Arsip

Belajar Bikin Pendahuluan alias Introduction

Saat ini, saya sedang mengikuti mata kuliah Design Research. Dibimbing oleh Dolly van Eerde, saya diminta untuk membaca sebuah mini artikel, yang menurutku lebih mirip sebagai pedoman atau petunjuk penulisan artikel. Setelah membaca artikel ini, saya diminta untuk membaca tiga artikel kemudian menuliskan “3 moves” yang terdapat pada artikel-artikel tsb. Apa sih yang dimaksud dengan “3 moves” itu? Yuk, sama-sama kita simak.

Secara umum, penulisan introduction atau apa ya dalam istilah kita?! pengantar atau pendahuluan kalau saya tidak salah, mengikuti 3 struktur penting yang pada artikel ini dikenal dengan istilah “move”. Sebuah “move” merupakan tahapan-tahapan yang dilalui oleh sang penulis dalam menyusun argumentasinya atau alasan-alasan penulis melakukan sebuah riset atau penelitian. Apa saja sih “the moves” itu? Nih dia penjelasannya. Baca lebih lanjut

Iklan

Desain Pembelajaran: “3 Dimensional Visualisation into 2 Dimensional Figure”

Lama menghilang dari jagad per-blog-an akhirnya ada juga sesuatu yang bisa dibagikan di blog ini selain kisah ngalur-ngidul yang kemarin. Kali ini saya ingin berbagi dengan para pembaca tentang desain pembelajaran yang saya dan rekan saya; Ismi dan Mary (Iran) susun selama periode summer school yang lalu. Nah, untuk mengantisipasi akan terjadinya kebingungan dan hati yang bertanya-tanya tentang apa itu Utrecht Summer School, saya cerita dulu ya.

Sebelum mengikuti Summer School ini, yang ada dalam bayanganku adalah Summer School adalah kegiatan tambahan untuk pelajar yang sama sekali tidak lulus dalam block ataupun yang nilainya rendah. Tetapi, Summer School kali ini sama sekali berbeda dengan apa yang ditayangkan di film-film Hollywood. Kegiatan Utrecht Summer School in Mathematics Education yang saya ikuti adalah semcam kegiatan workshop yang dihadiri oleh 65 peserta dari 10 negara se-dunia. Kegiatan ini diikuti oleh perserta yang berasal dari USA, Indonesia, Iran, Turki, Jerman, Italia, Jepang, Singapore, Brazil, dan Meksiko. Anda harus merogoh saku sebesar € 890 untuk mengikuti serangkaian aktifitas berupa Workshop on Teaching, Lectures, dan Working Parallel. Baca lebih lanjut

A critical methodological aspect of the research: When Are Graphs Worth Ten Thousand Words? An Expert-Expert Study

This essay is a final project task given in Research Method Science Education and Communication class. This essay is the following step of writing a critical methodological aspect of research that I have already publish on  13 of August 2012, namely  “A critical review of the research: Teacher understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship”. I hope you enjoy reading it, but unfortunately due to the copyright issue, I cannot share the article with you.

This essay is a critical analysis of an article named, “When Are Graphs Worth Ten Thousand Words? An Expert-Expert Study”. In order to show my critical perspective on this article, to be specified; the methodological aspect of the research I will elaborate the analysis on study conducted by Roth and Bowen (2003) as follows. Baca lebih lanjut

Model for Didactical Analysis

Tulisan ini merupakan bagian dari portfolio yang saya tulis pada saat sedang mengikuti mata kuliah Design Science Education and Communication (DSEC). DSEC merupakan mata kuliah yang wajib saya ambil saat sedang melaksanakan studi di Utrecht University. Portfolio ini diberi nama Personal Design Manual (PDM). Tujuan dari tugas ini sediri adalah agar nantinya, PDM ini dapa digunakan sebagai pedoman dalam proses menciptakan desain pembelajaran. Paragraf berikut ini merupakan kalimat yang saya kutip dari Guideline dalam menulis PDM yang bisa didownload di BlackBoard Utrecht University. Semoga tulisan ini bermanfaat buat pembaca yang sedang merancang desain pembelajaran.

