Tag Archive | freudenthal institute

Ngalur-Ngidul Episode 1: Happy Birthday My Blog

Terdampar di negeri kincir angin sungguh bukan hal yang pernah aku bayangkan. Walaupun dari kecil saat belajar sejarah atau nonton film perjuangan, seingatku aku pernah ingin sekali merasakan berada di daratan Eropa, khususnya Belanda. Tapi sekali lagi itu hanyalah khayalan anak kecil (ga terasa sekarang saya sudah 24 tahun menikmati udara bersih gratis buatan Allah SWT, Alhamdulillah….). Walapun sempat beberapa kali mendapatkan de javu, tapi sejujurnya kukatakan bahwa, si anak kampung ini tak pernah berani berangan-angan akan menikmati kuliah di luar negeri. Karena saya sadar betul siapalah si anak kampung ini, bukan hanya faktor keterbatasan ekonomi orangtua (alhamdulillah Allah menganugerahi orangtua yang sangat bertanggung jawab pada kami anak-anaknya, biarpun hujan, petir, dingin, siang maupun malam, mama dan papa tetap semangat berangkat bekerja dipayungi baju hujan ala kadarnya), tapi juga karena keterbatasan kemampuanku, karena memang aku bukan anak dengan kecerdasan tinggi. Baca lebih lanjut

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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

What should we do if our students cannot reveal their ideas in to a model

Model is a tool used for mathematician to reveal their ideas and thinking, and also to help them as tools to solve questions or puzzle. In Realistic Mathematics Education (RME), we know  well about the using of context and model. There are two different used of model in RME, model of situation and model for students’ thinking. In model of situation, students try to describe what they find in the context given, just exactly similar with the problem found. Usually, students tend to draw the situation in their paper. In the other hand, model for the picture are becoming more abstract. It is followed by their understanding more toward the problem. Students make a drawing not exactly the real situation but more close to the abstract calculation. I would like to give you an example; Corry just celebrated her 8th birthday. She plans to give  5 heart stickers to her best friends, for which each 5 stickers will be put on an envelope. Now, she is struggling to know,  how many heart stickers that she should buy if she had 20 heart stickers.  For more clear information, I would like to invite you to this following picture: Baca lebih lanjut

Al-Kashi

Ghiyath al-Din Jamshid Mas’ud al-Kashani or Al-Kashi who was born in 1380 in Khasan and died in 22 June 1429 at Samarkand is an astronomer and one of the best mathematician in Islam. He spent her life in Mathematics and Astronomy

Details of Jamshid al-Kashi‘s life and works are better known than many others from this period although details of his life are sketchy. One of the reasons we is that he dated many of his works with the exact date on which they were completed, another reason is that a number of letters which he wrote to his father have survived and give fascinating information.

Al-Kashi was born in Kashan which lies in a desert at the eastern foot of the Central Iranian Range. At the time that al-Kashi was growing up Timur (often known as Tamburlaine) was conquering large regions. He had proclaimed himself sovereign and restorer of the Mongol empire at Samarkand in 1370 and, in 1383, Timur began his conquests in Persia with the capture of Herat. Timur died in 1405 and his empire was divided between his two sons, one of whom was Shah Rokh.

While Timur was undertaking his military campaigns, conditions were very difficult with widespread poverty. al-Kashi lived in poverty, like so many others at this time, and devoted himself to astronomy and mathematics while moving from town to town. Conditions improved markedly when Shah Rokh took over after his father’s death. He brought economic prosperity to the region and strongly supported artistic and intellectual life. With the changing atmosphere, al-Kashi’s life also improved markedly. The first event in al-Kashi’s life which we can date accurately is his observation of an eclipse of the moon which he made in Kashan on 2 June 1406. Baca lebih lanjut

Kunjungan ke Daltonshool Rijnsweerd (Part 1)

Hari ini (31 January 2012) kami, mahasiswa batch 3 IMPoME melakukan kunjungan ke salah satu sekolah unik yang ada di Utrecht, Belanda. Tujuan kunjungan ini adalah melihat sejauh mana perbedaan kurikulum yang diterapkan di sekolah ini dengan sekolah-sekolah yang ada di tanah air. Di awali dengan  serangkaian kisah lucu tentang bagaimana paniknya wajah salah satu teman kami karena perubahan jalur bus yang diluar dugaan (maklum baru) sampai berjumpa dengan warga negara Belanda yang menyapa ramah dengan bahasa Indonesia, hingga ngalur ngidul mencari bus stop station. Pagi hari yang masih terbilang sangat gelap, sisa-sisa salju semalam, hingga suhu udara yang sangat teramat dingin buatku yang biasa hidup di wilayah tropis (-5 derajat celcius) ikut mewarnai perjalan kami, anak-anak ayam, demikian kami memberi nama geng aneh ini. Baca lebih lanjut