Dewi Purnamasari, Jumrianto, Didin Herlinudinkhaji, Henny Prasetyani, Riffa Bella Wahyu

Pelatihan Pembuatan Prototype Palang Parkir Otomatis Berbasis Internet of Things

Introduction

Pelatihan pembuatan prototype palang parkir otomatis berbasis internet of things. Ikuti pelatihan pembuatan prototype palang parkir otomatis berbasis IoT menggunakan Arduino UNO. Tingkatkan pemahaman & keterampilan siswa SMA PGRI 1 Kendal dalam teknologi digital.

Abstract

SMA PGRI 1 Kendal menghadapi masalah rendahnya pemahaman siswa tentang Internet of Things (IoT), khususnya dalam membangun sistem palang parkir otomatis. Hal ini disebabkan belum adanya mata pelajaran khusus maupun modul pembelajaran IoT di sekolah. Untuk mengatasi hal tersebut, Tim Pengabdian UniversitasIvet melaksanakan pelatihan pembuatan palang parkir otomatis berbasis IoT menggunakan Arduino UNO dalam bentuk prototype. Kegiatan ini bertujuan memberikan simulasi pembelajaran IoT kepada siswa melalui metode ceramah, diskusi, bimbingan, dan praktik langsung. Hasil kegiatan meliputi penyampaian materi, perakitan perangkat sesuai modul, pemrograman Arduino, dan penyerahan produk ke sekolah. Evaluasi menunjukkan peningkatan pemahaman siswa sebesar 80% setelah pelatihan, meskipun terdapat satu kelompok yang gagal membuat prototype. Secara keseluruhan, kegiatan dinilai berhasil berkat dukungan peserta, guru, dan kepala sekolah dalam meningkatkan literasi dan keterampilan siswa di bidang teknologi IoT

Review

This paper describes a pertinent community service initiative designed to bolster technological understanding among high school students, specifically addressing a noted deficiency in Internet of Things (IoT) comprehension and practical application at SMA PGRI 1 Kendal. The observed lack of dedicated IoT subjects or learning modules at the school provided the impetus for the UniversitasIvet Community Service Team to conduct a training program. This intervention focused on the practical construction of an automatic parking barrier prototype using Arduino UNO and IoT principles, employing a blend of lectures, discussions, direct guidance, and hands-on practice to foster an immersive learning environment. The training program demonstrated commendable success in its objectives, primarily through its highly practical and project-based learning approach. Students were actively engaged in the entire process, from material delivery and device assembly according to modules, to Arduino programming and ultimately the creation of a tangible prototype. A significant outcome was the reported 80% increase in student understanding following the training, underscoring the effectiveness of the pedagogical methods employed. The abstract also highlights the crucial role of collaborative support from participants, teachers, and the school principal, which was instrumental in the activity's overall success and the successful handover of the developed product to the school, thereby enhancing students' technological literacy and skills in IoT. While the reported successes are substantial, a critical detail that warrants further exploration is the mention of "one group that failed to make the prototype." The abstract lacks a deeper analysis of the reasons behind this specific failure, which could provide invaluable insights for future program refinements, such as identifying common pitfalls or the need for differentiated support. Future publications would benefit from detailing these challenges, alongside strategies for overcoming them. Additionally, while the short-term impact on student understanding is clear, discussing mechanisms for long-term knowledge retention, or potential pathways for integrating such practical IoT training into the formal school curriculum, would further strengthen the overall contribution and ensure the sustainability of these vital technological skills.

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