The aim of the task is to throughout the course develop a collection of ideas, principles, approaches and strategies that the student personally expects to be helpful in his/her future designing activities. The personal manual can be a selection of existing ideas but can also include self-developed strategies. The final result consists of the set of design principles, exemplified by concrete examples and complemented by a motivation why and how this design principle seems useful. It is hoped that the PDM document will serve as a personal guideline to start a new design activity later in the study or in a future professional career, and as such as an efficient means to access and refresh the course’s learning outcomes.

The explanation of this manual will be a part of the oral assessment. Although the manual should be a personal product, there are still general criteria that have to be met; Baca lebih lanjut

A critical review of the research: Teacher understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship

Tulisan berikut ini merupakan percobaan pertama dalam menulis critical analysis terhadap serangkaian riset yang dilakukan oleh Lederman (1997). Tulisan ini merupakan salah satu tugas yang diberikan oleh Dolly, dosen pengasuh mata kuliah Research Science Education and Communication (RSEC). RSEC sendiri merupakan salah satu mata kuliah yang saya ikuti di block 4 yang lalu. Sebenarnya terdapat banyak sekali kekurangan dari versi ideal yang disyaratkan, akan tetapi saya tetap mempertahankan versi  ini guna melihat sejauh mana perubahan yang telah saya lakukan selama mengikuti mata kuliah ini. Mohon masukannya.

Introduction

The development and students’ and teacher’ understanding and conception has been a concern of science education for over 40 years ago (Lederman, 1998). Many studies and reviews on the studies have been conducted in order to answer this problem and to validate the finding (for more information see in Lederman, 1998 & Fouad Abd-El-Khalick, 2000). This article is one of the efforts to do so. The author considers that giving this critical review on the research conducted by Lederman (1997) as the author critical perspective thinking in judging the reliability and validity of this research. Therefore this article mainly intend to give a critical review on the research conducted by Lederman (1997) as well addressed in report written in article namely “Teacher understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship”. Baca lebih lanjut

The Hypothetical Learning Trajectory (HLT)

This is one of assignments given when I was in Realistic Mathematics Education course. We have to describe what steps that the articles show.

The Hypothetical Learning Trajectory (HLT)

By : Dwi Afrini Risma (F112661)

Simon used a brilliant metaphor to describe how a teacher needs to make planning before teaching, i.e. journey metaphor. Based on this metaphor, in order to reach the learning goal, teacher has to make a learning trajectory in which give a guideline for every learning step made. This trajectory is not only describes how the learning process started but also how to shift students progress in thinking from model of to model for. An actual teaching experience in the classroom perhaps will differ from the design because of the students’ thinking and big idea. When teacher experience this situation, they have to revise the design and may implant the new design. This cyclic process is introduced by Simon (1995) with the term hypothetical learning trajectory (HLT).

In Koeno Gravemeijer article, Measurement and Flexible Arithmetic can be begun by situating the classroom teaching experiment on measurement and arithmetic in context of the research that proceeded. In this learning, the goal is to helps students develop a framework of number relations, which would enable them to construe flexible computation strategies for addition and subtraction up to 100. In the design, we use ruler as a model of iterating some measurement unit and the empty number line as a model for of mathematical reasoning. The trajectory of this activity can be seen in the following scheme. Baca lebih lanjut

Exploring the Graph of Quadratic Function

As a final project of  Design of Science Education and Communication course, all students, including my partner Sylvana and I have to design a learning activity. There 3  documents that we design;

  1. Underpinning Design
  2. Students’ Worksheet and Exercise
  3. Teaching Guide and Rubric

Underpinning Design

In this document we will describe our design about the “Exploring the Graph of a Quadratic Function”, for which the target group is students grade X in St Albertus Senior High School (14 to 15 years old), in Indonesia. This design is mainly intended to help students in drawing the graph of a quadratic function and let the students experience drawing the graph of a quadratic function to be more meaningful. The more detailed information about target group will be described in the target group part. In this design, we set students to work with a software namely Graphmatica 2.0. This software is used to draw any function. Baca lebih lanjut