539 research outputs found
Creating And Solving Model Of Linear Equation Through The Balance At Junior Secondary Class
No full textAlgebra is one of the most difficult subject felt by most students and this strand is just started given to the students at early junior secondary school. Infact, if we can manage the algebra subject wisely and attractively, it can be predicted that the students’ conceptual understanding algebra would be relatively improved.
A study was conducted to the Year 7 students at a Junior Secondary of Laboratory School of UPI. The class was set to learn the linear equation topic by using balance (scales).
Through a weighing activity, the students were able to design linear equation models. They followed a guidelines created by the teacher and researcher. The students were not only able to create linear equation models, but also were able to solve mathematical model of linear equation. By using steps of balance (weighing), finally the students were able to know the weight of a hidden quantity.
A number of teachers were involved in an observation activity which were designed in a lesson study context. Information related to the students’ reaction as well as the teachers’ reaction toward the implementation of creating and designing models of linear equation. The information were analysed qualitatively. The results indicate that introducing the linear equation through the scale (balance) were responded positively by the students. A brief interview with the students indicated that the students fluently could solve linear equation, and find the value of variable which infact as a weight variable. This variable seemed to be the weight of hidden variable as the solution of the linear equation.
Moreover, the students were able to interpret the process of weighing to the form of linear equation, since then the students solved it and found the solution of the problem.
While other teachers as observers at the lesson gave comments that the model teacher had practiced the concept of linear equation by using unusual way of teaching.
Intuitively they solved the linear equation by using step by step of weighing process and determined how much weight of an object. The process of weighing and thinking are parallel to solving a linear equation.
Data of test results regarding the linear equation indicated that the students’ understanding of linear equation improved. The researchers recommend to use the balance (scales) as an alternative to teach the topic of linear equation.
Keywords: Balance, realistic, and lesson study
Interview with Endang Turmudi
No full textEndang Turmudi is an Indonesian who studied in Australia on two occasions; in 1988-1990 at Flinders University, and in 1992-1996 at the Australian National University (ANU). On both occasions, he studied on Australian International Development Assistance Bureau (AIDAB) Scholarships. He completed his Masters in Sociology during his time at Flinders University before completing his PhD in the same field at ANU. The interview was conducted in English on 24 April 2014 by Dr. Jemma Purdey and Prof. David Lowe, both of Deakin University, and Dr. Ahmad Suaedy of the Abdurrahman Wahid Centre for Inter-faith Dialogue and Peace at Universitas Indonesia. This set comprises: an interview recording, a timed summary, and a photo
Interview with Endang Turmudi
No full textEndang Turmudi is an Indonesian who studied in Australia on two occasions; in 1988-1990 at Flinders University, and in 1992-1996 at the Australian National University (ANU). On both occasions, he studied on Australian International Development Assistance Bureau (AIDAB) Scholarships. He completed his Masters in Sociology during his time at Flinders University before completing his PhD in the same field at ANU. The interview was conducted in English on 24 April 2014 by Dr. Jemma Purdey and Prof. David Lowe, both of Deakin University, and Dr. Ahmad Suaedy of the Abdurrahman Wahid Centre for Inter-faith Dialogue and Peace at Universitas Indonesia. This set comprises: an interview recording, a timed summary, and a photo
Metode statistika : pendekatan teoritis dan aplikatif/ Turmudi; (Sri Harini)
No full textviii, 298 hal.: ill.; 21 cm
Mathematical reflective thinking type of error on Newman’s error analysis / Muntazhimah, Sufyani Prabawanto and Turmudi
No full textA body of literature has revealed that Mathematical reflective thinking could improve student achievement and success in mathematics learning. However many students make errors in completing mathematics reflective thinking problems. Hence, this qualitative study sought to explore the errors of pre-service mathematics teachers in completing the reflective thinking ability test using Newman's Error Analysis (NEA). A total of twenty-four of the 4th-semester students of mathematics education or preservice mathematics teachers participated in the study. The methods used in this study were tests, interviews, and triangulation. The results showed that pre-service mathematics teachers made technical, conceptual, procedural, and interpretation errors. In terms of NEA, the error started from the comprehension stage, transformation, and process skills to encoding. Further research should design learning that can stimulate and improve the mathematical reflective thinking ability of pre-service mathematics teachers in order to reduce errors of mathematical reflective thinking processes
