TECHNICAL PERFORMANCE EVALUATION

OF PRIMARY EDUCATION BUILDINGS

BASED ON UNESCO GUIDELINES

Anedya Wardhani1, Dewi Larasati 2, Iwan Sudradjat3 , Sugeng Triyadi4 , Novya Ekawati5 ,

Aulia Fikriarini Muchlis6

1 SAPPK Bandung Institute of Technology2 SAPPK Bandung Institute of Technology

anedyaw@gmail.com , dewizr@ar.itb.ac.id

Urban Retrofitting: Building, Cities and Communities

in The Disruptive Era

The 20th

International Conference on

Sustainable

Environment

& Architecture

Supported By:Organized By:Presenter Affiliation:

INTRODUCTION & LITERATURE REVIEW

Introduction- Compulsory education is one of the Indonesian government's programs in an effort to advance

the nation.

- The compulsory education program can run well if it is supported by right facilities and

infrastructure, such as good quality educational buildings.

- By improving educational facilities and infrastructure it can support the realization of the fourth

sustainable development goal, namely realizing the quality and sustainable education.

1.1. Technical performance (Bold Arial Italic 22pt)

The technical performance of educational buildings can be realized with good quality if the

building is designed and built with due observance to the technical standards of a predetermined

building.

2

Supported By:Organized By:

This study aims to determine the feasibility level of the technical performance standards of basic

education buildings in Indonesia based on the guidelines for school building design in Asia required

by UNESCO.

INTRODUCTION & LITERATURE REVIEW

1.2. UNESCO Guidelines

3

Supported By:Organized By:Figure 1. Contents of UNESCO Guidelines

METHODS

4

Supported By:Organized By:

QUALITATIVE RESEARCH

COMPARATIVE(CASE STUDY APPROACH)

UNESCO Guide Line

EnvironmentCriteria

Teaching SpacesCriteria

Services AreaCriteria

Case Study;Collecting data:

1. Visual Observation2. Interview3. Documentation

1. SMPN 4 Mendoyo2. SMPN 5 Melaya3. SMPN 5 Pupuan4. SMPN 5 Bangli5. SMPN 5 Kubutambahan6. SMPN 5 Busungbiu

Figure 2. Methodology diagram

Methodology

5

Supported By:Organized By:

FINDINGS AND DISCUSSION

Table 1. Public school in provinsi Bali (SMP Negeri) Table 2. Environment Comparassion

FINDINGS AND DISCUSSION

6

Supported By:Organized By:

Table 3. Teaching Spaces Comparassion

Table 4. Services Area Comparassion

Figure 3. Comparison conclusion

7

Supported By:Organized By:

CONCLUSIONS

Environment ( Thermal comfort, site planting, accoustics, opening, and earthquakes), = 68,19%- The building orientation on the thermal comfort criteria has a value of only 26% which is in accordance with UNESCO standards

due to the condition of the shape and size of the site.- Site planting value was 43.33%, schools paid less attention to protective function, visual function factors and limited land.

Teaching spaces (Classroom, Laboratorium, Library room), = 94,44%- The classrooms and laboratories dimensions larger than UNESCO guidelines- One school has a library dimension smaller than the UNESCO standard due to limited land

Services area (Office & Toilet), = 54,17%- One of the schools has an office area that is less than the UNESCO guidelines, because the school building adds learning facilities

but is not matched by the addition of the dimensions of office space.- The number of toilets for teachers and students is still less than UNESCO guidelines. The school is more concerned with building

classrooms and another consideration is that the cost of making toilets is more expensive than the cost of classrooms.

Implications for planning and designing school buildings- Land conditions do not provide an alternative in determining the building orientation, so the orientation of the openings to the

entry of sunlight and air into the room is a consideration in designing.- The size of the room is according to the standard, if the land is limited, the room can be built vertically, into two floors.- The challenge in choosing a roof covering material that is lightweight but does not cause noise when it rains.- The importance of fullfillment the number of toilets according to standards, so that school buildings are more comfortable for

users.

