

individuals and groups well

2.

Accept the risk of the action

taken

3.

Returns borrowed items

4.

Tidying and cleaning the work

area and tools.

e. Aspect: Courtesy

assessment Responsibility

Score 1 if one or no indicators

that consistently shown learners

Score 2 if two indicators

consistently demonstrated
learners

Score 3 if three indicators

consistently demonstrated
learners

Score 4 if 4 indicators
consistently demonstrated
learners

No.

indicators Santun

Rate Santun

1.

Cultivated (polite words)

Score 1 if fulfilled one

indicator

2.

Meng use the right expression

Score 2 if fulfilled two

indicators

3.

Value the opinions or arguments of

others

Score 3 if it fulfilled three

indicators

4.

behave

Score 4 if it met all the

indicators

f. aspects meticulous
No.

indicators meticulous

1. Shows the measurement

results in accordance with
manual operation

2. Completing tasks according

to instructions

3. No hasty and careless when

showing the measurement
results

Rate Santun

Score 1 if fulfilled one

indicator

Score 2 if fulfilled two

indicators

Score 3 if it fulfilled three

indicators

Score 4 if it met all the

indicators

4. Preserving the environment,

natural and human
2. Sheets Self-Assessment
SELF ASSESSMENT SHEET

School :
Competence Skills:
Student's name :
class:
Day, Date:
Achievement
score
No.

Statement
1

Honest

I m ent any instruction or assignment of teachers.

I t idak be plagiarism (taking / copying other people's work

without mentioning the source) in doing any task.

I express what their feelings toward something

I admit to mistakes or shortcomings owned.

I reported what their data or information.

I reported the case of a tool or workpiece damage due to my

mistake / group.

Self unbelievers

I was able to do a presentation in public

I ask b Erani

I dare to express opinions

I dare to answer the question

Cooperation

I am actively involved in working groups

I am willing to do tasks as agreed

I help someone else in the group who have difficulty

Sa ya willing to sacrifice for the task group.

Responsible

I carry out the duties of individuals and groups with well

I accept the risk of the action taken

I'm engembalikan items borrowed

I tidy up and clean the work area and tools.

Courtesy

I speak politely

I do it under the right expression

I appreciate other people's opinions or arguments

I behaved politely

conscientious

Shows the measurement results in accordance with manual

operation

Completing tasks according to instructions

No hasty and careless when showing the measurement results

Preserving the environment, natural and human

Assessment rubric
dimensions ratings

Honest

Indicator

Score 4 if 6 indicator appears

Score 3 if 5 indicators appear

Score 2 for 3 to 4 indicator appears

Score 1 if 1 to 2 indicator appears

Score 4 if the 4 indicator appears

Score 3 if three indicators appear

Confidence
Score 2 if 2 to 4 indicator appears

Score 1 if 1 to 1 indicator appears

Score 1 if one or no indicator is shown

Score 2 if two indicators consistently shown

Cooperation
Score 3 if three indicators consistently shown

Score 4 if 4 indicators consistently shown

Score 1 if one or no indicators consistent

Score 2 if two indicators consistently shown

Responsible
Score 3 if three indicators consistently shown

Score 4 if 4 indicators consistently shown

Courtesy

Score 1 if fulfilled one indicator

Score 2 if fulfilled two indicators

Score 3 if it fulfilled three indicators

Score 4 if it met all the indicators

Score 1 if fulfilled one indicator

Score 2 if fulfilled two indicators

conscientious
Score 3 if it fulfilled three indicators

Score 4 if it met all the indicators

3. Peer Assessment Instrument Sheet
SHEET peer assessment
School :
Expertise Program :
Student Name Appraisal:
Assessed Student Name:
class:
Day, Date:
No.

Statement

Achievement
score

Honest

Doing any instruction or assignment of teachers.

Not being plagiarism (taking / copying other people's work

without mentioning the source) in doing any task.

To suggest what their feelings toward something

Admit mistakes or shortcomings owned.

M elaporkan data or information as it is.

M elaporkan event of damage the tool or workpiece due to

my mistake / group.

Self unbelievers

Being able to make a presentation in public

dare to ask

Dare to express opinions

The courage to answer the question

Cooperation

Actively involved in working groups

B ailable perform duties according to the agreement

Helping others in the group who have difficulty

Willing to sacrifice for the task group.

Responsible

Carry out the duties of individuals and groups well

Accept the risk of the action taken

Returns borrowed items

Tidying and cleaning the work area and tools.

Courtesy

Speak politely

Meng use the right expression

Value the opinions or arguments of others

behave

conscientious

Shows the measurement results in accordance with manual

operation

Completing tasks according to instructions

No hasty and careless when showing the measurement results

Preserving the environment, natural and human

Assessment rubric
dimensions ratings

Indicator

Score 4 if 6 indicator appears

Score 3 if 5 indicators appear

Honest
Score 2 for 3 to 4 indicator appears

Score 1 if 1 to 2 indicator appears

Confidence

Score 4 if the 4 indicator appears

Score 3 if three indicators appear

Score 2 if 2 to 4 indicator appears

Score 1 if 1 to 1 indicator appears

Score 1 if one or no indicator is shown

Score 2 if two indicators consistently shown

Cooperation
Score 3 if three indicators consistently shown

Score 4 if 4 indicators consistently shown

Score 1 if one or no indicators consistent

Score 2 if two indicators consistently shown

Responsible
Score 3 if three indicators consistently shown

Score 4 if 4 indicators consistently shown

Score 1 if fulfilled one indicator

Score 2 if fulfilled two indicators

Courtesy
Score 3 if it fulfilled three indicators

Score 4 if it met all the indicators

conscientious

Score 1 if fulfilled one indicator

Score 2 if fulfilled two indicators

Score 3 if it fulfilled three indicators

Score 4 if it met all the indicators

4. I instrument is Jurna l Record Sheet
SHEET NOTES JOURNAL
Schools: SMK 6 Bandung
Skill Competency: Light Vehicle Engineering
Class: TKR XI 1
Day, Date:
No.

Student's name

Aditia Nugraha

Agung Nugraha

Aldi Ardiansyah

Arya Yudha P

Asep Komarudin

Brian Yusti RR

Candra D

record

time Event Score

Danu Ibrahim

Debby Ramdhani

10

Dian Permana

11

Dyan Tara

12

Erwin R

13

Faisyal MB

14

Ferdiansyach N

15

Hapis F

16

Helmi S

17

Heru MH

18

Ilham maa
wisely

19

Irfan Bayu K

20

Miftach Arivan F

21

mochamad Fikry

22

Muhammad Lukman

23

Mohammad Dadi P

24

Muhammad NS

25

Reinaldyana

26

Ridwan Nurahman

27

Rizki Purnomo S

28

Robby Jumena S

29

Soni Pradifta

30

Tatang Tahjudin

31

Triaji Darma S
5. Total value of Aspect Attitude
Schools: SMK 6 Bandung
Skill Competency: Light Vehicle Engineering
Class: TKR XI 1

No.

Student's name

value Instruments

Final

Observation
1

Aditia Nugraha

Agung Nugraha

Aldi Ardiansyah

Arya Yudha P

Asep Komarudin

Brian Yusti RR

Candra D

Danu Ibrahim

Debby Ramdhani

10

Dian Permana

11

Dyan Tara

12

Erwin R

13

Faisyal MB

14

Ferdiansyach N

15

Hapis F

Mandiri

Fellow

Note Journal score

16

Helmi S

17

Heru MH

18

Ilham maa wisely

19

Irfan Bayu K

20

Miftach Arivan F

21

mochamad Fikry

22

Muhammad Lukman

23

Mohammad Dadi P

24

Muhammad NS

25

Reinaldyana

26

Ridwan Nurahman

27

Rizki Purnomo S

28

Robby Jumena S

29

Soni Pradifta

30

Tatang Tahjudin

31

Triaji Darma S

Note: The value is determined based on the attitude aspect mode acquisition value of
participants
INSTRUMENT RATING ASPECTS OF KNOWLEDGE
1. Assessment Instruments Presentation / Discussion
ASSESSMENT SHEET PRESENTATION / DISCUSSION
Schools:
Skills Program:
class:
Day, Date:

aspects Rating
No.

