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Lalu Ibrohim Burhan
Universitas Gunung Rinjani
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Evaluasi Kinerja Seismik Struktur Gedung Rumah Sakit Ibu dan Anak Permata Hati Mataram Menggunakan Metode Pushover dan Respon Spektrum Berdasarkan ATC-40 IMAYATUL RA; Lalu Ibrohim Burhan; Ikroman Alhamzani
DINAMIKA: Jurnal Teknik Sipil dan Lingkungan Vol. 2 No. 1 (2026): Ketahanan Infrastruktur terhadap Perubahan Iklim dan Bencana Alam
Publisher : PT LIB Research Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63982/dinamika.cjemwt28

Abstract

Indonesia memiliki potensi gempa bumi yang tinggi karena berada di dekat pertemuan tiga lempeng tektonik aktif. Pulau Lombok adalah salah satu tempat dengan tingkat kerawanan yang tinggi. Rumah Sakit Ibu dan Anak (RSIA) Permata Hati Mataram adalah fasilitas kesehatan penting disana. Dengan kondisi ini, diperlukan evaluasi kinerja seismik untuk mengevaluasi kemampuan struktur dalam menahan beban gempa. Penelitian ini bertujuan untuk menilai kinerja seismik struktur bangunan pengembangan RSIA Permata Hati Mataram dengan menggunakan dua pendekatan analisis, yaitu metode respon spektrum (analisis dinamik linier) dan metode pushover (analisis statik nonlinier), yang berpedoman pada ATC-40. Pemodelan struktur dilakukan dengan bantuan perangkat lunak SAP2000, dengan fokus pada analisis parameter gaya geser dasar (base shear), simpangan (displacement), serta pola distribusi sendi plastis. Hasil analisis metode respon spektrum menunjukkan perilaku elastis dengan simpangan maksimum sebesar 41,05 mm pada arah X dan 75,45 mm pada arah Y, serta tingkat kinerja Immediate Occupancy (IO). Sementara itu, metode pushover menunjukkan perilaku nonlinier dengan simpangan maksimum 90,50 mm pada arah X dan 103 mm pada arah Y, serta tingkat kinerja antara IO hingga Damage Control (DC). Berdasarkan hasil tersebut, struktur RSIA Permata Hati Mataram dinyatakan aman terhadap beban gempa sesuai kriteria ATC-40.  
Kerangka Rapid Visual Screening Berbasis Indeks Risiko untuk Penilaian Sistematis Kerentanan Seismik Bangunan Publik Lalu Ibrohim Burhan
DINAMIKA: Jurnal Teknik Sipil dan Lingkungan Vol. 2 No. 1 (2026): Ketahanan Infrastruktur terhadap Perubahan Iklim dan Bencana Alam
Publisher : PT LIB Research Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63982/dinamika.07p52q89