- On limited land, an area for plants is still provided which functions as a protection for the school building from dust, reduce noise from outside the location and dampens sunlight entering the room, so that it is not too bright and does not interfere with the view because to glare.

REFERENCES

8

Supported By:Organized By:

• [1] Departemen Pendidikan Nasional. Pembakuan Bangunan dan Perabot Sekolah Menengah Pertama, Direktorat Jenderal Pendidikan Dasar dan Menengah; 2009; Jakarta.

• [2] De Wilde, P. Building Performance Analysis, John Wiley & Sons; 2018; United Kingdom.

• [3] Ervianto, W.I. Manajemen Proyek Konstruksi, Andi; 2005; Yogyakarta.

• [4] Frick, H., Setiawan, P.L. Ilmu Konstruksi Perlengkapan dan Utilitas Bangunan, Kanisius; 2002, Semarang.

• [5] Gil Baez, M., Barrios Padura, Á., Molina Huelva, M., and Chacartegui, R; Natural ventilation systems to enhance sustainability in buildings: a review towards zero energy buildings in schools; 2017; E3S, 22.

• [6] Hassanain, MA., Iftikhar, A. Framework model for post-occupancy evaluation of school facilities, Struct Surv; 2015; 33, (4/5): 322–36.

• [7] Hatmoko. A.U. Arsitektur Fasilitas Pendidikan, Global Rancang Selaras; 2014; Yogyakarta.

• [8] Idham, N.C. Arsitektur dan Kenyamanan Termal, Andi; 2016; Yogyakarta.

• [9] Karyono, T.H. Arsitektur Tropis: Bentuk, Teknologi, Kenyamanan dan Penggunaan Energi, Erlangga; 2016; Jakarta.

• [10] Klatte, M., Hellbruck, J., Seidal, J., and Leistner, P; Effects of classroom acoustics on performance and well-being in elementary school children: A field study, Environ. Behav; 2010; 42(5); 659–692.

• [11] Lechner, N. Heating, cooling, lighting: Sustainable design methods for architects. John wiley & sons; 2014

• [12] Manurung, P. Pencahayaan Alami Dalam Arsitektur, Andi; 2012; Yogyakarta.

• [13] Neuman, W.L. Metodologi Penelitian Sosial: Pendekatan Kualitatif dan Kuantitatif, Indeks; 2017; Jakarta.

• [14] Unesco. Design Guide for Secondary Schools in Asia, Unesco; 1977; Bangkok.

• [15] Wargocki, P., & Wyon, D. P; Providing better thermal and air quality conditions in school classrooms would be cost-effective, Building and Environment; 2013; 59, 581-589.

• [16] Wibowo. Manajemen Kinerja, Raja Grafindo Parsada; 2007; Jakarta.

• [17] Lapisa, R; The effect of building geometric shape and orientation on its energy performance in various climate regions. International Journal; 2019; 16(53), 113-119.

• [18] Departemen Permukiman dan Prasarana Wilayah RI. Keputusan Menteri Permukiman dan Prasarana Wilayah No. 332/KPTS/M2002 tentang Pedoman Teknis Pembangunan Gedung Negara, PT. Mediatama Saptakarya; 2002; Jakarta.

• [19] Kementrian Pendidikan Nasional Republik Indonesia. Peraturan Menteri Pendidikan Nasional Republik Indonesia no. 24 tahun 2007 tentang Standar Sarana dan Prasarana Untuk Sekolah Dasar/Madrasah Ibtidaiyah (SD/MI), Sekolah Menengah Pertama/Madrasah Tsanawiyah (SMP/MTs), Dan Sekolah Menengah Atas/Madrasah Aliyah (SMA/MA); 2007.

• [20] Zeiler, W., & Boxem, G; Effects of thermal activated building systems in schools on thermal comfort in winter. Building and Environment; 2009; 44(11), 2308-2317.

• [21] Zomorodian, Z. S., Tahsildoost, M., & Hafezi, M; Thermal comfort in educational buildings: A review article, Renewable and sustainable energy reviews; 2016; 59, 895-906.

Thank You

The 20th International Conference on

Sustainable Environment & Architecture

Supported By:Organized By:Presenter Affiliation: