SEKOLAH DASAR ABAD-21 DENGAN METODE BAHASA POLA DAN METAFORA DALAM PENCIPTAAN RUANG BELAJAR KREATIF DI KELAPA GADING

2021 ◽  
Vol 3 (1) ◽  
pp. 757
Author(s):  
Natasha Kurnia Tishani ◽  
Rudy Trisno
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Building Materials ◽  
Industrial Revolution ◽  
Soft Skills ◽  
Design Method ◽  
Pattern Language ◽  
School Buildings ◽  
The Future ◽  
The 19Th Century

The advancement of technology in the world is marked by the industrial revolution event. Indonesia has entered the era of the industrial revolution 4.0. This incident affects the way society dwell, slowly our lives have been dominated by technology and it is possible that in the future humans will be replaced by robots. We must developing soft skills that cannot be replaced by robots through our education. Indonesia’s education itself does not prepare the next generation to deal with this event. Starting from outdated curriculum,  teachers who are afraid to explore in teaching to school buildings that still adhere to the school system in the 19th century. The study of the discussion is how human dwell in the future in this case is to study, namely primary school buildings, which can accommodate teaching and learning activities with a curriculum that suits future needs. The design method used is in form of design stages, starting from Area Analysis; Investigation of selected sites; Proposed Program;  Design Analysis: Composition of mass and the concept of mass of buildings using the Metaphor Method; Project Zoning; Application of Pattern Language Methods and Structure and Building Materials. The result of this research is an elementary school architectural building that accmodate 21st century learning. Keywords:  creativity; education; metaphorical architecture; pattern langugae;primary school  Abstrak Kemajuan teknologi didunia ditandai dengan adanya peristiwa revolusi industri. Indonesia telah memasuki era revolusi industri 4.0. Peristiwa ini memengaruhi cara masyarakat berhuni, secara perlahan kehidupan kita telah didominasi dengan teknologi dan tidak menutup kemungkinan dimasa depan manusia akan digantikan dengan robot. Lalu, bagaimana kita sebagai manusia menghadapi ini ? yaitu mengembangkan softskill yang tidak bisa digantikan oleh robot melalui pendidikan kita. Pendidikan Indonesia tidak menyiapkan generasi selanjutnya untuk menghadapi perisitiwa ini. Berawal dari kurikulum yang sudah usang, lalu para guru yang takut untuk bereksplorasi dalam mengajar hingga bangunan sekolah yang masih menganut sistem sekolah di abad-19. Lingkup pembahasan laporan ini adalah bagaimana wadah berhuni manusia dimasa depan yaitu kegiatan menuntut ilmu, yaitu bangunan sekolah dasar, yang dapat mewadahi kegiatan pembelajaran dengan kurikulum masa depan. Metode perancangan yang digunakan adalah; a) Analisis Kawasan; b) Investigasi tapak terpilih; c) Usulan program; d) Analisis Perancangan : Gubahan massa dan Konsep Massa bangunan dengan Metode Arsitektur Metafora; d) Penzoningan Pada Proyek; e) Penerapan Metode Bahasa Pola dan f) Struktur dan Material Bangunan. Hasil akhir dari penelitian ini berupa bangunan arsitektur sekolah dasar yang mewadahi kegiatan pembelajaran abad-21.

Classrooms for the Future: ‘an adventure in design’ and research

2003 ◽  
Vol 7 (3-4) ◽  
pp. 244-261 ◽  
Author(s):  
Prue Chiles
Keyword(s):  
Primary School ◽  
Teaching Practice ◽  
Information Age ◽  
Local Communities ◽  
Classroom Design ◽  
School Buildings ◽  
Classrooms For The Future ◽  
The Future ◽  
The Government ◽  
The Uk

In 2000, the UK Government Department for Education and Skills (DfES) piloted 27 new primary school projects around the country in an initiative called ‘Classrooms of the Future’. Starting with a polemical question: what is ‘a Classroom of the Future’?, it encouraged both a design-led approach and an exploration of where the theory of the classroom design meets teaching practice. David Miliband, the government minister involved, described the challenge as ‘designing inspiring buildings that can adapt to educational and technological change’ (DfES, 2002a). Chris Bissell from the DfES, the initiator of ‘Classrooms of the Future’ summed up his expectations: ‘to deliver the best and most effective education exploiting all the possibilities of the information age, school buildings need to reflect advances in technology. They need to provide a pleasant and comfortable environment for learning and to use architectural and design features to stimulate children's imaginations. And they need to be open to wider use, binding schools to their local communities.’ (DfES, 2002a)

scholarly journals COMPETENCIES OF FUTURE VOCATIONAL TEACHERS: PERSPECTIVE OF IN-SERVICE TEACHERS AND EDUCATIONAL EXPERTS

2019 ◽  
Vol 38 (2) ◽  
pp. 387-397 ◽  
Author(s):  
Wagiran Wagiran ◽  
Pardjono Pardjono ◽  
Wardan Suyanto ◽  
Herminarto Sofyan ◽  
Sunaryo Soenarto ◽  
...  
Keyword(s):  
Vocational Education ◽  
Industrial Revolution ◽  
Soft Skills ◽  
Core Competencies ◽  
Vocational Teachers ◽  
Teacher Competencies ◽  
The Core ◽  
Hard Skills ◽  
The Future ◽  
Key Competencies

