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ICOSTA 2021 IOP Publishing
Journal of Physics: Conference Series 2193 (2022) 012089 doi:10.1088/1742-6596/2193/1/012089

Industrial field work practice information system design

Fahmy Syahputra1, Amirhud Dalimunthe1, Uli Basa Sidabutar1

1
Universitas Negeri Medan, Jalan Willem Iskandar Pasar V Medan 20221, Medan,
Indonesia

Email : famybd@unimed.ac.id

Abstract. The Faculty of Engineering, Universitas Negeri Medan requires the development of
technology and communication in assisting performance and processes in carrying out their
functions. Its development must produce benefits for the Faculty so that academic implementation
runs smoothly, as well as assisting organizations in carrying out the required processes to help
organizational managers make decisions. Changes in the form of the process used with the
development of technology and communication are expected to encourage organizations to have
better management.

1. Introduction
Industrial Field Work Practice (PKLI) is one of the compulsory subjects for students at the Faculty of
Engineering, Universitas Negeri Medan. PKLI activities are carried out to develop student’s knowledge
in the real world of work and apply theories that have been received during college. Students who will
carry out PKLI are encouraged to choose a PKLI place that is closely related to their respective scientific
fields.
In carrying out PKLI activities, some student data is needed which is used as a condition for carrying
out PKLI activities. Currently the data collection of students who will carry out PKLI at the Faculty of
Engineering, Universitas Negeri Medan uses manual data, so there are still some shortcomings starting
from the data input process where PKLI is located, difficulties in the process of searching for student
data, the existence of double student data, student data recording takes a long time. time and the
resulting information is less accurate. The design of the Industrial Job Training Information System is
a solution to these problems. With the Industrial Job Training Information System

The PKLI is expected to make it easier for PKLI lecturers to recap student data, search for student data
to produce accurate and timely information.

2. Method
In this section, the development cycle and conceptual design (the use cases diagram) of this digital-
based competency testing application will be explained.

2.1 Software Development Life Cycle (SDLC)

SDLC works by lowering the cost of developing a product or software while simultaneously improving
quality and shortening production time. SDLC achieves a goal by following the guidelines of a design
made by stakeholders or clients. This design starts from evaluating the existing system for efficiency.

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ICOSTA 2021 IOP Publishing
Journal of Physics: Conference Series 2193 (2022) 012089 doi:10.1088/1742-6596/2193/1/012089

Then, the team will define the requirements of the new system. After that, the software will be made
with several stages starting from identification, planning, design, product building, testing, marketing,
and maintenance. To avoid the use of costs that are too large, the engineer will ask for feedback from
end-users on their products. This SDLC process can eliminate redundant work after repairs have been
completed. SDLC works by reducing the cost of developing a software while improving quality and
shortening process time in production. There are several models commonly used in running the SDLC
process, including:
• Waterfall model. This SDLC model can be said to be the oldest and shortest model in its
application. In this model, after one phase is complete, it immediately starts with the next phase.
Each phase has a small plan and descends to the next phase. Therefore, this phase is called a
waterfall because each phase has other small 'derivatives'. However, one of the drawbacks of
this model is that if one small detail is left out, it can affect the whole plan and end up falling
apart.
• Agile models. This SDLC model can separate products with processes and processing times
quickly. This methodology is believed to be very effective for the successful creation of a
product. In this method, the team will try each finished product to minimize errors. However,
one of the drawbacks of this method can trigger the project in the wrong direction and not in
accordance with the wishes and expectations of the customer.
• Iterative models. This SDLC method is a method that has high repetition. Developers will create
products with fast and certainly cheap versions. After that, they will try the product and revise
if there are any errors. One of the drawbacks of this method is that it can consume raw materials
if there is one detail left to work on.
• V-Shaped models. It is a continuation of the Waterfall Model. This SDLC method will try each
phase in the process of developing a product.
• Big bang model. This model is a model that is claimed to have a high risk when run. Why is
that? This is because in the process, the team will invest all raw materials into the project. So
this method will work if you are working on small projects and tend to be dangerous for large
projects.
• Spiral model. This method is the most flexible method and is similar to the iterative model.
This method focuses on repetition in the process.

1 Planning

6
Maintena 2. Analys
nce

5 Testing
&
3 Design
Integratio
n
4
Implement
ation

Figure 1. Software Development Life Cycle

2
ICOSTA 2021 IOP Publishing
Journal of Physics: Conference Series 2193 (2022) 012089 doi:10.1088/1742-6596/2193/1/012089

2.2 Students
First, students will register. then students will enter email and password to get into the system. Once
introduced into the system students can:
• View profile and change account
• enter PKLI company data
• See PKLI supervisors
• PKLI exam

2.3 Lecturer
First, the lecturer will enter the email and password to get into the system. After being introduced into
the system, lecturers can:
• View the student list
• view company data
• do mentoring
• Carry out the PKLI Exam

View the student

list

view company
data

do mentoring

Student Lecturer
Carry out the
PKLI Exam

Figure 2. Use Case Student Figure 3. Use Case Lecturer

3. Result and Discussion

The application system consists of several different pages including login page, student data page, user
data page, industry mentor page, industry data.

3.1 Student Login Page

This page is the main page, where each student opens the competency test page, and then this page is
the first to appear, as shown in figure 4. To enter into the system, the student must fill in the email and
password.

3
ICOSTA 2021 IOP Publishing
Journal of Physics: Conference Series 2193 (2022) 012089 doi:10.1088/1742-6596/2193/1/012089

Figure 4. Login Page

3.2 Student Data Page
This page contains the biodata of students participating in PKLI. The existing data includes the
student's principal number, full name, and major.

Figure 5. Student Data Page

3.3 User Data Page
Halaman ini berisi mengenai informasi data pengguna yang ada di sistem. Hanya user terdaftar yang
dapat mengakses aplikasi ini.

Figure 6. User Data Page

3.4 Industry Mentor Page
This page contains data from industry counselors who will guide students.

4
ICOSTA 2021 IOP Publishing
Journal of Physics: Conference Series 2193 (2022) 012089 doi:10.1088/1742-6596/2193/1/012089

Figure 7. Industry Mentor Page

3.5 Industry Data Page
This page contains about industry guidance data. The names that are here will later guide students in
doing PKLI.

Figure 8. Industry Data Page

4. Conclusion
This field work information system is very suitable for use by universities during this pandemic, because
by using this system the limitations of movement space can be overcome without having to do face-to-
face in practical work guidance. This system is also used online, making it easier for students and
lecturers to use it, can use a computer or smartphone in its use.

5. References
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[3] S. Sriadhi, S. Gultom, R. Restu, and J. Simarmata, “The Effect of Tutorial Multimedia on the
Transformator Learning Outcomes Based on the Students ’ Visual Ability The Effect of
Tutorial Multimedia on the Transformator Learning Outcomes Based on the Students ’ Visual
Ability,” IOP Conf. Ser. Mater. Sci. Eng. 384 012059, 2018.
[4] J. Simarmata, A. Djohar, J. Purba, and E. A. Juanda, “Design of a Blended Learning Environment
Based on Merrill’s Principles,” J. Phys. Conf. Ser., vol. 954, no. 1, 2018.
[5] R. G. Jimoh, K. S. Abduljaleel, and Y. K. Kawu, “Students’ Perception of Computer Based Test
(CBT) for Examining Undergraduate Chemistry Courses,” J. Emerg. Trends Comput. Inf.
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