Jakarta — An Arduino-based shaking table learning medium has helped students at SMP Negeri 80 Jakarta understand how building structures respond to earthquake vibrations through direct experimentation. The six-month community service program was developed by Irene Vista Simanjuntak, Antonius D. Tyas Prasetyo, Sudarno P. Tampubolon, Medyawanti Pane, Efendy Tambunan, Rahel Angel, Claudya Anggi Maranata Manurung, Manuel Stevan Jordan Devano, Adriano Siboro, and Patrick Gaberiel Nainggolan from the Faculty of Engineering, Universitas Kristen Indonesia. The activity combined Science, Technology, Engineering, and Mathematics (STEM) with Project-Based Learning (PjBL) to transform earthquake mitigation lessons from theoretical concepts into practical engineering experiences.
Indonesia lies at the meeting point of three major tectonic plates, making earthquake mitigation education important from an early age. However, lessons on vibrations, waves, and disaster mitigation at the junior high school level are often dominated by theories, formulas, and memorization. Students may understand the concepts in written form but have limited opportunities to observe directly how vibrations affect the stability of a building.
This situation was identified by the team at SMP Negeri 80 Jakarta in Halim Perdana Kusuma, East Jakarta. The absence of experimental simulation equipment made it difficult for students to connect mechanical wave propagation with structural responses. The team therefore developed an interactive shaking table to allow students to observe the relationship between vibration intensity and structural stability in a more concrete way.
The device uses an Arduino microcontroller to control stepper motors through motor drivers. The testing platform can move along two directions, the X and Y axes, while vibration frequency can be adjusted using a potentiometer. The system was designed to allow students to observe how building models respond to dynamic loads at different vibration levels. The observed parameters included vibration frequency, vibration characteristics, structural response, and the time required for a model to become damaged or collapse.
The learning activity was implemented through a project-based approach. Eighth-grade students were divided into groups and asked to design and assemble five-story building models using ice cream sticks, with a maximum weight limit of 1.5 kilograms. Once completed, the models were tested on the shaking table, with vibration intensity gradually increased. Students observed changes in stability, structural weaknesses, deformation, and eventual damage or collapse.
The activity began with interactive lessons on earthquakes, vibrations, structural responses, and earthquake-resistant building principles. Students then moved to the design and assembly stage. Working in groups allowed them to apply engineering concepts while developing collaboration and problem-solving skills as they decided how to construct their building models.
The program evaluated learning through two approaches: cognitive assessment using pre-tests and post-tests, and practical assessment through physical testing of the building models. After data cleaning and matching, 37 valid paired student records were analyzed. The average pre-test score was 98.38, while the average post-test score increased to 98.92.
The increase was only about 0.55 percent because the students had already achieved very high scores before the activity. The researchers described this as a ceiling effect, a situation in which scores are already close to the maximum and a written test becomes less sensitive for measuring further learning progress. Individual results also fluctuated, with some students experiencing lower post-test scores while others maintained or reached a perfect score of 100.
Because of this ceiling effect, the assessment focus shifted toward psychomotor skills. Students were evaluated based on their ability to design, construct, and test structural models. The learning outcome was therefore not limited to whether students could answer questions about earthquakes, but also whether they could apply their knowledge to solve an engineering problem through direct experimentation.
A total of 12 groups participated in the physical model testing. Overall, the models had an average height of 42.58 centimeters and an average weight of 377.50 grams, well below the 1.5-kilogram maximum limit. The different designs showed that building height, base width, weight, mass distribution, and structural stability affected how well the models could withstand vibrations.
The 8G4 group produced the best-performing model. Its structure was 51 centimeters high and weighed 350 grams, while remaining stable for 9 minutes and 36 seconds before collapsing. The second-place 8G3 model lasted 8 minutes and 52 seconds, while the third-place 8H4 model lasted 7 minutes and 46 seconds. The results indicate that earthquake resistance is not determined simply by a building’s size or weight, but also by its proportions and structural design.
The chart on page 13 shows that the collapse times of the 12 models ranged from approximately three to ten minutes. Model 8G4 recorded the longest survival time, followed by 8G3 and 8H4. The differences provided students with a direct demonstration that changes in structural design can produce different responses when buildings are subjected to vibrations.
The activity also demonstrated the connection between STEM, PjBL, and Outcome-Based Education (OBE). Students’ strong basic knowledge provided a foundation for more complex activities, including designing structures, conducting experiments, evaluating failures, and developing better strategies. The learning process therefore moved beyond understanding what an earthquake is toward applying scientific and engineering concepts to solve structural problems.
The team considers the shaking table a useful tool for strengthening experience-based disaster education. The device allows phenomena such as vibration resonance and structural response to be visualized directly, helping students connect classroom concepts with simulated real-world conditions.
At the end of the program, the shaking table was handed over to SMP Negeri 80 Jakarta so that the school could continue using it for lessons on earthquakes, vibrations, and structural responses. The team also recommended continuous use of the equipment as an experimental assessment tool to familiarize students with empirical investigation and practical disaster problem-solving.
Overall, the development of the Arduino-based shaking table provided more than a physical teaching aid. It created a learning environment in which students could transform theoretical knowledge into practical skills through design, construction, testing, and evaluation. The approach can strengthen science and engineering education while introducing earthquake-resistant structural thinking at the junior high school level.
Authors
Irene Vista Simanjuntak — Universitas Kristen Indonesia.
Antonius D. Tyas Prasetyo — Universitas Kristen Indonesia.
Sudarno P. Tampubolon — Universitas Kristen Indonesia.
Medyawanti Pane — Universitas Kristen Indonesia.
Efendy Tambunan — Universitas Kristen Indonesia.
Rahel Angel — Universitas Kristen Indonesia.
Claudya Anggi Maranata Manurung — Universitas Kristen Indonesia.
Manuel Stevan Jordan Devano — Universitas Kristen Indonesia.
Adriano Siboro — Universitas Kristen Indonesia.
Patrick Gaberiel Nainggolan — Universitas Kristen Indonesia.
Research Source
“Development of Shaking Table Test Interactive Learning Media to Increase Learning Effectiveness at SMPN 80 Jakarta,” Jurnal Pengabdian Masyarakat Formosa (JPMF), Vol. 5, No. 4, 2026, pp. 375–390.
DOI: https://doi.org/10.55927/jpmf.v5i4.21
Journal: https://journaljpmf.my.id/index.php/jpmf
0 Komentar