Optimasi Gambar Perencanaan sebagai Bahasa Teknis dalam Operasional Lapangan pada Pekerjaan Konstruksi
Isi Artikel Utama
Abstrak
Gamaliel K. Jarek, Mualifah Elisha Hosana. (2025). Optimasi Gambar Perencanaan sebagai Bahasa Teknis dalam Operasional Lapangan pada Pekerjaan Konstruksi.
Kajian ini menelaah fungsi gambar perencanaan sebagai media komunikasi teknis dalam operasional lapangan pada proyek konstruksi, serta berbagai tantangan yang muncul dalam penerapannya. Pendekatan kualitatif digunakan melalui studi kasus pada proyek gedung bertingkat di Jakarta, melibatkan perancang, pengawas, dan pekerja lapangan. Data dikumpulkan melalui wawancara mendalam, observasi langsung di lapangan, dan analisis dokumen gambar perencanaan.
Hasil penelitian menunjukkan bahwa gambar perencanaan yang jelas dan komprehensif mampu mengurangi kesalahan teknis serta meningkatkan efisiensi pekerjaan. Namun demikian, masih ditemukan kendala berupa salah tafsir dan keterbatasan kompetensi pekerja lapangan. Upaya optimalisasi dapat dilakukan dengan menstandarkan simbol, memperbaiki rincian gambar, serta memanfaatkan teknologi seperti Building Information Modeling (BIM) untuk memperkuat pemahaman teknis. Program pelatihan bagi pekerja lapangan juga menjadi aspek penting dalam meminimalkan kesalahan dan meningkatkan produktivitas.
Kajian ini merekomendasikan agar perusahaan konstruksi berinvestasi dalam peningkatan kualitas gambar perencanaan serta menyediakan pelatihan yang memadai bagi pekerja guna mendukung kelancaran pelaksanaan proyek.
##plugins.themes.bootstrap3.displayStats.downloads##
Rincian Artikel
Bagian

Artikel ini berlisensi Creative Commons Attribution 4.0 International License.
Referensi
Afnida, M. (2020). Literacy in early childhood education: Teachers’ perceptions and practices in Aceh preschools. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4(2), 971–981. https://doi.org/10.31004/obsesi.v4i2.480
Arviansyah, M. R., Shagena, A., Arviansyah, M. R., & Shagena, A. (2022). Challenges and roles of teachers in the Merdeka Belajar curriculum. 15(1), 219–232.
Ashfarina, I. N., & Wijayati, D. T. (2023). Implementation of the Merdeka Belajar curriculum in early childhood education (PAUD). 4, 1355–1364.
Daulay, M. I., Fauzidin, M., & Universitas Pahlawan Tuanku Tambusai. (2023). Implementation of the Merdeka curriculum at the PAUD level. 9(2), 101–116.
Cahyaningrum, E. S., Sudaryanti, & Purwanto, N. A. (2017). Developing character values in early childhood through habituation and modeling. 203–213.
Fauziyah, C., Fitri, R., Matheos, Y., & Malaikosa, L. (2025). Character education analysis in early childhood through social interaction and early numeracy introduction. 11(1), 590–597.
Fitriyah, I., & Pascasarjana Universitas Nurul Jadid. (2020). Curriculum management from Beauchamp’s perspective. 1(1).
Lestari, F. D., Ibrahim, M., Ghufron, S., & Mariati, P. (2022). The influence of literacy culture on science learning outcomes in elementary school. 5(6), 5087–5099.
Hermawan, Y. C., Juliani, W. I., Widodo, H., & Universitas Ahmad Dahlan Yogyakarta. (2020). The role of education in developing human potential and personality. 34–44.
Hewi, L. (2020). Developing children’s literacy through literacy dice games.
Islami, A. N. M. (2024). Implementation of positive behavior in improving moral development of children aged 5–6. 02(01).
Lestari, M., Setianti, D., & Mardiana, D. (2024). Implementation of the Merdeka curriculum in early childhood education (PAUD): A critical review from teachers’ perspectives. 7(1).
Maryatun, I. B. (2004). The role of early childhood educators in building character. 747–752.
Meilasari, D. (2021). Implementing literacy to improve language skills in children aged 4–5 at TK Aisyiyah 1 Labuhan Ratu Bandar Lampung.
Nidawati. (2023). Character education concepts in learning. 5, 105–122.
Nufus, H. (2016). The role of early childhood education (PAUD) in supporting children’s growth and development in Ambon City. 1(1), 87–102.
Ramadhani, T., Widiyanta, D., Sumayana, Y., Santoso, R. Y., & Agustin, P. D. (2024). The role of character education in forming ethical and moral behavior. Jurnal Ilmiah IJGIE, 110–124.
SEVIMA, F. (2020). Definitions of literacy according to experts: Goals, benefits, types, and principles. https://sevima.com/
Suismanto, & Rochimi, I. F. (2018). Teachers’ efforts in instilling discipline values in early childhood. 231–246.
Supriadi, O., & Universitas Singaperbangsa Karawang. (2021). The role of PAUD principals before and during the COVID-19 pandemic. Jurnal Obsesi, 5(1), 841–856. https://doi.org/10.31004/obsesi.v5i1.727
Sutarto, J., & Aeni, K. (2023). Early childhood numeracy literacy learning based on family partnerships in PAUD. 7(4), 4431–4440. https://doi.org/10.31004/obsesi.v7i4.4692
Tupalessy, P. (2024). The implementation of the Merdeka curriculum in Indonesian early childhood education (PAUD): A literature review. Journal of Applied Linguistics, Literature and Culture, 4(1), 49–54.
Uzlah, U., & Suryana, D. (2022). PAUD teachers’ competence in implementing the 2013 curriculum. Jurnal Obsesi, 6(5), 3921–3930. https://doi.org/10.31004/obsesi.v6i5.2177
Nurhidayati, V., Ramadani, F., & Setiawati, M. (2022). Effects of the Merdeka Belajar curriculum on student motivation in Grade X at SMAN 1 Payung Sekaki. Jurnal Eduscience (JES), 9(3), 707–716.
Watini, S., Universitas Panca Sakti Bekasi. (2022). Journal of Education and Learning. 3(2), 157–167.
Wiyani, N. A. (2022). Merdeka Belajar to cultivate local wisdom based on Pancasila values in PAUD institutions. Antroposen, 1(2), 63–74. https://doi.org/10.33830/antroposen.v1i2.3782
Rahelly, Y. (2018). Implementation of the 2013 early childhood education curriculum (PAUD) in South Sumatra. Jurnal Pendidikan Usia Dini, 12(2), 381–390.