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All Journal Jurnal Bestari Journal of Education and Learning (EduLearn) Mestro
Mutadi Mutadi, Mutadi
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Arts Humanities Automotive Engineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Engineering Industrial & Manufacturing Engineering Library & Information Science Social Sciences Other

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POKOK PIKIRAN TERHADAP MUHAMMADIYAH KINI DAN MENDATANG Mutadi, Mutadi
Jurnal Bestari No 4 (1990)
Publisher : Jurnal Bestari

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1069.903 KB)

Abstract

Kini kita hidup dalam dunia yang terus menerus bergerak dan berubah dangan kecepatan yang makin lama makin tinggi, yang lebih menarik kemampuan dunia untuk bergerak dan berubah meningkat tidak hanya membentuk grafik linear tapi sudah lebih menyerupai bentuk eksponensial.
HEAVY LIFTING FOR OF E-HOUSE MUDULE 245 T, USING CRAWLER CRANE 1250 T Mutadi, Mutadi
Mestro: Jurnal Teknik Mesin dan Elektro Vol 5 No 02 (2023): Edisi Desember
Publisher : Fakultas Teknik Universitas 17 Agustus 1945 Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47685/mestro.v5i02.467

Abstract

Abstract. Heavy lifting on an E-House Module 245 T is using Crawler Crane 1250 T with single lifting while moving on the soft soil ground is most riski and prone to the setllement. The heavy module that are lifted in unstable ground bearing areas will move due to the settlement from soil which can cause damage to module. A site activity of the lifting plan of the module used Crawler Crane 1250 T was conducted to investigate the effect of radius operation and COG Centre of Gravity to be considered for the lifting plan. In this result the rigging sling get safety factor as the lowest it is 1.06, the crawler crane get safety factor is 1.22 and the ground bearing safety factor is 1.53. The load from E-House Module get from the weigingb report is 245 T with the COG XCG 7860 mm , YCG 437 mm and ZCG 5840mm, the module dimension is 18200 mm x and 9000 mm y and 16400 mm z.
MOORING LINE PRE-LAY AND INSTALLATION PROCEDURE Mutadi, Mutadi
Mestro: Jurnal Teknik Mesin dan Elektro Vol 5 No 02 (2023): Edisi Desember
Publisher : Fakultas Teknik Universitas 17 Agustus 1945 Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47685/mestro.v5i02.468

Abstract

Abstract. Mooring Line Pre -Lay and Installation Procedure is using AHTS with the power engine 30.000 BHP and has capacity of bollard pull 300 ton is used for mooring line installation for FPSO Marlin Natuna. The Mooring Installation often fail due to the anchor drag during testing. In this site activity the anchor drag is used. The type of anchor drage is strevpris MK6 with the weight 15 ton and after installation it should be test loaded 243 ton, it is 80% from his capacity 304 ton. The Acceptance criteria for the mooring installation is the anchor can not allow drage out of the target box, with allowable drage 13-16 m, during tension test with 30 minute the holding time. The result from the site activity of the mooring line installation as follow ; the tension mooring line number 1,2,3,4,5,6,7,8 are pass with the tension test 250 ton, and the final position of all anchor within in the target box eith the maximum drag 2m.
A literature review of flexibility in interactive mathematics classrooms: the role of teachers and students Munaji, Munaji; Rohaeti, Titi; Mutadi, Mutadi; Sumliyah, Sumliyah; Kodirun, Kodirun
Journal of Education and Learning (EduLearn) Vol 19, No 2: May 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i2.21501

Abstract

The significance of flexibility in mathematics classrooms, particularly in interactive mathematics classrooms where students learn through hands-on experience, cannot be overstated. Teachers play a pivotal role in fostering students’ mathematical understanding by selecting appropriate tasks and providing expert guidance. Additionally, the patterns of interactions between teachers and students, such as elicitation and discussion patterns, and their relationship with teacher flexibility are examined. Developing adaptive expertise in mathematics involves the ability to think flexibly about mathematical concepts, which can be enhanced by teaching math in a way that promotes the development of expertise. Mathematical flexibility, a crucial aspect of mathematical competence, involves the creative and innovative use of mathematical concepts, numerical relations, and strategies. It requires a combination of procedural and conceptual knowledge, skills, and understanding, as well as motivational and affective dispositions. Pedagogical flexibility can significantly contribute to innovating classroom teaching and learning, and exploring the relationships between teachers’ pedagogical flexibility and students’ potential and actual mathematical flexibility development. The article also emphasizes the importance of developing adaptive competencies in mathematics education to prepare students for an uncertain future, with creativity being considered a key competency and flexibility being viewed as a vital element of creativity.
Co-Authors Munaji, Munaji Rohaeti, Titi Sumliyah, Sumliyah