Student's name
content
s

Aditia Nugraha

Agung Nugraha

Aldi Ardiansyah

Arya Yudha P

-an
Kelancar

Winnow-l
an

Score

Competent /
Not
(number /
Competent
4)
Grammar

Asep Komarudin

Brian Yusti RR

Candra D

Danu Ibrahim

Debby Ramdhani

10

Dian Permana

11

Dyan Tara

12

Erwin R

13

Faisyal MB

14

Ferdiansyach N

15

Hapis F

16

Helmi S

17

Heru MH

18

Ilham maa wisely

19

Irfan Bayu K

20

Miftach Arivan F

21

mochamad Fikry

22

Muhammad Lukman

23

Mohammad Dadi P

24

Muhammad NS

25

Reinaldyana

26

Ridwan Nurahman

27

Rizki Purnomo S

28

Robby Jumena S

29

Soni Pradifta

30

Tatang Tahjudin

31

Triaji Darma S

Assessment Rubric presentation / discussion

A. Fill / messages

1. Very good (4)

= Message delivered on demand

2. Good (3)

= The message is conveyed with a few changes

3. Fair (2)

= Message not in accordance with the request

4. Less (1)

= Different message delivered by request

B. smoothness

1. Very good (4)

= The message is delivered smoothly

2. Good (3)

= The message is delivered with a stammer

3. Fair (2)

= Some messages conveyed by reading

4. Less (1)

= Entire message was read.

C. Appearance

1. Very good (4)

= Attitude and posture right, the sound loud and clear, and can attract an
audience

2. Good (3)

= Posture and posture quite good, clear sound, less attractive.

3. Fair (2)

= Stance and posture is not good, the sound is less clear,

4. Less (1)

= Stance and posture is not good, quietly and unclear,

D. good grammar and correct

1. Very good (4)

= Delivered with proper grammar

2. Good (3)

= Some clerical error Languages

3. Fair (2)

= Partially lacking proper grammar

4. Less (1)

= Many clerical error Languages

Score:

(Contents + Smoothness + Form + Grammar) / 4

= Score Presentation

2. Instrument Rating Written Test

A. Gratings written question
No.

Basic competencies

Matter

Drum brake function

Question
Explaining the function of the
brake drum.

The types of drum Describes the types drum

brakes
brakes.
5. Understanding
Drum
brake Explaining the drum brake
Brake System
components
components.
Drum
brake Explaining the function of drum
components function brake components
The workings of the
Confirms how drum brakes
brake drum
5.
Maintaining

How to remove and Removing the brake drum

install a brake drum

Brake System

Maintenance
brakes.

drum Shows
the
maintenance.

drum

brake

B. A booklet written test on knowledge

Answer correctly the question below with a short and precise!
1. Describe the function of the brake drum!
2. Explain / type identification -type drum brake!
3. Identification of brake components tromo l below!
4. Explain the function of the brake components tromo l above!
5. Explain how the drum brakes?
Options written test Answer Key
1. Drum brake serves to reduce the speed (slow) and stop the vehicle, allowing parking on a
downhill and as a safety device and ensures a safe ride where the braking force obtained
from the friction between the brake shoe drum brake in the rotating part along with the
wheels.
2. The types of drum brakes:
a. Leading Trailing
In this type there is one wheel cylinder with two pistons will push the top of the drum
brake. Leading shoe wear faster than the trailing shoe.
b.

Two leading
This mode has two wheel cylinders which each have one piston.

c.

Dual Two Leading

This type has two cylinders rorda (wheel cylinder), which each have two pieces
piston, and produce good braking effect when the vehicle forward or backward.

d.

Union servo
This type has one wheel cylinder with one piston.

e.

Duo Servo

This type is a refinement of the uni-servo type which has one wheel cylinder with two
pistons. Braking force remained well without being influenced by the movement of
the vehicle.
3. A. Drum brakes
B. Cylinder wheel
C. Canvas
D. Brake Shoes
E. Backing plate
4. A. Drum brakes (brake drum) serves a friction brake pads
B. The wheel cylinder pistons power the cup, the piston will be pressed towards the brake shoe,
and then press the brake drum
C. Canvas functioning stopper wheel rubbing against the brake drum
D. brake shoes serve as a canvas.
E. Backing plate serve as a liaison and a drum brake components.
5. The workings of the brake drum
a. When Braking Process
At the time of the brake lever is pulled or the brake pedal is applied, there will be
movement in components of drum brakes, the friction between the drum and brake
pads. The piston will press on the brake and cause strong friction force so as to stop
the rotation or movement of the drum. At the time of braking per Protects also
stretched to the maximum.
b. After Braking Process
At the time of the brake lever or pedal is released to its original position, then the per
Protects would restore canvas to its original position so that there is no friction
between the canvas and drum brakes.
C. Rubric assessment written test

Score
No.

