Hatching the Eggs (Menetaskan Telur): Pengayaan Geometri

UNSRI-Palembang. Senin, 28 November 2011 perkuliahan Introduction to RME dibimbing oleh Prof. Dr. Zulkardi, yang merupakan salah satu tokoh P4MRI dari UNSRI-Palembang. Pada perkuliahan tersebut, Prof. Zulkardi memberikan tugas untuk menyusun puzzle secara berkelompok, yang berupa potongan dari sebuah telur. Kami yang terdiri dari 15 mahasiswa dibagi kedalam 5 kelompok, yang masing-masing beranggotakan 3-4 orang. Permainan sekaligus pembelajaran matematika ini diberi nama Hatching The Egg (menetaskan telur). Pada pembelajaran tersebut, tiap kelompok mencoba untuk menyusun dan kemudian menganalisis permainan ini. Tujuan dari permainan puzzle ini adalah untuk menyusun potongan telur sehingga membentuk unggas yang sesuai dengan gambar yang diberikan, kemudian mencari sebanyak mungkin bentuk unggas yang mungkin dibentuk oleh siswa.

Bad News: Gedung D1 Dekanat FMIPA Unesa Terbakar

Pada Sabtu 3 Desember 2011 dini hari, tepatnya pukul 02.00 WIB amukan si jago merah ludeskan gedung Dekanat D1 Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) Universitas Negeri Surabaya (Unesa). Hubungan arus pendek (konsleting) ditengarai menjadi pemicu kebakaran tersebut. Gedung Dekanat D1, selain digunakan sebagai kantor dekan dan administrasi fakultas, juga merupakan gedung pusat pengembangan matematika dan sains sekolah di mana tersimpan banyak arsip dan data penelitian serta buku-buku. Meskipun tidak ada korban jiwa, namun korban materi dan yang terpenting data serta arsip kemahasiswaan dan penelitian tidak ternilai. (baca berita terkait: http://regional.kompasiana.com/2011/12/03/fmipa-unesa-terbakar-gedung-sekretariat-fmipa-unesa-kebakaran/)

Review Part II : Jan Van Den Akker, Principle and Methods of Development Research

summarized by: Evangelista L.W. Palupi

This is a review of a chapter of a Akker’s book about design research. In this chapter “Principle and Methods of Development Research” Akker discusses the role of research in relation to educational design and development activities.

In the first part of Capter 1#, Akker focuses on describing the rationale and basic principle of development research by outlining motive for conducting development research, defenition and aim of developmental research and its key characteristic. Furthermore, methods of development research, its problem, and its major challenges will be described in the second part of this chapter which will be described in this section.

5.   Methods of Development Research

Methods of development research are not necessarily different from those in other research approaches. However, there are some specific features that are worth discussing here to further clarify the image of development research. The first one has to do with the central role of formative evaluation procedures in formative research. The second aspect refers to several typical methodological problems and dilemmas for development researchers.

5.1 Formative evaluation as key activity

formative evaluation holds a prominent place in development research, especially in formative research. The main reason for this central role is that formative evaluation provides the information that feeds the cyclic learning process of developers during the subsequent loops of a design and development trajectory. It is most useful when fully integrated in a cycle of analysis, design, evaluation, revision, et cetera, and when contributing to improvement of the intervention. However, a few typical characteristics of formative evaluation within the context of development research approaches deserve some elaboration.

Formative evaluation within development research should not only concentrate on locating shortcomings of the intervention in its current (draft) version, but especially generate suggestions in how to improve those weak points. Richness of information, notably salience and meaningfulness of suggestions in how to make an intervention stronger, is therefore more productive than standardization of methods to collect and analyze data. Also, efficiency of procedures is crucial. The lower the costs in time and energy for data collection, processing, analysis and communication, the bigger the chances on actual use and impact on the development process.

The basic contribution of formative evaluation is to quality improvement of the intervention under development. During development processes, the emphasis in criteria for quality usually shifts from validity, to practicality, to effectiveness (cf. Nieveen’s chapter 10 in this book). Validity refers to the extent that the design of the intervention is based on state-of-the-art knowledge (‘content validity’) and that the various components of the intervention are consistently linked to each other (‘construct validity’). Practicality refers to the extent that users (and other experts) consider the intervention as appealing and usable in ‘normal’ conditions. Effectiveness refers to the extent that the experiences and outcomes with the intervention are consistent with the intended aims.

