Workshop Pemanfaatan Teknologi Internet of Things (IoT) menggunakan Mikrokontroler ESP32 untuk Guru-Guru SMK

The rapid advancement of information technology and telecommunications has caused Internet of Things (IoT) technology to be increasingly developed and utilized in various activities and tasks at the home, office, school, industry, and others. 24-hour connectivity and various automation features make IoT an effective way to remotely monitor and manage jobs. In the context of learning in Vocational High Schools (SMK), ideally, the use of IoT technology applications is taught by teachers in the field of industrial electronics expertise. The uneven understanding and technical skills of teachers about the application of IoT technology is one of the factors that have not updated the ability of vocational students with IoT technology information. From these problems, the solution offered is to provide technical knowledge and skills to teachers about the use of IoT using a microcontroller so that they can teach it to students. The workshop/training was conducted online which was attended by 20 (twenty) teachers from several vocational schools in the Jakarta, Bekasi, Cibinong, and Bogor areas. In this workshop, theoretical and practical learning about the use of IoT technology is given. The material taught is the development of IoT, the use of the ESP32 IoT development board, and some practical examples using the ESP32 board. In this workshop, IoT learning e-modules (theory and practice) were also distributed which can be used by teachers for independent learning and as teaching materials in SMK. From the workshop, an overview of the understanding and technical skills of teachers regarding IoT technology was obtained which still needs to be improved. The participants were very enthusiastic about participating in the IoT workshop because they got new and useful information and knowledge to improve their competence in the field of industrial electronics technology. The usefulness of this workshop was felt by the participants who gave a positive impression of the material taught by the instructor/lecturer. Abstrak Pesatnya kemajuan teknologi informasi dan telekomunikasi, menyebabkan teknologi Internet of Things (IoT) makin berkembang dan dimanfaatkan dalam berbagai kegiatan dan tugas di rumah, kantor, sekolah, industri, dan lainnya. Konektivitas 24 jam serta berbagai fitur otomasi menjadikan IoT sebagai cara efektif untuk memantau dan mengelola berbagai pekerjaan dari jarak jauh. Dalam konteks pembelajaran di Sekolah Menengah Kejuruan (SMK), maka idealnya pemanfaatan aplikasi teknologi IoT diajarkan oleh para guru bidang keahlian elektronika industri. Belum meratanya pemahaman dan keterampilan teknis guru tentang aplikasi teknologi IoT, menjadi salah satu faktor belum ter-update nya kemampuan siswa SMK dengan informasi teknologi IoT. Dari permasalahan tersebut maka solusi yang ditawarkan adalah dengan memberikan pengetahuan dan keterampilan teknik kepada guru tentang pemanfaatan IoT menggunakan mikrokontroler sehingga dapat mengajarkannya kepada siswa. Workshop/pelatihan dilaksanakan secara daring yang diikuti peserta guru dari beberapa SMK di wilayah Jakarta, Bekasi, Cibinong dan Bogor sebanyak 20 (dua puluh) orang. Dalam workshop ini diberikan pembelajaran teori dan praktikum tentang pemanfaatan teknologi IoT. Materi yang diajarkan adalah perkembangan IoT, pemanfaatan ESP32 IoT development board, dan beberapa contoh praktikum menggunakan ESP32 board. Dalam workshop ini juga dibagikan e-modul pembelajaran IoT (teori dan praktik) yang dapat digunakan para guru untuk pembelajaran mandiri dan sebagai bahan ajar di SMK. Dari workshop tersebut didapatkan gambaran terkait pemahaman dan keterampilan teknis para guru tentang teknologi IoT yang masih perlu ditingkatkan. Para peserta sangat antusias mengikuti workshop IoT karena mendapatkan informasi dan pengetahuan yang baru dan berguna untuk meningkatkan kompetensinya di bidang teknologi elektronika industri. Kebermanfaatan workshop ini dirasakan sekali oleh para peserta yang memberikan kesan positif dari materi yang diajarkan oleh instruktur/narasumber.

Integrating Computational Thinking and Mathematics

Globally, computational thinking and coding in schools has become more popular as well as a growing area of interest in education reform. Coupling coding with creative thinking promises to meaningfully engage students in their learning and to improve their coding and computational thinking skills. This prompts discussions about STEAM (Science, Technology, Engineering, Arts, and Mathematics), which promotes creativity and innovation through the integration of the arts in STEM subjects. This study addresses the following question: What mathematics and computational thinking do students learn through different models of STEAM education in non-profit and in-school contexts? A small sample was taken of four different STEAM programs in Ontario, Canada. We carried out a qualitative case study with 103 participants, 19 adults and 84 students. The findings from this study have implications for designing, implementing and researching K-8 STEAM programs that promote coding and computational thinking skills in the context of learning mathematics.

