ELECTRONIC SPARK ADVANCE IGNITION SYSTEM SIMULATOR AS INSTRUCTIONAL MEDIA FOR ASSISTING ELECTRICAL PRACTICES ON AUTOMOTIVE FIELD

This paper discusses the development of simulators as instructional media for learning Electronic Spark Advance System in vehicle technology and its advisability. Simulators were developed to assist students in learning the skills and practical knowledge of the electronic ignition system in vehicle engine. The simulator was developed by applying 10 development stages. Development stages included: analyzing the problems, needs analysis, product design, design implementation, expert assessment, limited testing (small classes), product revisions, large usage / class testing, product revisions


INTRODUCTION
The need for manpower in the automotive field is still high which can be reflected from the population of vehicles in Indonesia until 2016 reaches more than 10 million units (Ministry of Industry Republic of Indonesia, 2017).This is evidence that the vast market becomes a great opportunity for vocational high school graduates for those who are really competent.However, the lack of local manpower skills compared to foreign workers is an issue that needs to be considered.In accordance with the Ministry of Industry of the Republic of Indonesia (2017), it is stated that the automotive service sector still has a lot of homework to meet the needs, where it is stated that many foreign workers are more qualified than the local workforce.
The establishment of a professional human resources is supported by the provision of quality vocational education.
But the development of technology in the automotive field that seemed not to stop being a difficulty in itself.The dominant application of electronics systems in the automotive field is a challenge for many learners.In an electronic spark advance (ESA) ignition system for example, a computer control system is used to adjust the accuracy of its work that is integrated with other engine control systems.In fact, understanding ESA's electronic ignition system is not easy because of the complexity of the electrical system.
Many efforts can be made to improve the effectiveness of learning.One of them is the use of media products / visual aids that can help the learning process.Smaldino, et al (1999) states that: "the purpose of media is to facilitate communication and learning".Thus, the media is very important in the learning   Blank (1982: 195) which states that: through learning tools, it can help learning more effectively through the provision of variations of learning resources and activities such as books, learning media, or practices appropriate to the task or work.The components of the ignition system that are difficult to observe need to be shown in a more accessible place.
In addition, the ignition system circuit needs to be set up so it can be easily observed.
In addition to being a mediator between lecturers and learners, practice media can be used as a learning resource for learners, so it must meet media eligibility criteria.Arsyad    Based on the results of feasibility tests against the limited class above, it can be seen that both from the media aspect and the simulator material aspects made to get a positive response from the respondents.The developed simulator is well worth using.
Although the lowest score on the media aspect lies in the color combination is still less than optimal.
The feasibility of the product made can also be known from the results of the trial of the use of large classes on the respondent's class practice as much as 16 people.The results of the test can be seen in table 3. ignition system simulator is very feasible to be used as a medium of practice learning.
The developed simulator has been feasible to be used to support the learning of automotive electrical systems.The results of the simulator development have been declared feasible in terms of content / material and aspects of instructional media.
From the material aspect, the simulator meets the needs of ESA's ignition system practice materials, among others: (1) identifying components, (2) checking the components, (3) checking the circuit, (4) adjusting, and (5) doing the ignition system simulation.Viewed from the media aspect, the simulator has an attractive appearance, layout, size requirements, ease of use, ease of storage, financing, and functional aspects work well.
This simulator is a replica of ESA's electronic ignition system on a vehicle, with the same set of components and circuits as the vehicle.With ease of access to  A., 2008).Thus, the difficulties that exist in the ESA's ignition system power learning can be overcome.

CONCLUSIONS
There are two important points from the results of the above research.First, the result of the development of ESA's electronic ignition system practice technique is an ignition system simulator which is a replica of the ESA's system of ignition system components in the vehicle.This simulator can separate the ignition system components from other vehicle systems.Components are arranged on an acrylic board so it is safe and facilitates access to enable learners to learn: (1) identify components, (2) check components, (3) check the circuit, (4) make adjustments, and (5) ignition.
Secondly, the ESA's electronic ignition system simulator developed is feasible for use based on the assessment of material experts and media experts.In addition, judging from the results of limited trials and usage, obtained the average feasibility score for the limited trial is 6.3 while the average usage test score is 6.4 in the category is very feasible.
, both with the teacher and the source of learning.Judging from the benefits, Sukiman (2012) suggests some practical benefits of using instructional media such as: (a) media can clarify the presentation of messages and information so as to facilitate and improve learning process and outcomes; (b) learning media can improve and direct the attention of children so it can lead to learning motivation, more direct interaction between learners and the environment, and the likelihood of learners to learn independently according to their abilities and interests, and (c) learning media can overcome the limitations of the senses, space and time.With the benefits of this

(
2006: 75-76)  states that some of the criteria of appropriate learning media include:(a)    the media used must be in accordance with the results to be achieved, referring to instructional objectives, (b) the content of the media should be appropriate to support the subject matter, in order (d) easy to use, some of these criteria, then the aspects that determine the feasibility of the media is the aspect of media and content / substance aspects.With decent media, then it will be very helpful to achieve the effectiveness of learning.Evident from research conducted by Suyitno et al. (2018) that the results of the development of learning media that are declared feasible and applied to the 2-step gasoline lecture course, it is quite effective to improve student learning outcomes.According to the above conditions, learners need a learning medium that allows separating the ESA ignition system circuit with other electrical systems.Therefore, this study aims to: 1. Produce a simulator product as a learning media to membelajarkan ESA electronic ignition system.2. Knowing the eligibility of ESA's electronic ignition system simulator developed METHODOLOGY Research and development methods are used to develop ESA's electronic ignition system simulators.Steps taken in accordance with Sugiyono (2011) include: (1) problem analysis and potential developed, where the problem is the need for simulators that can simulate the work of ESA's electronic ignition system.In the second stage (2), needs analysis; with the existing demands, the simulator should meet the elements of security, convenience, and accommodate practical activities.Third step (3), designing the simulator; Simulator design is done with the help of computer program to design the layout (layout) component, size, and completeness of simulator will be made.Design results are then subsequently Vol.3, No.1, July 2018 ISSN 2528-2611, e-ISSN 2528-2700 consulted to the expert.The design image of the ESA ignition system simulator can be seen in Figure 1.

Figure 1 .
Figure 1.ESA Simulator design The fourth step (4), the manufacture of real products.After the simulator product is created, the fifth step (5) is validating the simulator by the learning expert and the material expert about the product being created.The sixth stage (6) is a limited trial.Tests are performed on small groups of users.The seventh stage (7) is a revision based on the test response.Revision is done by cleaning the simulator made so it looks clean and bright.After the revision, the eighth step (8) is testing the use of / final product in the large class on the respondent class practice as much as 16 people.Input for the simulator made in this usage test is related to the ease of storage.So to improve the simulator made, made the rail holder to facilitate the storage.After the revision is done, the next stage is the implementation stage, where the simulator product can be used to assist in learning the practice of Electrical and Electronics Automotive.

Figure 2 .
Figure 2. Results of ESA's electronic ignition system simulator product

Table 1 .
Simulator validation results

Table 2 .
The test results are limited to the feasibility of the simulator

Table 3 .
Results of trial usage results, it can be seen that ESA electronic Vol.3, No.1, July 2018 ISSN 2528-2611, e-ISSN 2528-2700 multisensory interest, move the imagination, thinking process, and reasonable ability of learners (Naz A.A. & Akbar R.