Question
0

1.

Explaining the
function of the
brake drum.

Absolutely
can not
explain

Can
Can explain Can be explained very precise,
explain a
most of
concise and easy to understand
fraction

Completely
Identify the types of
unable to
drum brakes.
identify

Can
identify
<50%
answers
correctly

Can identify
<80%
Mengidentifi-cation can be 100%
answers
correct answers very
correctly

3.

identify the
components drum
brakes.

Completely
unable to
identify

Can
identify
<50%
answers
correctly

Can explain
Mengidentifi-cation can be 100%
<80%
correct answers very
correctly

4.

Explaining the
Absolutely
function of drum can not
brake components explain

Can
Explain
<50%
answers
correctly

Can explain
Can explain 100% correct answers
<80%
very
correctly

Absolutely
Describes how the
can not
drum brake
explain

Can
Explain
<50%
answers
correctly

Can Explain
Can explain 100% correct answers
<80%
very
correctly

2.

5.

Write test scores:

(Total score) / Number of questions

= Value End

D. Sheets Assessment Test Write

Schools: SMK 6 Bandung
Skills Program: Lightweight Vehicle Engineering
Class: TKR XI 1
Day, Date: Thursday, May 19, 2016
Final score
number Problem
No.

(number / 2)

Student's name
1

Aditia Nugraha

Agung Nugraha

Aldi Ardiansyah

Arya Yudha P

Asep Komarudin

Brian Yusti RR

Candra D

Danu Ibrahim

Debby Ramdhani

10

Dian Permana

11

Dyan Tara

12

Erwin R

13

Faisyal MB

14

Ferdiansyach N

15

Hapis F

16

Helmi S

17

Heru MH

18

Ilham maa wisely

19

Irfan Bayu K

20

Miftach Arivan F

21

mochamad Fikry

22

Muhammad Lukman

23

Mohammad Dadi P

24

Muhammad NS

25

Reinaldyana

26

Ridwan Nurahman

27

Rizki Purnomo S

28

Robby Jumena S

29

Soni Pradifta

30

Tatang Tahjudin

31

Triaji Darma S

E. Total Value of Knowledge Aspects

School :
Competence Skills:
class:

aspects ratings
No.

Student's name

Final score
Presentation

Aditia Nugraha

Agung Nugraha

Aldi Ardiansyah

Arya Yudha P

Writing test

Competent (K) or yet

competent (BK)

Asep Komarudin

Brian Yusti RR

Candra D

Danu Ibrahim

Debby Ramdhani

10

Dian Permana

11

Dyan Tara

12

Erwin R

13

Faisyal MB

14

Ferdiansyach N

15

Hapis F

16

Helmi S

17

Heru MH

18

Ilham maa wisely

19

Irfan Bayu K

20

Miftach Arivan F

21

mochamad Fikry

22

Muhammad Lukman

23

Mohammad Dadi P

24

Muhammad NS

25

Reinaldyana

26

Ridwan Nurahman

27

Rizki Purnomo S

28

Robby Jumena S

29

Soni Pradifta

30

Tatang Tahjudin

31

Triaji Darma S

Final Value = (Score presentation or discussion Test Scores + a) / 2

INSTRUMENT RATING SKILL
A. Worksheet Assessment of Skills concrete
School : .....................................
Expertise Program : .....................................
Student's name : .....................................

Class: .....................................
Day, Date: .....................................

No.

Component / SubStandard
Component Assessment

A.

Work preparation

The use of work clothes

Preparation tools and

equipments

B.

Process (Systematics and

How It Works)

Demolition drum brake

components

Examination of drum
brake components

a. Check visually
drum

b. Clean up and fix

drum

c. Measure the
diameter of the
drum

b.

c.

d.

result

Conclusion

record

d. Measure the
lining thickness

e. Clean and repair

brake and drum
persingguan

e.

f.