1 FILSAFAT AL-FARABI DALAM PRAKTEK PENDIDIKAN ISLAM

This research is aimed to explore al-Farabi philosophy in the practice of Islamic education. Al-Farabi is called as “the second teacher” after Aristotle due to his ability to understand Aristotle, who was known as the first teacher in philosophy. He also was the first Moslem philosopher who tried to face and intertwine classical Greek political philosophy and Islam as well as possible. He also made effort to make the philosophy understandable under the context of religions. In this regard, Al-Farabi was also considered as the one preserving intellectual tradition of al-Kindi, although with higher competence and creativity, and more complicated sophistication and freedom thinking. While al-Kindi was prominent as literally Moslem philosopher, al-Farabi was admitted as the founder of philosophy study in Islam, which has been developed ever since. He was the Second Teacher and the next highest authority after his role-model, Aristotle. He gained fame for introducing the doctrine of “The Harmony of Plato’s and Aristotle’s Thinking.” His logical knowledge capacity is adequate and he was well-known as Abu Nashr or Abu Naser among Latin philosophers. The philosophy of al-Farabi reconstructs the practice of Islamic education with the presence of integrality of naturalist nativits with empiricist. This brings together the belief that what someone has is important and the presence of empirical experience influence. In the context of learning process, a teacher might give learning experience which develop students’ potential, talents, and interests in defining themselves in time. Key words: al-Farabi philosophy, Islamic education, Harmony

Seeking the right balance between three teaching approaches: a quasi-experimental study in the context of learning about thermal phenomena

In this study, we investigated which teaching approach may be optimal to facilitate learning about thermal phenomena in primary school. Concretely, we conducted a pretest-posttest quasi-experiment that included 45 eighth-grade students divided into three groups. In the first group (a non-interactive teacher-centered approach), the teacher gave an experiment-based lecture on converting thermal energy into mechanical work. In the second group (a teacher-centered interactive approach), the teacher gave the same experiments-based lecture, but interacted much more with the students and encouraged them to think about the demonstrations. Finally, in the third group, the student-centered interactive approach was applied. The results of the ANCOVA showed that the three teaching approaches were equally effective in developing students’ understanding of thermal phenomena. However, closer analyses showed that students who learned from the teacher-centered interactive approach significantly outperformed their peers when it came to understanding basic thermal concepts approach, students worked in small groups to conduct the same experiments and “discover” the same relationships that the teacher had introduced in the previous one.

Międzynarodowa mobilność edukacyjna jako determinanta rozwoju osobistego i zawodowego studentów

The aim of the article is to analyze the extent, to which the participation of students in learning mobility projects on the example of the Erasmus+ programme influences the improvement of their individual skills desired from the perspective of the labour market. The text begins with an introduction that outlines the background to the considerations undertaken. Next, the historical context of learning mobility in Europe and the process of internationalization of universities are presented as one of the consequences of the globalizing labour market. In the following part of the article we characterized the best known European programme promoting academic mobility Erasmus+. The end of the article contains a review of the research on the competences of beneficiaries of learning mobility projects, supported by statistical data, and an attempt to draw a link between participation in student exchange and the chances of finding a satisfactory employment after graduation. The analysis shows that graduates with foreign mobility experience develop a number of characteristics and skills, that increase their employability and career opportunities.

Service-Learning Exchange in Developed Cities: Dissonances and Civic Outcomes

Background: The context of learning, which includes the host country, is an important variable of service-learning. Since international service-learning programs often take place in developing countries, studies about their impact and outcomes commonly draw from experiences in developing countries. Purpose: We investigate service-learning experience in developed, urban settings focusing on dissonances and civic outcomes, key areas of service-learning pedagogy. Methodology/Approach: This an instrumental case study based on a small group sample of 12 Asian student participants of a service-learning exchange to partner universities in the USA. Findings/Conclusions: Findings suggest that developed cities can be fertile grounds for impactful dissonances and civic learning. “First-world expectations” increased or intensified dissonances students experienced. Confronting urban poverty and other social issues in cities similar to their own led students to see domestic problems with fresh eyes. Implications: Service-learning exchange in developed cities can facilitate understanding social problems particularly in the way these occur in developed countries and promises transferability of learning. However, students need prompting to connect experiences overseas to home contexts and draw practical consequences. Faculty or staff assistance is necessary to help students constructively cope with powerful dissonances.