5.2 Problems and Dilemmas in development research

In this section, Van Den Akker briefly describing some typical problems and dilemmas faced by researchers when doing development research. Some of that problems are:

• Tension in role division between development and research. A tension can easily arise between designer who are eager to pursue their ideals in creating innovative interventions and researchers who tend to critically seek for correctness of decisions and empirical proof of outcomes.
• Isolating ‘critical’ variables versus comprehensive and complex design. A typical difference between formative research and many other sorts of research is that one can hardly isolate, manipulate and measure separate variables in the same study. On the contrary, it is the very nature of formative research to investigate comprehensive interventions that deal with many interrelated elements at the same time which makes it very hard to apply.
• Generalization of findings. Since data collection in formative research is usually limited to small (and purposive) samples, efforts to generalize findings cannot be based on statistical techniques, focusing on generalizations from sample to population. Instead one has to invest in ‘analytical’ forms of generalization: readers need to be supported to make their own attempts to explore the potential transfer of the research findings to theoretical propositions in relation to their own context.

6.   Major Challenges for Development Research

Review Part I: Jan Van Den Akker, Principle and Methods of Development Research

Reviewed by: Evangelista L.W. Palupi

This is a review of a chapter of a Akker’s book about design research. In this chapter “Principle and Methods of Development Research” Akker discusses the role of research in relation to educational design and development activities.

In the first part of Chapter 1#, Akker focuses on describing the rationale and basic principle of development research by outlining motive for conducting development research, definition and aim of developmental research and its key characteristic. Furthermore, methods of development research, its problem, and its major challenges will be described in the second part of this chapter. In this section I will try to review the first part only.

1. Motives for Development Research

Akker stated that there are various motives for initiating and conducting development research. The basic motive come from the experience that ‘traditional’ research approaches like experiment, surveys, correlation analyses and so on which focus on descriptive knowledge, cannot provide prescriptions with useful solution for variety of design and development problems in education. Another motives stem from the highly ambitious and complex nature of many policies in education worldwide; rather dubious reputation of educational research in general; and a distinct scientific interest at stake.

2. Definition and Aim

There are a lot of labels of development research such as design studies, design experiment design research, developmental/development research, Formative research, formative inquiry, formative experiment, formative evaluation, action research, and engineering research. Thus various labels are rather confusing.

‘Development research’ was ever used by Walker in discussing methodological issues in curriculum research (Walker & Bresler, 1993). Its goal is to inform the decision making process during the development of a product/program in order to improve the product/program being developed and the developers’ capabilities to create things of this kind in future situations. While Akker and Plomp (1993) defined ‘development research’ by its twofold purpose: (i) supporting the development of prototypical products (including providing empirical evidence for their effectiveness), and (ii) generating methodological directions for the design and evaluation of such products. In this approach, the scientific contribution (knowledge growth) is seen as equally important as the practical contribution (product improvement).

Besides having a prominent role/place in curriculum research, development research also has a prominent place in area of educational media and technology. Richey and Nelson (1996) mention as its aim: “improving the processes of instructional design, development, and evaluation … based on either situation-specific problem solving or generalized inquiry procedures” (o.c., p. 1213).

In the board of learning and instruction invest more in’design experiment’, Greeno, Collin and Resnick (1996) highlight the “kind of research that includes developmental work in designing learning environments, formulating curricula, and assessing achievements of cognition and learning and, simultaneously, on efforts to contribute to fundamental scientific understanding” (o.c., p. 41).

In the teacher education area the concept of ‘action research’ is rather popular. It refers to practical inquiries where teachers (often in collaboration with others) investigate and reflect on their own teaching and students’ learning. The primary goal is usually to contribute to the teachers’ professional learning and/or bringing about change in a specific educational setting (Elliott, 1991; Hollingsworth, 1997).

In the area of didactics the emphasis tends to be on ‘developmental research’ as an interactive, cyclic process of development and research in which theoretical ideas of the designer feed the development of products that are tested in classroom settings, eventually leading to theoretically and empirically founded products, learning processes of the developers, and (local) instructional theories.