Drum brake assembly

components

B. Sheets Assessment of Skills concrete

School : .....................................
Expertise Program : .....................................
Student's name : .....................................
Class: .....................................
Day, Date: .....................................
Provide a checklist on the achievement of the score column below!

Achievement score
No.

Indicator
1

Preparation of (10%)

Workwear and accessories

Working tool

Working materials

Scores components:

Kerj a process (50%)

Demolition drum brake components

Examination of drum brake components

Assembly and adjustment drum brake components

Scores components:

Work attitude (10%)

Pay attention to occupational safety and health.

Noting the function of equipment and materials practice.

Noting the discipline and rules Workshop,

Noting SOP in the works.

Scores components:

Work products (25%)

Suitability any work product that produced by standard work

product.

Scores components:

Working Time (5%)

The timeliness of work done to the standard working time.

Scores components:

Description: Score of each component of the assessment is determined based on the acquisition of the average
score of the sub-components of the assessment

C. Rubric Assessment of Skills concrete

No.

A.

Component / Sub
component Ratings

Indicator

Score

Work preparation
The use of work
clothes

Neatly dressed in accordance with the stipulations

and complete

Less neatly dressed pursuant but complete

Neatly dressed in accordance with the provisions

lacking and incomplete

Dressed not in accordance with

Tools / materials prepared in full and as needed

practice

Tools / materials prepared incomplete but according

to the needs practice

Tools / materials prepared in accordance lacking and

needs practice

Tools / materials not prepared according to the

needs practice

Checking the appropriate SOP, no damage was done

independently without guidance

Checking the appropriate SOP without damage and

conducted independently with minimal guidance

Checking the appropriate SOP without damage and

was carried out independently with a lot of guidance

Checking the appropriate SOP without damage and

conducted independently by very much guidance

Measure the thickness Measurement according to the SOP, no damage was

of brake pads
done independently without guidance

Preparation tools and

materials

B.

Work process

Checking the brake

system

Measurements according to SOP without damage

and conducted independently with minimal

guidance

Measurements according to SOP without damage

and was carried out independently with a lot of
guidance

Measurements according to SOP without damage

and conducted independently by very much
guidance

The reading of the results of precise measurements

and performed independently without guidance

The reading of the results of precise measurements

and be done with little guidance

The reading of the results of precise measurements

and performed with a lot of guidance

The reading of the measurement results one and

done with a lot of guidance

Using all equipment correctly without guidance

Using all the tools properly and a little guidance

Using all the tools properly and a lot of guidance

Products / Deliverables

C.

reading the results

measurements of the
brake system
inspection

D.

Work attitude

The use of a lat

examination

Using all the equipment properly and very much

guidance

Implement safety correctly

Implement safety with little reminiscent

Implement safety with plenty of reminding

Not implement or ignore safety

No dirt on all the equipment, work area and vehicles

/ media

There is a little dirt on the equipment, work area and

vehicles / media.

There are still a lot of dirt on the equipment, work

area and vehicles / media.

Not doing hygiene

Completing the job faster than a predetermined

time.

Complete work on in accordance with a

predetermined time

Completing workers with little extra time than

specified.

Work safety

Kebers ihan, tools, and

work area and

Time

E.
Measurement of the
brake system

The job can not be completed

D. Recap sheet Assessment of Skills concrete

Final
score

aspects Rating

No. Student's name

Product
Preparation

Work process Work attitude

Working time
Work

(10%)

(50%)

(10%)

(5%)
(25%)

Aditia Nugraha

Agung Nugraha

Aldi Ardiansyah

Arya Yudha P

Asep Komarudin

Brian Yusti RR

Candra D

Danu Ibrahim

Debby Ramdhani

10

Dian Permana

BK / K

11

Dyan Tara

12

Erwin R

13

Faisyal MB

14

Ferdiansyach N

15

Hapis F

16

Helmi S

17

Heru MH

18

Ilham maa
wisely

19

Irfan Bayu K

20

Miftach Arivan F

21

mochamad Fikry

22

Muhammad Lukman

23

Mohammad Dadi P

24

Muhammad NS

25

Reinaldyana

26

Ridwan Nurahman

27

Rizki Purnomo S

28

Robby Jumena S

29

Soni Pradifta

30

Tatang Tahjudin

31

Triaji Darma S

Note: BT (yet competent), K (Competent)

VALUE AT END = ((total score of preparation x 10%) + (total score of the work process x 50%) +
(total score of the work attitude x 10%) + (total score of the product of labor x 25%) + (total score
of the working time x 5 %)) / 5

SCORE LIST
Knowledge
No.