Workforce in the 21st century has been marked by the acceleration of disruptive moves as the Industrial Revolution 4.0 and Society 5.0. This era requires human resources with new competencies that may be far different from current competencies. To present vocational education that is able to facilitate future human resource to learn compentencies that meet the need of future changes, vocational teachers should master new competencies comprehensively. This study aims to formulate the core vocational teacher competencies, hard skills and soft skills, which are in line with the various demands of the future. This qualitative research involved active vocational teachers and vocational education experts in several Focus Group Discussions and questionnaire completion. Research questions are focused on reflection of current teacher competencies and perceptions of teacher competencies in the future. The results lead to a conclusion that for future teachers, the core competencies are the pedagogic, content, and ICT competencies. These competences are relevant to hard skills aspects categorised as curriculum and content. In the aspect of soft skills, category living in the world is dominant. The three aspects considered very important for future vocational teachers are able to be exemplary, honest, and discipline. As a consequence, this research suggests to teacher educational institutes that produce vocational teachers to develop the teacher education curricula that integrates these key competencies in their vocational education teacher standards.

scholarly journals Optimalisasi Aplikasi Macromedia Flash 8 Dalam Pembelajaran Kosakata Bahasa Arab

Al-Lisan ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 17-33
Author(s):  
Muhammad Yusuf ◽  
Eka Dewi Rahmawati
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Design Method ◽  
Language Skills ◽  
Arabic Language ◽  
Need Analysis ◽  
Analysis Application ◽  
The Subject

Language learning in the era of industrial revolution 4.0 is also influenced by technology information development, for example, on using an application in the teaching and learning process. The application is usually using as a medium for improving language skills or language components, such as vocabulary. One application is efficient and effective in teaching the Arabic language, especially Arabic language vocabulary is a Macromedia flash 8 application. The application can be used to solve the problem which still constraint the Arabic teacher and also the students. This article aims to research the Macromedia flash 8 application in learning Arabic vocabularies. This research used a research design method with procedures, need analysis, application design, application implementation, application evaluation, and application validation. The subject of this research was Islamic junior student's grade IX. The result showed that Macromedia flash 8 application was effective in improving students’ vocabulary, especially related to Islamic fasting, Ied Al-Adha, and hobby. They were presented using text, graphics, and animation. 

Computerized Educational Program in Turbomachinery

1998 ◽  
Author(s):  
Philippe Léotard ◽  
Samuel Roy ◽  
Frédéric Gaulard ◽  
Torsten H. Fransson
Keyword(s):  
Teaching And Learning ◽  
Industrial Revolution ◽  
Traditional Education ◽  
Thermal Engineering ◽  
Multiple Choice Questions ◽  
Cd Rom ◽  
Graduate Curriculum ◽  
Educational Package ◽  
Learning Capabilities ◽  
The 19Th Century

The recent astonishing progress in computerized sciences have given birth to multimedia, an electronic revolution sometimes compared to the Industrial Revolution of the 19th century. The application of multimedia to education is one of the pre-eminent challenges of the future for academic and industrial institutions. It will certainly dramatically increase both teaching and learning capabilities. Turbomachines traditionally belong to a scientific field of high technology. Education in the field of turbomachinery is however today principally performed in a traditional way, via lectures, calculation exercises and laboratory experiments. The use of multimedia technology opens up possibilities, which did not previously exist, to perform systematic parameter studies and calculations in undergraduate education, so that the students are able to get a taste of the physical variables that govern the phenomena lectured. A “Multimedia Educational Package” within the sector Turbomachinery has been developed. This tool, available on CD-ROM and partially on Internet, mainly focuses at present on Thermodynamic Cycles, Turbomachines and Measuring Techniques in Thermal Engineering. Interactivity is the key concept of the program. The knowledge assimilated by the user is assessed via multiple choice questions with guided answers. Various aspects of the developed model are also integrated in a Turbomachinery Graduate Curriculum. Numerous tests have already been carried out during lectures, with a positive response from the students. Both students and teachers profoundly believe that, if combined with traditional education, this multimedia tool will enhance not only the knowledge of students, but also their interest in this field. As far as the authors are aware this is the most comprehensive multimedia educational package for turbomachines which presently exists. Figure 1 shows the introductory interface of this package and Fig. 2 an example of a simulation of velocity triangles in the “Turbomachines City”.