Abstract

Bangunan publik merupakan elemen infrastruktur vital yang berperan penting dalam keberlangsungan layanan esensial saat dan setelah bencana gempa bumi, khususnya di wilayah berkembang dengan tingkat seismisitas tinggi. Namun demikian, banyak bangunan publik belum dievaluasi secara sistematis menggunakan pendekatan kuantitatif berbasis indeks risiko, sehingga prioritisasi mitigasi dan penguatan struktur sering kali tidak berbasis bukti yang terukur. Kesenjangan ini menunjukkan perlunya kerangka penilaian kerentanan seismik yang efisien, konsisten, dan aplikatif pada skala bangunan individual. Penelitian ini bertujuan menilai tingkat kerentanan seismik bangunan publik terhadap bencana gempa bumi secara kuantitatif. Penelitian ini dilakukan pada sejumlah bangunan publik di wilayah rawan gempa menggunakan data primer hasil survei lapangan. Pendekatan Rapid Visual Screening (RVS) diterapkan untuk mengumpulkan parameter struktural utama, yang selanjutnya diintegrasikan dengan metode risk index scoring untuk menghitung indeks kerentanan seismik. Analisis kuantitatif dilakukan terhadap klasifikasi risiko, perbandingan parameter struktural, serta uji konsistensi dan sensitivitas. Hasil penelitian menunjukkan bahwa 68% bangunan publik berada pada kategori risiko sedang hingga tinggi, dengan skor kerentanan rata-rata sebesar 0,74, dan bangunan berusia lebih dari 30 tahun memiliki tingkat risiko yang secara signifikan lebih tinggi. Temuan ini menegaskan bahwa integrasi RVS dan indeks risiko mampu menyediakan penilaian kerentanan yang stabil dan terukur. Secara keseluruhan, penelitian ini memberikan kontribusi metodologis dan empiris terhadap pengembangan penilaian risiko seismik serta mendukung pengambilan keputusan berbasis risiko dalam upaya peningkatan ketahanan infrastruktur publik Abstract Public buildings constitute critical infrastructure that ensures the continuity of essential services during and after earthquake events, particularly in developing regions characterized by high seismicity. Nevertheless, many public buildings have not been systematically evaluated using quantitative risk-based approaches, resulting in mitigation and retrofit decisions that are often insufficiently evidence-based. This gap highlights the need for an efficient, consistent, and building-level seismic vulnerability assessment framework. This study aims to quantitatively assess the seismic vulnerability of public buildings exposed to earthquake hazards. The research was conducted on a set of public buildings located in a seismically active area using primary data collected through field surveys. Rapid Visual Screening (RVS) was applied to document key structural parameters, which were subsequently integrated with a standardized risk index scoring approach to compute seismic vulnerability indices. Quantitative analyses were performed to classify risk levels, compare structural parameters, and evaluate consistency and sensitivity of the assessment results. The findings indicate that 68% of the assessed public buildings fall within moderate-to-high seismic risk categories, with an average vulnerability score of 0.74, while buildings older than 30 years exhibit substantially higher risk levels. These results demonstrate that the integrated RVS–risk index approach provides a stable and measurable representation of seismic vulnerability. Overall, this study contributes methodologically and empirically to seismic risk assessment practices and supports risk-informed decision-making for enhancing the resilience of public building infrastructure.
Digital STEM Learning to Enhance Critical Thinking in Elementary Science Education: Evidence from a Quasi-Experimental Study Lalu Ibrohim Burhan
CENDEKIA : Jurnal Pendidikan Terintegrasi Vol. 2 No. 1 (2026): Digital Pedagogy dan Transformasi Pembelajaran Dasar
Publisher : PT. LIB Research Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63982/cendekia.erf3hy98

Abstract

Contemporary education increasingly emphasizes the development of higher-order thinking skills, particularly critical thinking, which plays a crucial role in enabling students to analyze information, evaluate evidence, and solve scientific problems. Although STEM-based learning has been widely recognized as an effective approach to promoting inquiry and problem-solving skills, its implementation at the elementary level often remains conventional and rarely integrates digital technologies systematically. This limitation creates a significant knowledge gap regarding how digitally integrated STEM learning environments can support students' critical thinking in science education. This study aimed to examine the effect of integrating a digital STEM approach on elementary students' critical thinking skills in science learning. A quasi-experimental design with a non-equivalent control group was employed involving 60 fifth-grade students from an elementary school in Indonesia. Data were collected through a rubric-based critical thinking test, classroom observation sheets, and a teacher perception questionnaire, and analyzed using descriptive statistics and t-tests. The results revealed that the experimental group demonstrated significantly greater improvements in critical thinking than the control group (t = 4.87, effect size = 0.82), with notable gains across the dimensions of analysis, evaluation, and problem-solving. These findings indicate that digital STEM integration fosters more interactive learning environments that enhance students' cognitive engagement in science learning. The study contributes theoretically by strengthening the linkage between STEM Education Theory and Critical Thinking Theory. It provides practical implications for the design of technology-supported science instruction in elementary education.
Artificial Intelligence-Based Interactive Learning Media for Improving Reading Comprehension in Elementary Education Nining Widyah Kusnanik; Lalu Ibrohim Burhan
CENDEKIA : Jurnal Pendidikan Terintegrasi Vol. 2 No. 1 (2026): Digital Pedagogy dan Transformasi Pembelajaran Dasar
Publisher : PT. LIB Research Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63982/cendekia.zvngyj62

