Pengembangan Multimedia E-Learning Berbasis Aplikasi Kekinian pada Pembelajaran Geometri untuk Siswa Kelas XII MIPA SMAN 4 Kota Tangerang

The industrial revolution 4.0 gave birth to an education era 4.0 which demands the use of cyber technology in the learning process, so that output matches the needs and demands of the times. The existence of abstract concepts and difficulty imagining spatial aspects become obstacles for students of class XII MIPA at SMAN 4 Kota Tangerang in learning to paint slices of space. Therefore, it takes the development of learning media that is able to help students learn it easily but is packaged in an interesting, exciting, fun way and in accordance with the direction of education 4.0. This research is a development research that aims to develop and determine the feasibility of multimedia e-learning based on Screencast O Matic and Powerpoint assisted by Geogebra and Kahoot in learning geometry for XII MIPA of SMAN 4 Kota Tangerang students . Using the Four-D development model which includes the define, design, develop, and disseminate stages, the developer does not do the dissemination stage because what is done is only a product feasibility test. At the develop stage, an expert assessment was carried out consisting of an assessment of aspects of the content, media, language, and teacher / practitioner assessment and finally a development test. Based on the expert's assessment, the average score for the content aspect is 4.52 (Very Feasible), the media aspect is 4.22 (Very Appropriate), and the language aspect is 4.23 (Very Feasible). Based on the students' responses to the development test, it was obtained that the material aspects were 4.29 (very feasible), the media aspects were 4.11 (feasible), and the language aspects were 4.1 (feasible).

Persepsi Mahasiswa terhadap Pembelajaran Daring Berbasis Video dengan Bantuan Pen Tablet Selama Pandemi Covid-19

Online learning requires students to be more independent in learning. For example, chemistry learning tends to contain abstract concepts (very theoretical), so it requires a more detailed description and explanation. To help solve this problem, we need a media that can make it easier for students to learn during online learning. The purpose of this study was to determine student perceptions or responses to learning using teaching videos. The method used in this research is descriptive quantitative, which will produce a description of quantitative data related to student perceptions of the results of the Cronbach Alfa test. The instruments in this study were questionnaires, and learning outcomes test questions. The sample consisted of 102 students. Before being used, video-based learning media with the help of a pen tablet were validated by media and material experts, both in terms of construction and concepts contained in the learning media. The validation results obtained an average value of 0.91 which means it is very valid. Further analysis using reliability showed the Cronbach Alfa coefficients were 0.88, respectively; 0.92; 0.93 consecutively for aspects of knowledge, media and convenience. In order to be accepted by the media as learning media, it is necessary to look at student responses to aspects of knowledge (P) where the average value is 3.96 which is classified as good, media (M) 4.02 and convenience (K) 3.81 are also included in good category.

Understanding the Creation of Abstract Concepts beyond the Intangible and Tangible Materials of Land Art

Background and objective: Understanding abstract art as an art form requires depth of thought. Moreover, understanding land art as abstract art is challenging, given its focus on the minimalism and abstract concepts. Much focus, research, and work were actively conducted in the 1970s, as it represented an abstract expression of minimalism. The characteristics of minimalism connote abstract meanings in the use of materials. Nevertheless, the original research of works or artists has often been mentioned, but few studies have analyzed the abstract language of land art materials. The aim of this study is to thus determine the abstract meanings of materials in land art from the 1970s to the 2010s.Methods: Art-based research was employed to address the aim. This study classified the land art materials into intangible and tangible materials, where intangible materials focused on lines, circles, and labyrinths, and tangible materials focused on the earth, stones, wood, and snow.Results: Intangible and tangible materials of land art conveyed various abstract meanings. Intangible materials were reflective of connection and symbiosis with nature, delivering abstract languages of ‘take-nothing,’ ‘reflection’ and ‘opportunity.’ Tangible materials reflected the abstract concepts of ‘intervention,’ ‘resistance,’ ‘unliving,’ and ‘change,’ and conveyed caveats. In other words, taken together, intangible and tangible materials were presented in symbiosis–and with caveats–and delivered messages for the present and the future. Interestingly, intangible materials inherently reflect symbiosis and communicate caveats in works based on a non-contextualized present and future.Conclusion: Interpretation of the abstract languages derived from intangible and tangible materials could imply a symbiosis between humans and nature, while conveying the message that caveats, to humans, are still ongoing. This relationship plays a significant role in an artist’s selection of a medium, which is reflective of abstract beliefs reflected in contemporary, nature-based works created on Earth.

Applications of Tulip Motif in Turkish Art with Geometer’s Sketchpad Program

In the 21st century we live in, technology is developing rapidly. Inevitably, the technologies used in almost every area of daily life will also reflect in the field of education. Educational technologies, which enable students to grasp abstract concepts more easily and facilitate the teaching process for teachers, have increased their impact in schools. The effects of dynamic geometry software on course success, attractiveness, and concretization in mind have been the subject of different studies. Dynamic geometry software that can visualize algebraic expressions with graphics creates an interdisciplinary working environment with its drawing features. Thanks to Geometer’s Sketchpad (GSP), one of this software, students can dynamically create very different patterns and shapes. Students can realize higher-level cognitive learning thanks to the relationships and inferences they make on these shapes. These and similar patterns that emerged thanks to GSP can increase students’ awareness in different fields by combining different disciplines such as history, mathematics and art. In this study, the drawing stages of the tulip motif, which we come across in important architectural works in the Ottoman and Anatolian Seljuk history, which have been the subject of ornament art, are shown via GSP using both the transformation geometry and functions.