Student's
name

skills

Attitude

Class

Predicate
number

Aditia Nugraha

TKR XI 1

Agung Nugraha

TKR XI 1

Aldi Ardiansyah

TKR XI 1

Arya Yudha P

TKR XI 1

Predicate

number

Predicate

K/C/B/
SB

Asep Komarudin

TKR XI 1

Brian Yusti RR

TKR XI 1

Candra D

TKR XI 1

Danu Ibrahim

TKR XI 1

Debby Ramdhani

TKR XI 1

10

Dian Permana

TKR XI 1

11

Dyan Tara

TKR XI 1

12

Erwin R

TKR XI 1

13

Faisyal MB

TKR XI 1

14

Ferdiansyach N

TKR XI 1

15

Hapis F

TKR XI 1

16

Helmi S

TKR XI 1

17

Heru MH

TKR XI 1

18

Ilham maa
wisely

TKR XI 1

19

Irfan Bayu K

TKR XI 1

20

Miftach Arivan

TKR XI 1

21

mochamad Fikry

TKR XI 1

22

Muhammad
Lukman

TKR XI 1

23

Mohammad Dadi
P

TKR XI 1

24

Muhammad NS

TKR XI 1

25

Reinaldyana

TKR XI 1

26

Ridwan Nurahman

TKR XI 1

27

Rizki Purnomo

TKR XI 1

28

Robby Jumena

TKR XI 1

29

Soni Pradifta

TKR XI 1

30

Tatang Tahjudin

TKR XI 1

31

Triaji Darma S

TKR XI 1
CONVERSION VALUE
ATTITUDE, KNOWLEDGE AND SKILLS

CONVERSION VALUE

ATTITUDE
OLD
FORMAT

KNOWLEDGE

SKILL

the average
score

ALPHABET

3.85 to 4.00

3.85 to 4.00

91-95

3.51 to 3.84

A-

3.51 to 3.84

A-

86-90

3.18 to 3.50

B+

3.18 to 3.50

B+

2.85 to 3.17

2.85 to 3.17

75-80

2.51 to 2.84

B-

2.51 to 2.84

B-

70-74

2.18 to 2.50

C+

2.18 to 2.50

C+

1.85 to 2.17

1.85 to 2.17

60-64

1.51 to 1.84

C-

1.51 to 1.84

C-

55-59

1.18 to 1.50

D+

1.18 to 1.50

D+

1.00 to 1.17

1.00 to 1.17

MODUS

PREDICATE

96-100
4.00

81-85

65-69

3.00

2.00

1.00
54

SB

Permendikbud no 104 th. 2014 (10/08/2014)

INFORMATION:
SB = EXCELLENT

ACHIEVEMENTS
ALPHABET
O PTIMUM

B = GOOD
C = ENOUGH
K = LESS
MATRIX integration of SYNTAX LEARNING MODEL DISCOVERY LEARNING APPROACH
scientific
MAINTENANCE WORK SUBJECT VEHICLE CHASSIS AND SPT
LIGHT
TOPIC LEARNING: drum brakes
Scientific approach
Basic
Syntax Learning Model
competencies

3.5

Stimulation (S
timulasi / Giving
Understanding stimuli)
Brake System
4.5
Maintaining
Brake System

Problem statement
(question / problem
identification)

Data collection (data

collection)

studied Mena
the
its

Mengumget that
information

MeMen-a
communicating
lar
the

Data processing
(processing Data)

Verification (proof)

Generalization (draw
conclusions /
generalizations)

Bandung, May 2016

Knowing,
Head of SMK Negeri 6 Bandung Students PPL UPI
Ramdan, S.Pd, M.Si Wisnu Nugroho Yola
NIP. 196203131988031009 NIM. 1200065