Abstract

This study investigates the effectiveness of Artificial Intelligence (AI)-based interactive learning media in improving elementary school students' reading comprehension within a technology-enhanced learning environment. The increasing integration of AI in education has created opportunities to develop adaptive, data-driven, and interactive instructional systems that support personalized learning. However, empirical studies examining the impact of AI on elementary-level reading comprehension remain limited. This study employed a quasi-experimental design with a pretest–posttest control group approach involving 60 fourth-grade students from a public elementary school in East Lombok Regency, Indonesia. Participants were divided into an experimental group that received AI-supported reading instruction and a control group that received conventional reading instruction. Data were collected using a reading comprehension test consisting of 30 items, student response questionnaires, and classroom observations. Quantitative data were analyzed using descriptive statistics, paired-sample and independent-sample t-tests, normalized gain (N-gain) analysis, and effect size calculations. In contrast, qualitative data were examined through thematic analysis. The results indicate that students exposed to AI-based interactive learning media demonstrated significantly greater improvements in reading comprehension than those receiving traditional instruction. The greatest learning gains were observed in higher-order comprehension skills, particularly inferential reasoning and summarizing ability. Additionally, students reported positive perceptions of the AI-supported learning environment, highlighting the role of adaptive feedback and interactive tasks in fostering comprehension. These findings suggest that AI-based interactive learning media can effectively enhance elementary students' reading comprehension and offer a promising approach to strengthening literacy instruction in technology-enhanced learning environments.
Digital Play-Based Pedagogy in Early Childhood Education: A Quasi-Experimental Study of Preschool Cognitive Development Suryansah; Ari Saputra; Lalu Ibrohim Burhan
CENDEKIA : Jurnal Pendidikan Terintegrasi Vol. 2 No. 1 (2026): Digital Pedagogy dan Transformasi Pembelajaran Dasar
Publisher : PT. LIB Research Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63982/cendekia.45a7bw44

Abstract

This study examines the influence of play-based digital pedagogy on the cognitive development of early childhood learners in urban PAUD (early childhood education) settings. The rapid integration of digital technologies into education has created new opportunities to develop interactive, learner-centered learning environments. However, empirical research examining how digital pedagogy can be effectively integrated with play-based learning in early childhood education remains limited. This study employed a quasi-experimental research design with a pretest–posttest design to analyze changes in children’s cognitive development following the implementation of a structured, digital, play-based learning intervention. The participants consisted of early childhood learners aged 4–6 years enrolled in urban PAUD institutions. The intervention was conducted over six weeks, integrating digital storytelling, educational game-based learning, puzzle-solving activities, and guided digital exploration within play-based classroom practices. Data were collected using developmental observation checklists and cognitive task assessments that measured symbolic thinking, memory, problem-solving skills, logical classification, and early reasoning. The results indicate a statistically significant improvement in children's cognitive development following the intervention, with notable gains in symbolic reasoning and problem-solving abilities. These findings suggest that digital technologies, when implemented through developmentally appropriate play-based pedagogical strategies, can effectively stimulate cognitive engagement and support early learning processes. The study contributes to the development of an integrative pedagogical model combining digital pedagogy and play-based learning, grounded in Constructivist Learning Theory and Play-Based Learning Theory. It provides empirical evidence for designing innovative, developmentally appropriate digital learning environments in early childhood education.
Co-Authors Ari Saputra Artati, Hanindya Kusuma Baiq Virgia Srihayati Buan Anshari Dadang Warta Chandra Wirakesuma Fedya Diajeng Aryani Hidayatul Amri Ikroman Alhamzani IMAYATUL RA Khairul Azmi Khairul Azmi kusma zayadi Lalu Marzuandi Lalu Mukhtar Lalu Muktar Lalu Muktar Lalu Usman Ali M Amin Makrup, Lalu Muhamad Salabi Muhammad Fahrudin Alawi Nadia Adawi Hidayatunnisa Nadia Adawi Hidayatunnisa Ni Nyoman Kencanawati Nining Widyah Kusnanik Norhaslin Abu Hassan Rian Zohri Saputra, Elvis Sulkiah Suryansah Zulhaedy, Lalu M