Evidence for the Concreteness of Abstract Language: A Meta-Analysis of Neuroimaging Studies

The neural mechanisms subserving the processing of abstract concepts remain largely debated. Even within the embodiment theoretical framework, most authors suggest that abstract concepts are coded in a linguistic propositional format, although they do not completely deny the role of sensorimotor and emotional experiences in coding it. To our knowledge, only one recent proposal puts forward that the processing of concrete and abstract concepts relies on the same mechanisms, with the only difference being in the complexity of the underlying experiences. In this paper, we performed a meta-analysis using the Activation Likelihood Estimates (ALE) method on 33 functional neuroimaging studies that considered activations related to abstract and concrete concepts. The results suggest that (1) concrete and abstract concepts share the recruitment of the temporo-fronto-parietal circuits normally involved in the interactions with the physical world, (2) processing concrete concepts recruits fronto-parietal areas better than abstract concepts, and (3) abstract concepts recruit Broca’s region more strongly than concrete ones. Based on anatomical and physiological evidence, Broca’s region is not only a linguistic region mainly devoted to speech production, but it is endowed with complex motor representations of different biological effectors. Hence, we propose that the stronger recruitment of this region for abstract concepts is expression of the complex sensorimotor experiences underlying it, rather than evidence of a purely linguistic format of its processing.

Ontology-Driven Cultural Heritage Conservation: A Case of The Analects of Confucius

Confucianism, recognized as the belief system of Chinese, is one of the most important intangible cultural heritages of China. The main ideas of its founder, Confucius, are written in The Analects of Confucius. However, its scattered chapters and the obscurity of ancient Chinese have prevented many people from understanding it. In order to overcome this difficulty, it needs some modern ways to reveal the vague connotation of Confucianism. This paper aims to describe how to construct the Lunyu ontology in which all concepts are abstract within the core scope, i.e., morality of Confucianism. The key task of this project lies in identifying essential characteristics, a notion that is compliant with the ISO principles on Terminology (ISO 1087 and 704), according to which a concept is defined as a combination of essential characteristics. This paper proposed an approach in the practice of identifying essential characteristics of abstract concepts from different meanings of its Chinese terms in The Analects of Confucius. With this work, Lunyu ontology established a semantic, formal, and explicit representation system for concepts of Confucianism, and the new proposed approach provides a useful reference for other researchers.

Ecological global citizenship education: a reframing

A reconceptualization of education for sustainability and global citizenship education (GCE) is proposed, considering evidence from the United Nations decade of education for sustainable development (ESD) and from research with policymakers and adult educators in Wales. In this reframing, global citizenship education is foregrounded, and the model is underpinned by an ecological ethos, where webs of interconnections are highlighted. The model is informed by critical and holistic adult education, and it includes a focus on relational learning and on the affective domain, where emotions are recognised and valued alongside the rational and cognitive. These elements are supported by an ethic of care, which is introduced as a starting point for making what can appear as abstract concepts or remote issues, immediate and relevant to learners’ lived experience. The synthesis of the various theoretical perspectives embodies an inclusive ‘ecological global citizenship education’, where educators and learners are supported to engage with difficult and emotive topics. Dialogue is proposed as the method at the centre of a pedagogy that is critical and humanistic, and that facilitates and supports the often-uncomfortable learning as we honestly and critically examine ourselves and our world within a learning community.

APPLICATION OF AUGMENTED REALITY TECHNOLOGY IN THE ANIMATION OF THE KANCIL CHILDREN'S STORYBOOK

There are relatively many Indonesian fairy tales that are spread in the community, have characters with good and evil temperaments. Usually take folk tales about teaching goodness, behaving smartly, and being able to distinguish between good and bad. Also teaches children not to be arrogant, insulting other people. The learning process is usually in the delivery of material using only pictures, dolls, or videos that are commonly seen by children. Conventional media used for learning reduce children's enthusiasm. On this occasion, to answer the problem of media that is less attractive to children by using Augmented Reality (AR), because it can help visualize abstract concepts so that it can be used for understanding the image object and the structure of an object model. results of making applications using Augmented Reality, assessed from the aspects of cognitive, affective, psychomotor, technological, and the benefits of getting good interpretation results.

INTERPRETATION OF OMITTED WORDS OR THE UNSAID INFORMATION IN EMILY DICKINSON’S POETRY

The use of omissions by Emily Dickinson is one of the major characteristics of her poetry. She tried to reach maximum ellipsis and achieve the tightest structural compression. The unique feature in her use of omission is that most of the unsaid information in her poems is portrayed with the help of dashes. They indicate a missing word, phrase, emphasize a break, or they depict a sudden change in thought. Throughout the author's writing, the imagery and metaphors are drawn from her observations of nature and imagination. Emily’s use of specific words resulted in one - inability of comprehending her poetry with just one reading. The present article focuses on the examination of the omitted words in Emily Dickinson’s poetry. The analysis shows that she refined and removed inessential language and punctuation from her poetry. In many of her poems, abstract concepts and material things are used to describe one another, but the relationship between them remains elusive and uncertain.