Saliency in Context: The Effect of Context on the Diagnosticity of Facial Features

<p>How might faces we have learned be represented in our memory? Researchers believe that our memory for faces is based on building a robust averaged representation comprised of the stable aspects of the face (i.e., eyes, nose, mouth). However, anecdotal evidence suggests this one size fits all approach to face representations may not be correct. A new theory suggests our representation for faces is instead based on a dynamic weighting, wherein what is seen as most diagnostic during learning will be encoded to a greater extent than other features in the face. One factor that may be especially important for a weighted representation is the context in which a face is initially viewed. Dependent on the context of learning, certain features may appear more distinctive than others and therefore be deemed diagnostic and receive representational weight. The current study had participants learn four faces with one manipulated to appear distinctive in the experimental context by having a unique hair colour (Experiment 1), or eye colour (Experiment 2) compared to the other faces. Participants then completed a recognition task where the feature of interest (i.e., hair or eye colour) was either available or unavailable (i.e., bald and eye closed conditions) for recognition. Findings suggested recognition was disrupted when the diagnostic feature was unavailable compared to when that feature was available, across both distinctive and typical faces. Interestingly, Experiment 2 showed a distinctiveness performance advantage compared to Experiment 1, most likely because neighbouring features may be more diagnostic than others during recognition. In addition, further exploratory analysis showed the order of the test could further affect what was encoded.</p>

Saliency in Context: The Effect of Context on the Diagnosticity of Facial Features

<p>How might faces we have learned be represented in our memory? Researchers believe that our memory for faces is based on building a robust averaged representation comprised of the stable aspects of the face (i.e., eyes, nose, mouth). However, anecdotal evidence suggests this one size fits all approach to face representations may not be correct. A new theory suggests our representation for faces is instead based on a dynamic weighting, wherein what is seen as most diagnostic during learning will be encoded to a greater extent than other features in the face. One factor that may be especially important for a weighted representation is the context in which a face is initially viewed. Dependent on the context of learning, certain features may appear more distinctive than others and therefore be deemed diagnostic and receive representational weight. The current study had participants learn four faces with one manipulated to appear distinctive in the experimental context by having a unique hair colour (Experiment 1), or eye colour (Experiment 2) compared to the other faces. Participants then completed a recognition task where the feature of interest (i.e., hair or eye colour) was either available or unavailable (i.e., bald and eye closed conditions) for recognition. Findings suggested recognition was disrupted when the diagnostic feature was unavailable compared to when that feature was available, across both distinctive and typical faces. Interestingly, Experiment 2 showed a distinctiveness performance advantage compared to Experiment 1, most likely because neighbouring features may be more diagnostic than others during recognition. In addition, further exploratory analysis showed the order of the test could further affect what was encoded.</p>

Aktivitas Pembelajaran Matematika Berbasis Stem Low Cost di Era Pandemi pada Siswa Kelas 2 Sekolah Dasar

Mathematics is taught to equip students with the ability in using mathematical knowledge and skills to solve problems in life. The context of learning activities should develop the skills dealing with problem solving. Mathematics learning activities during the pandemic era are often carried out by providing material and discussion of the exercise items both online and offline mode. Learning achievements show that students' critical and creative thinking skills have not developed well. This study is the result of a literature review to examine the LowCost STEM approach in learning in grade 2 elementary schools. The results of the study conclude that Low Cost STEM learning can be carried out with activities both problem-based learning and project-based learning using the five stages of the Engineering Design Process. The final result of the learning is in the form of a bridge rope model product made of paper.

Integrating disability and developmental theories for an equitable inclusive education: towards transformative educational praxes

The US higher education institutions are legally bound to provide equal educational opportunities for diverse learners. This paper contends that despite the growing interest in implementing more inclusive pedagogy, those efforts still fall short of systematically addressing intersecting, oppressive, and anti-ableist practices in the classroom. I call for a theory that frames disability in the context of learning and development and overcomes dichotomized, reductionist and individualistic notions of disability and learning. Drawing on Critical Disability Studies, Vygotsky’s theory of defectology and the Transformative Activist Stance, this paper outlines a transformative pedagogy framework for inclusive, equitable, and anti-ableist education for all learners.