STUDIO PERANCANGAN ARSITEKTUR IV

SEMESTER LIMA,
AT 433, 6 SKS

M. SYAOM BARLIANA
DIAH CAHYANI
TRIAS MEGAYANTI
INDAH SUSANTI
AGARA DARMA G.
aombarli@upi.edu

Program Studi S1 Arsitektur

Departemen Pendidikan Teknik Arsitektur
Universitas Pendidikan Indonesia

MSB 1
11/09/2020
MSB
PERTEMUAN
11/09/2020
DUA
2
 KERANGKA BERFIKIR
KRITERIA: Implementasi pendekatan konsep/tema:

PRINSIP DESAIN
Arsitektur prilaku (psikologi pembelajaran, kurikulum)
Arsitektur berkelanjutan
Arsitektur aman bencana
Adaptasi kearifan lokal
Responsif gender
Responsif disabilitas

• Analisis Konseptual (Filosofis)

• Analisis Kontekstual (Tapak &
Lingkungan) DESAIN
IDE
• Analisis Programatik (Ruang) BANGUNAN
TUJUAN • Analisis Formal (Bentuk dan PENDIDIKAN
Struktur)
• Analisis Utilitas dan Infrastruktur

Data (Existing Site)

Kendala (Urban context, peraturan, anggaran, dll)
Potensi (Perkembangan sosial-ekonomi, sumber daya lokal, dll)
KERANGKA BERFIKIR

ANALISIS Masterplan/
KEBUTUHAN
(SCHOOL
siteplan
MAPPING)
Programming
VISI-MISI
Bentuk dan
KURIKULUM Estetika
Arsitektural
MODEL
PENDIDIKAN Sistem dan
DAN Elemen
PEMBELAJARAN
Struktural

PENDEKATAN
TEMATIK: Olahan Material
PERILAKU

EXISTING AND
Infrastruktur dan
POTENTIAL SITE Lansekap

URBAN/
RURAL Mekanikal dan
CONTEXT Elektrikal
 PENGERTIAN BANGUNAN FASILITAS PENDIDIKAN

Bangunan fasilitas pendidikan adalah bangunan yang mewadahi

berbagai FUNGSI PENDIDIKAN DAN LATIHAN. Fungsi pendidikan
seperti perguruan tinggi, pendidikan menengah, pendidikan
dasar, pendidikan usia dini, pendidikan luar biasa, baik formal
maupun non formal.
PRINSIP PERANCANGAN BANGUNAN PENDIDIKAN
Washor, Elliot (2003)

1. Personalization

Facilities where teachers and

students meet and work are small
and encourage students and teachers
to get to know one another well, BOTH
INTELLECTUALLY AND PERSONALLY.
 PRINSIP PERANCANGAN BANGUNAN PENDIDIKAN
Washor, Elliot (2003)

2. Following Interest

Facilities provide for student

EXPLORATION OF A VARIETY OF
INTERESTS as well as facilitate
connections between students
and outside resources in the
community.
PRINSIP PERANCANGAN BANGUNAN PENDIDIKAN
Washor, Elliot (2003)

3. Authentic Learning

Facilities support learning that takes place all

over the city. Rather than being organized
only into classrooms, school space is organized
for meetings, research, collaborative work,
and individual skill building.

Facilities enable real and “virtual”

connections locally—with homes,
businesses, and community—as well as
to places and resources far beyond the local
level.
 PRINSIP PERANCANGAN BANGUNAN PENDIDIKAN

4. Community Building

Facilities foster a strong sense of

community on several levels: from very
small groups of students sharing a
project or advisor, to the whole-
community.
PRINSIP PERANCANGAN BANGUNAN PENDIDIKAN

5. Community Partnership

Facilities are designed to integrate the

community. Students and Teachers use
existing community resources, which
new school facilities do not duplicate.
Conversely, NEW FACILITIES SATISFY
SOME COMMUNITY NEEDS, and are
available to the community from early
morning to late evening.
PRINSIP PERANCANGAN BANGUNAN PENDIDIKAN

6. Ownership

Facilities, like the itself, are owned, and

cared for by all users. Students and adults of
the community take partial responsibility for
THE SECURITY
AND MAINTENANCE OF THESE FACILITIES, and
all community members learn protocols of
sharing space and resources.
 PRINSIP PERANCANGAN BANGUNAN PENDIDIKAN

7. Community Design and Diversity

The aesthetics and design of school
facilities reflect the
needs and desire of the diverse group
that is the Met community, as
expressed through public design
meetings.
PRINSIP PERANCANGAN BANGUNAN PENDIDIKAN

8. Flexibility
To ensure that the facilities
always support the
changing programs and
functions of the school, flexibility
of interior and exterior spaces is
built into their design.

9. For All Students

The facilities are accessible to
students and adults with physical
and learning
Disabilities
PRINSIP PERANCANGAN BANGUNAN PENDIDIKAN

KARAKTER/CITRA (BRAND
IMAGE)
• Citra yang kuat untuk
meningkatkan daya
tarik masyarakat
• Citra disesuaikan
dengan fungsi yang
diwadahi, dan
KLASIFIKASI SASARAN
PENGGUNA
PRINSIP PERANCANGAN BANGUNAN PENDIDIKAN

NILAI EKONOMIS BANGUNAN (EFISIENSI)

• Biaya konstruksi minimal
• Biaya perawatan relative rendah
• Luas lantai utama minimal 60% dari
luas total bangunan
 PRINSIP PERANCANGAN BANGUNAN PENDIDIKAN

LOKASI STRATEGIS
• Aksesibilitas ke lokasi mudah
• “Dekat” dengan lokasi permukiman target pengguna
• “Dekat” dengan berbagai fasilitas publik lain
KEAMANAN BANGUNAN
• Keselamatan bangunan (Sarana pencegahan kebakaran,
penanggulangan bahaya kebakaran, penyelamatan dari bahaya
kebakaran)
• Keamanan bangunan (mekanik: alarm system, manual: satpam)
KENYAMANAN BANGUNAN
• Kenyamanan psikologis
• Kenyamanan visual
• Kenyamanan thermal
• Kenyamanan pencahayaan
• Kenyamanan audio
• Kenyamanan sirkulasi

KEBUTUHAN JANGKA PANJANG

• Antisipasi dinamika perubahan tuntutan masyarakat
KONDISI, POTENSI, DAN KARAKTER KAWASAN
• Kesesuaian antara aktivitas pada bangunan social-pendidikan
dengan kondisi, potensi, dan karakter kawasan yang akan
dikembangkan
 KONDISI SOSIAL BUDAYA
MASYARAKAT
• Keberadaan bangunan sosial
pendidikan diterima secara
sosial, budaya, dan psikologi
oleh masyarakat sekitar
PERKEMBANGAN TEKNOLOGI
• Rancangan mengaplikasikan teknologi mutakhir