Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal TRANSIENT: Jurnal Ilmiah Teknik Elektro Indonesian Journal of Science and Mathematics Education
Abdullah, Isa
Unknown Affiliation
Education Electrical & Electronics Engineering Mathematics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
EVALUASI SETTING RELAY OCR, GFR DAN RECLOSER PASCA REKONFIGURASI JARINGAN DISTRIBUSI PADA TRAFO 2 GARDU INDUK SRONDOL SEMARANG MENGGUNAKAN ETAP 12.6.0 Abdullah, Isa; Juningtyastuti, Juningtyastuti; Handoko, Susatyo
Transient: Jurnal Ilmiah Teknik Elektro TRANSIENT, VOL. 5, NO. 3, SEPTEMBER 2016
Publisher : Universitas Diponegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1128.988 KB) | DOI: 10.14710/transient.5.3.329-337

Abstract

Sistem tenaga listrik yang terdiri dari komponen utama generator, transformator, dan saluran transmisi-distribusi tidak dapat dihindari bahwa cepat atau lambat sistem tersebut akan mengalami gangguan. Meningkatnya jumlah beban dalam suatu sistem tenaga listrik tentu akan menyebabkan naiknya presentasi terjadinya gangguan. Salah satu bentuk gangguan yang dapat terjadi pada sistem tenaga listrik adalah hubung singkat (short circuit), yang menyebabkan lonjakan arus yang disebut arus hubung singkat. Bentuk gangguan arus hubung singkat tersebut yaitu gangguan tiga fase, dua fase, dua fase ke tanah maupun gangguan fase ke tanah. Hasil evaluasi dengan menggunakan program ETAP 12.6.0 didapatkan arus gangguan hubung singkat tertinggi adalah 4190 ampere dan arus gangguan hubung singkat terendah adalah 650 ampere. Waktu kerja peralatan proteksi  terendah adalah pada recloser 2 yaitu 0,200 detik, sedangkan waktu kerja maksimum yaitu 6,259 detik pada relay GFR di sisi incoming. Pada simulasi koordinasi, relay proteksi yang bekerja dimulai dari recloser 2, lalu recloser 1 selanjutnya relay outgoing dan relay incoming sebagai back up protection. Koordinasi setting proteksi hasil perbaikan telah sesuai dengan standart IEEE242-1986 dengan grading time 0,2-0,5 detik dan tidak ada kurva koordinasi yang saling memotong dan mendahului.
SCEL-based science learning to strengthen problem-solving skills and eco-religious attitudes in supporting the SDGs Virginia, Lintang; Jauhariyah, Mukhayyarotin Niswati Rodliyatul; Yuberti, Yuberti; Abdullah, Isa; Ardani, Miftakhul Aulia; Sofita, Mita
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 2 (2026): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v9i2.30959

Abstract

Climate change, environmental degradation, and sustainability challenges require science education to foster students' problem-solving skills and environmental responsibility. However, few studies have integrated scientific creativity, structured problem-solving, and eco-religious values within a single framework. This study investigated the effectiveness of the Scientific Creativity Eco-Religious Learning (SCEL) model in enhancing students' problem-solving skills and fostering eco-religious attitudes. A quasi-experimental design with a non-equivalent control group involved 120 tenth-grade students. Data were collected through tests, questionnaires, observations, and open-ended responses and analyzed using nonparametric statistics. The findings showed that students taught using the SCEL model achieved higher problem-solving gains than those receiving project-based learning instruction, with a significant difference (p < 0.05) and a large effect size (r = 0.53). Students also demonstrated stronger eco-religious attitudes. These results suggest that integrating scientific creativity, structured problem-solving, and eco-religious reflection can promote holistic learning by balancing cognitive competencies with environmental responsibility. These findings indicate that SCEL provides an integrated framework for sustainability-oriented science learning by combining scientific creativity, structured problem-solving, and eco-religious values, thereby supporting SDG 4 (Quality Education) and SDG 13 (Climate Action).
Co-Authors Ardani, Miftakhul Aulia Juningtyastuti Juningtyastuti Mukhayyarotin Niswati Rodliyatul Jauhariyah Sofita, Mita Susatyo Handoko Virginia, Lintang Yuberti