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All Journal International Journal of Language Teaching and Education Prosiding Temu Profesi Tahunan PERHAPI
Putri, Milia
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Chemical Engineering, Chemistry & Bioengineering Education Languange, Linguistic, Communication & Media Social Sciences

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ADVANCE TECHNOLOGY ELECTRONIC DETONATOR FOR BLAST EFFICIENCY AND SAFE ENVIRONMENT Salahudin, Sani; Putri, Milia
Prosiding Temu Profesi Tahunan PERHAPI 2020: PROSIDING TEMU PROFESI TAHUNAN PERHAPI
Publisher : PERHAPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36986/ptptp.v0i0.182

Abstract

Perkembangan teknologi detonator elektronik semakin pesat seiring dengan semakin banyaknya fitur-fitur terbaru yang lebih memudahkan operator dalam proses penggunaannya. Salah satu teknologi elektronik terbaru yang diperkenalkan adalah Hanwha Electronic Blasting System generasi kedua (HEBS II) sebagai detonator elektronik yang menggunakan aplikasi berbasis android, dimana proses penanganan dan pengoperasiannya lebih mudah. HEBS II memiliki tiga sistem operasi diantaranya tagging, logging, dan scanning, yang dapat digunakan sesuai kebutuhan. Sistem operasi mencakup 4 jenis metode diantaranya adalah mode dasar, open pit, terowongan, dan mode perangkat lunak. Chip HEBS II memiliki tingkat keakuratan atau presisi hingga 0.01% untuk peledakan antar lubang dengan waktu tunda maksimum 50.000 ms. Rangkaian peledakan dapat diledakkan pada jarak jauh dan dapat diperpanjang sampai jarak maksimum 5 km dari area peledakan, dengan menggunakan kombinasi repeater yang tentunya praktis dan lebih aman. Semua software peledakan dapat diterapkan ke sistem HEBS II dan dioperasikan dalam mode perangkat lunak. Dengan beberapa  keunggulan tersebut, dapat memungkinkan untuk mencapai peledakan yang optimal, efisien, ekonomis, dan ramah lingkungan. HEBS II lebih efektif untuk menghasilkan proporsi ukuran fragmentasi yang lebih kecil dibandingkan dengan sistem piroteknik yang lebih tinggi, dengan tingkat keseragaman per layer batuan mencapai 82% bila dibandingkan dengan detonator non- elektrik yang hanya mencapai 62%. Tingkat reduksi ukuran fragmentasi mencapai 31% dari layer pertama ke layer kedua. HEBS II mampu mereduksi tingkat getaran sebesar 45% dari getaran yang dihasilkan oleh detonator non-elektrik.
Teacher’s Perception of Video-Based Learning in ELT for ASD Students in Inclusive Classroom Putri, Milia
International Journal of Language Teaching and Education Vol. 10 No. 2 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i2.57803

Abstract

The integration of video-based learning has become increasingly common in inclusive English Language Teaching (ELT) classrooms as educators seek effective strategies to support students with Autism Spectrum Disorder (ASD). This study explored an English teacher’s perceptions of the use of video-based learning for students with autism in an inclusive classroom. Employing a qualitative case study design, the research involved an English teacher at an inclusive senior high school in North Sumatra, Indonesia. Data were collected through semi-structured interviews, classroom observations, and teacher reflective journals and were analyzed using thematic analysis. The findings revealed that video-based learning played an important role in supporting students’ emotional regulation, sustaining attention, and encouraging participation during classroom activities. Students demonstrated greater enthusiasm and engagement when exposed to visual and auditory content. However, a significant engagement–comprehension gap was identified. Although students were highly attracted to animations, sounds, and visual elements, they often experienced difficulty understanding the intended language content and instructional objectives. The findings further indicated that the effectiveness of video-based learning was strongly influenced by the selection of authentic and relevant materials and collaboration between the classroom teacher and the shadow teacher. These forms of support helped students connect visual information with linguistic meaning and participate more actively in language-learning activities. The study concludes that video-based learning can serve as a valuable instructional resource for students with autism when combined with appropriate pedagogical support, teacher agency, and collaborative practices that address both engagement and language comprehension within inclusive ELT classrooms.
Co-Authors Salahudin, Sani