3. Key Characteristics of Development Research

Contoh Soal PISA

Setelah sebelumnya admin memposting beberapa postingan terkait dengan PISA (http://evangelistanote.wordpress.com/2011/10/22/apa-itu-pisa/) dan informasi mengenai Kontes Literasi Matematika (KLM) berbasis PISA (https://p4mriunesa.wordpress.com/2011/10/28/kontes-literasi-matematika-klm-dan-workshop-pisa-untuk-jawa-timur-bali-dan-sekitarnya/) , sekarang admin akan memberikan informasi terkait soal PISA.

berikut beberapa contoh soal PISA yang telah diadaptasi dari beberapa sumber

1. contoh sola PISA berbahasa Indonesia
(sehubungan dengan pelaksanaan kontes literasi matematika yang akan menggunakan soal PISA berbahasa Indonesia)

http://mathematicshofan.blogspot.com/2011/11/contoh-soal-pisa.html

2. try out soal PISA (dalam Bahasa Inggris)

http://mathematicshofan.blogspot.com/2011/10/pisa-example-problem-question-1-test.html

Berikut ini video mengenai PISA. “PISA – Measuring student success around the world”

Mathematics and Art: Another Face of Mathematics

Who said mathematics is a boring uninteresting subject which has no sense of art and beauty??? In this occasion, i would like to show you another side of mathematics. Mathematics is an interesting subject which can be seen in nature and can be used to express a perons’ feeling and as a tool/media to create a beautiful art.

1. Batik + Mathematics + Technology = Batik Farctal

Nowadays, Indonesia has its new creation of Batik called Batik Fraktal/ractal which is a combination between Batik, Technology and Mathematics. Three genius bussinessman from Bandung, Indonesia ( Muhammad Lukman, Nancy Margried Panjaitan, dan Yun Hariadi ) are the inventor of batik fraktal. After doing long research since 2007, at last they launched a batik with continuous geometry design (http://nasional.kompas.com).

This images below are some kinds of batik fraktal.

                 

2. Fraction in a Justin Bieber’ Song: “Common Denominator”

Beside in batik or fashion, mathematics especially fraction also can be found in one of the famaous singer Justin Bieber’s song, which title is “Common Denominator”. In this song, we can find mathematics vocab/term related to fraction such as: fraction, equation, common denominator, and one half. Check the song 🙂

Lyric of common denominator: (copied from http://lirik.kapanlagi.com/artis/justin_bieber/common_denominator)

oleh: Justin Bieber

just a fraction of your love

fills the air
And I fall in love with you
All over again, oh
You’re the light that feeds the sun
In my world
I’d face a thousand years of pain for my girl
Out of all the things in life that i could fear
The only thing that would hurt me, uh
Is if you weren’t here?, oh

Chorus:
I don’t want to go back to just being one half of the equation
do You understand what I’m sayin’?
Girl, without you I’m lost
Can’t faces this compass at heart
Between me and love,
You’re the common denominator
oh, oh , ohhh, oh
you’re the Common denominator
oh, yeahh, woa

The Mystery of the disappearing square

(Jaime Rangel-Mondragon: From the Wolfram Demonstrations Project/ demonstrations.wolfram.com)

While i was looking for my old data in my hardisk, i found this video about the mystery of disappearing square. In this video which is a project of Jaime Rangel (From the Wolfram Demonstrations Project) we can clearly see a small-red square which is disappear while the area of the big square is still the same.

See/watch the video and think why it can be like that 🙂

You can share your opinion in “comment”

Observation Report 3#: An example of Usuall Teaching and Learning Process of Great Common Divisor (GCD) and Least Common Multiplication (LCM) Which is Often Done in Grade 5

This report is one of my class observation reports. In this occasion, i would to share how teaching and learning process about LCM and GCD often happen/be done in Grade 5 Indonesia. There are some problem occured in class, students face difficulties in several section like number opperation, multiplication etc. I hope through this report, teacher or educators will know and be more aware with problems that maybe occur in the teaching and learning process, especially in learning GCD and LCM.

CLASS OBSERVATION: Teaching and Learning Process of Great Common Divisor (GCD) and Least Common Multiplication (LCM) in Elementary School Grade 5

Evangelista Lus Windyana Palupi

¹ International Master Program on Mathematics Education (IMPoME 2011)

e-mail : evangelista.palupi@yahoo.com

1. Introduction

Our interest in mathematics especially in how it is delivered leads us (My friend Elika Kurniadi and I) as researcher and observer to do mathematics class observation. After doing observation in Grade 1, now as there is an opportunity, it’s our turn to observe mathematics teaching and learning process in Grade 5. The topic at that time is about great common divisor (GCD) and least common multiplication (LCM).