Pembangunan kerangka domain pengajaran bahasa Arab bagi pengajar di pusat tahfiz / Ali Trimahno Ahmad Turmudi
No full textKajian ini bertujuan untuk membangunkan kerangka Domain Pengajaran Bahasa Arab Bagi Pengajar di Pusat Tahfiz. Pembinaan kerangka ini adalah bertujuan untuk menjadi suatu garis panduan terhadap kompetensi dan domain pengajaran yang perlu dikuasai oleh para guru dan pengajar Bahasa Arab di Pusat Tahfiz. Kajian ini menggunakan pendekatan Kaedah Fuzzy Delphi (FDM) dalam membangunkan matriks domain pengajaran dan elemen yang terkandung di dalamnya dengan berdasarkan pandangan dan kesepakatan kumpulan panel pakar yang terdiri daripada 25 orang iaitu 20 orang dalam kalangan guru tahfiz itu sendiri dan 5 orang pakar adalah dalam kalangan guru Bahasa Arab. Kesemua pakar ini juga mestilah mempunyai pengalaman mengajar di Pusat Tahfiz sekurang-kurangnya lima tahun. Hal ini adalah berasaskan pandangan Berliney yang menghujahkan bahawa seorang guru dianggap pakar apabila mempunyai pengalaman mengajar lebih daripada lima tahun. Dapatan kajian memperlihatkan bahawa terdapat lima domain pengajaran yang perlu dikuasai oleh guru dan pengajar yang mengajar bahasa Arab di Pusat tahfiz iaitu 1) Persediaan Guru; 2) Pemahaman Konsep; 3) Penyediaan Tugasan & latihan; 4) Pengukuhan PdP dan; 5) Penilaian. Bagi domain Persediaan Guru, ia adalah meliputi elemen Guru tahfiz hendaklah menjalankan penyusunan awal proses PdP yang berasaskan penggunaan Bahasa Arab meliputi skema sedia ada kepada pelajar dan hendaklah menjalankan proses pengenalan menggunakan Bahasa Arab yang mampu menarik perhatian pelajar dalam proses menghafaz Al-Quran. Manakala domain Pemahaman Konsep adalah meliputi elemen Guru tahfiz hendaklah mampu memberikan contoh-contoh input yang berguna sebagai motivasi kepada pelajar dalam menjalankan proses hafazan dan hendaklah mampu mengemukakan maklumat yang berguna dalam Al-Quran sebagai asas kepada pemantapan hafazan pelajar dan hendaklah mampu melakukan pengembangan yang merangkumi penerangan jelas tentang maklumat yang baik dalam Al-Quran kepada pelajar. Domain Penyediaan Tugasan dan latihan pula adalah melibatkan elemen Guru tahfiz menerangkan proses inkuiri yang perlu diaplikasikan oleh pelajar dalam menyelesaikan masalah hafazan yang dihadapi dan hendaklah mampu menentukan dan mengemukakan masalah yang sering terjadi dalam proses menghafaz Al-Quran. Guru tahfiz hendaklah mampu menjalankan latihan terbimbing secara aktif bagi meningkatkan ingatan kepada pelajar. Bagi elemen Pengukuhan PdP adalah terdiri daripada elemen Guru tahfiz hendaklah berupaya membantu pelajar untuk menguji hipotesis yang dijalankan dalam proses menghafaz Al-Quran menggunakan Bahasa Arab dan berupaya membimbing pelajar dalam membuat hipotesis dengan mengumpulkan data permasalahan yang mereka hadapi dalam proses menghafaz Al-Quran menggunakan penggunaan Bahasa Arab. Domain terakhir iaitu penilaian adalah mengandungi elemen Guru tahfiz hendaklah berupaya merumuskan proses pengajaran hafazan yang diajar kepada para pelajar setelah selesai pengkuliahan dijalankan dan mampu menjalankan penilaian latihan kendiri dengan menggunakan bahasa arab yang bertujuan untuk membantu pelajar menentukan tahap penguasaan yang dicapai pelajar dan mampu melaksanakan ujian yang menggunakan bahasa arab untuk melihat pencapaian hafazan pelajar dan juga mahir dengan proses penilaian yang digunakan untuk mentaksir kemajuan pelajar sama ada secara formatif dan sumatif. Kesemua domain dan elemen ini dilihat mampu digunakan sebagai suatu panduan kepada para guru dan pengajar Bahasa Arab di Pusat Tahfiz
THE AFFECTING FACTORS ADDRESSED IN EFL ESSAY CLASS OF UM METRO LAMPUNG IN RESPECT TO THE STUDENTS’ PERCEPTION AND THE LECTURER’S REFLECTION
No full textThis research paper discusses a number of key points addressed in teaching essay writing course of EFL class in Indonesia. The lecturer applied some various techniques in teaching, including a new proposed technique called FBFRP technique (Turmudi 2013) which basically leads to assist learners in self regulatory process in writing composition ( Magno, 2009). Research goals were to disclose some critical points and to what extents of each point was qualified compared among the addressed issues. This research was a descriptive reflective expose-facto and the primary data was taken with instruments: tests, reflection, and questionnaires resulting a descriptive qualitative with quantitative data output. The subjects or participants were 100 undergraduate students of English Department enrolled at essay writing class and the objects were the students’ responses on the addressed points formatted in a rating scale questionnaire (Sugiono, 2009).The data analysis was first hand data as exposed-facto data which was processed through a set of procedures. No statistical inferences were reported but descriptive statistics and logical inferences. The result turned out that none of all components were dominants; but a certain technique as medium to assist the students’ ability to write computer-based-essay test was needed to develop. Thus, this research has the same red thread with that of Magno (2009) hypothesizing that learners of EFL tend to use specific approach to learning and eventually undergo self regulatory process. </jats:p
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