Digitalization and Urbanization

2022 ◽  
pp. 135-146
Author(s):  
Anish Gupta ◽  
Hayri Uygun ◽  
Rashmi Gujrati ◽  
Dhiraj Gupta
Keyword(s):  
Construction Industry ◽  
19Th Century ◽  
Industrial Revolution ◽  
Full Bloom ◽  
Business World ◽  
Industrial Age ◽  
The World ◽  
The Future ◽  
The 19Th Century

The business world is transforming into digitalization. To stay modest and appropriate, it has become necessary to adopt digitalization. The construction industry is entirely ready for the opportunity that will come through digitalization. Currently, we are in the finishing days of the industrial age. With this advanced revolution, the future will be reshaped in two trends: digitalization and urbanization. At the starting of the 19th century when the industrial revolution was in full bloom, a small amount of the population was living in the cities. As it has been for thousands of years, the world is still rural and agricultural.

scholarly journals Perancangan Sistem Perangkat Ajar Komputer Berbasis Multimedia Studi Kasus di SD Dian Kasih

2011 ◽  
Vol 2 (1) ◽  
pp. 52
Author(s):  
Nilo Legowo ◽  
Elidjen Elidjen ◽  
Hioe Jefry ◽  
Ferry Yangga
Keyword(s):  
Primary School ◽  
Computer Technology ◽  
Teaching And Learning ◽  
Design Method ◽  
School Curriculum ◽  
Learning System ◽  
Literature Study ◽  
Multimedia Software ◽  
Teaching Device ◽  
Waterfall Model

A teaching device is made to assist teaching and learning process in Dian Kasih Primary School with materials that match the school curriculum. Thus, children are able to understand the material presented better and be attracted more in using computer technology. The method used is an analysis which includes literature study, verbal interviews, questionnaires distribution and analysis. Meanwhile, the design method is done using the Waterfall model by following steps of multimedia software development. From the research results it can be concluded that the device helps with the learning system in Dian Kasih Primary School, helps students to understand the material presented by teachers more easily, provides interactive views, and be relatively easy to use. 

scholarly journals Yesterday, Today and Tomorrow: The Blossoming Art of Teaching and Learning Required to Prepare Students for the 4th Industrial Revolution

2019 ◽  
pp. 126-135
Author(s):  
Ignatius Gous
Keyword(s):  
Distance Education ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Personal Characteristics ◽  
Time Frame ◽  
Educational Institutions ◽  
Current Application ◽  
Life Long Learning ◽  
Lesson Structure ◽  
The Future

The future is not what it used to be. It is more complex than ever, and it changes faster than ever. Traditional educational institutions do not teach the skills sets students need to be future ready. Most of them still follow the industrial model that focuses on content and testing answers about known questions. Research reports point to ways in which higher education needs to change to meet the challenges, such as teaching abilities instead of content, becoming network universities, my-universities, or life-long universities. The time frame expected to change the current systems and structures are between 5 and 10 years. That is too long. The future is now. Distance Education, though, can make an immediate difference. Departing from the premise that “I learn for a reason”, grounded in the Golden Spiral for Life-Long Learning model, the way Distance Education teaches may become sufficient to engender future readiness. The future requires students with specific personal characteristics and abilities, linked to effective mastery strategies, and being open to the future and change. A lesson structure and flow is suggested, based on a combination of tried-and-tested teaching and current mind, brain, and education research. Using the Brunfelsia Pauciflora “Floribunda” plant as metaphor, also called the Yesterday-today-and-tomorrow plant, the past, the present and the future are juxtaposed in an organic whole. In this way, a balanced approach is reached, that still attends to indispensable past knowledge and current application, but adding a required future ready perspective.

scholarly journals Deeper Learning - How can it revolutionize African education and prepare students for the future workforce?

2018 ◽  
Author(s):  
AMBALIKA DOGRA
Keyword(s):  
Learning Process ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Meaningful Learning ◽  
Learning Skills ◽  
Learning Framework ◽  
The Future ◽  
The Status ◽  
Pedagogical Framework

The term 'Deep learning' is widespread today from the name of machine learning. On the contrary, another term 'Deeper Learning' from the area of education was prevalent a decade ago, but now it is becoming a fashionable phrase for educationists. It is not just a buzz word, but it also has a power to change the status quo of education and revamp it to the next level. Though, it has the potential to transform teaching and learning, it is still unsure how to gear it up in education and perhaps, a stronger and a new pedagogy is much needed here to usher into fourth industrial revolution. The purpose of this perspective paper is to find out and design a new pedagogical framework which can be utilized to carry out the process of deeper learning and prepare students for the future workforce. The chief mission is to improve deeper learning skills of students, and to make it, author decided to bring a new design for deeper learning. Executed with a 21st century pedagogy, deeper learning is the most effective approach to achieve and improve learning process of students and turn them into learning leaders instead of focusing more on their academic outcomes. The priority is to improve meaningful learning and its application. Application means transferring what one has learned into another situation which can be similar or completely dissimilar. However, before transferring, it is significant to have a meaningful learning, only then transfer can take place. This paper has emphasized on a new pedagogy which can improve the learning process of students through the use of digital technology. Because of the scarcity of research on deeper learning, author has analyzed deeper learning talk or articles, and determined to lead a new DL (deeper learning) Framework. Evidences were gathered concerning what researchers and schools are doing along with authors' own perspective to bring deeper learning in teaching and learning, then a new pedagogical framework was brought out. This perspective has great implications to improve deeper learning skills of students. Schools, College or Universities can use DL framework as a reference on how to use deeper learning approach in education.

Sign in / Sign up

Export Citation Format

Share Document