In this observation report, observers will start out by briefly describing about teaching and learning process included its relation to RME theory. Then we move on to the Findings related to students’ thinking, and problems occur in the class. But before that, we will describe the details of how this observation was done in the observation activity.

Read more/download: laporan observasi 3 SD -FPB dan KPK kelas 5E english version-evangelista

Side Seeing (Sudut Pandang): Vision of Geometry

By: Evangelista Palupi

When we were child, we often to play hide and seek. There is a child called seeker who will search another hidden child. While seeker is counting and close her/his eyes, another childrens will hide in a place in where they can not be seen by seeker.

 

When we play that game, we will not consider that we actually learn informal geometry vision.

As a seeker, we will search a place that large enaough to hide the children. we also turn around and looking around and try to see through different side to make sure that the children is in that place or not.

While as a child who should hidden, we have to looking for place that can hide us or make us seems to be dissappear. We have to estimate the large of the place and our body size. we also have to pay attention and make sure that the seeker can not find us by any view.

In geometry itself, there are three different view:

1. front view
2. side (left and right side)
3. top view

In the “Introduction to RME” class, Prof. Zulkardi gave us a problem related to side seeing in geometry in real life.

Problem;

Draw a thing (like televison or etc) from front, side and top!

This is the results of my friends drawing and mine:

   

Kontes Literasi Matematika (KLM) dan Workshop PISA untuk Jawa Timur, Bali, dan sekitarnya

Menyambung informasi sebelumnya mengenai Kontes Literasi Matematika 2011 dan Semiloka Tentang PISA bagi Guru yang akan dilaksanakan serentak di 7 kota yaitu Medan, Palembang, Jakarta, Jogyakarta, Surabaya, Banjarmasin dan Makasar pada tanggal 19 November 2011. Berikut ini informasi mengenai KLM dan workshop tentang PISA untuk daerah Jawa Timur, Bali, dan Sekitarnya.

Pendahuluan

Kemampuan siswa dalam membaca aplikasi matematika dalam situasi nyata merupakan konten utama dalam menghadapi persaingan global yang kian pesat. Di samping itu, peran pendidik juga kian esensial untuk mampu melahirkan peserta didik dengan orientasi Iptek dan Imtaq, yang memiliki kemampuan dalam berbagai aspek, diantaranya adalah pendidik yang mampu memberi inspirasi kepada peserta didik untuk berpikir maju dan inovatif.

Berkaitan dengan hal itu, P4MRI Universitas Negeri Surabaya (UNESA) menyelenggarakan kegiatan Kontes Literasi Matematika (KLM) berbasis PISA (Programe for International Student Assessment) bagi siswa SMP/MTs dan Workshop tentang PISA bagi tenaga pendidik dan peminat pendidikan matematika di wilayah Jawa Timur, Bali, dan sekitarnya.

Untuk mengetahui informasi detail dari waktu dan tempat pelaksanaan, serta ketentuan lainnya (biaya pendaftaran dan fasilitas) dapat dilihat dari brosur berikut (kilk gambar):

Pendaftaran

Bagi siswa-siswi, pendidik, dan peminat pendidikan yang berminat untuk mengikuti KLM dan/atau workshop tentang PISA dapat mendaftar melalui cara berikut.

1. Mendatangi sekretariat panitia dengan membawa formulir pendaftar ( download: Formulir pendaftara KLM dan workshop PISA)
2. atau dengan mengisi formulir pendaftaran dan dikirim via email ke PISA1unesa@gmail.com

Pendaftaran paling lambat tanggal 16 November 2011

Contact Person: Febrian (085271242471); Puji Astuti (088274144055)

Informasi lainnya:

KLM Kota Palembang: http://p4mriunsri.wordpress.com/2011/09/26/kontes-literasi-matematika-2001-dan-semiloka-tentang-pisa-bagi-guru/
KLM Kota Yogyakarta: http://p4mriusd.blogspot.com/2011/10/kontes-literasi-matematis-untuk-siswa.html