Experiencing (from) the inside – Mediated perspectives in kindergartens

This paper presents a case study of preservice kindergarten teachers’ use of new form of digital imagery. The paper introduces spherical cameras and digital microscopes and discusses their affordances when introduced in practical use in in teacher education and in kindergartens. The use in kindergartens was introduced through a class of 34 teacher students in kindergarten education. The students were special­izing in Arts and design at Western Norway University of Applied Sciences. The use of images from spherical cameras and digital microscopes is discussed and analysed, based on data from student responses through two questionnaires, group presentations and discussions in class, and an analysis of various media material produced by students.

Implementasi Model Problem Based Learning Untuk Meningkatkan Keaktifan dan Hasil Belajar Peserta Didik Pada Pelajaran Administrasi Jaringan

This study aimed to determine the increase in student activity and learning outcomes through the implementation of the Problem Based Learning (PBL) learning model. This research is classroom action research conducted in 2 cycles. The method of data collection was carried out through observation. Data analysis was carried out by comparing the test results in cycle 1 and cycle 2 with descriptive techniques after implementing the learning method using the Problem Based Learning model. Students' activeness can be seen from the aspect of students who give full attention to the material, dare to ask the teacher, answer questions, and have opinions. In addition, students also collaborate in groups, work on questions, learn to use resources, and make group presentations. This study indicates that the learning outcomes and learning activities of class XII students of SMK PUSTEK BSD, South Tangerang City, Banten Province, in the Basic Network Administration subject have increased.

Pelatihan Pengembangan Minat dan Bakat Siswa di SMAN 1 Tanjung Jabung Barat Provinsi Jambi

The implementation of this service activity aims to improve the understanding and ability of teachers at SMAN 1 Tanjung Jabung Barat in implementing strategies for developing student interests and talents. Using lecture methods, simulations, individual and group presentations with the duration of activities for one month according to the schedule. This activity involved 6 teachers and 20 students as participants. The result of this community service activity is that the participants have the understanding and ability to implement strategies for developing student interests and talents. it is suggested to the school, especially to the principal and teachers to be able to follow up this activity on a wider scale, so that the interests and talents of the students can be detected properly and can also be developed to the fullest.

Action of Finite Group Presentations on Signal Space

The use of finite group presentations in signal processing has not been exploit in the current literature. Based on the existing signal processing algorithms (not necessarily group theoretic approach), various signal processing transforms have unique decomposition capabilities, that is, different types of signal has different transformation combination. This paper aimed at studying representation of finite groups via their actions on Signal space and to use more than one transformation to process a signal within the context of group theory. The objective is achieved by using group generators as actions on Signal space which produced output signal for every corresponding input signal. It is proved that the subgroup presentations act on signal space by conjugation. Hence, a different approach to signal processing using group of transformations and presentations is established.

The Implementation of “Guru Penggerak” (Organizer Teachers) Concept to Innovation of The Discussion Methods in Thermodynamics Course

The thermodynamics lecture process in odd semester 2019/2020 at the Physics Education Department of FKIP Unsyiah is divided into three stages based on the lecture method used, namely; (1) lecture method, virtual experiments, and discussions, (2) assignments and group presentations, and (3) innovative discussions inspired by the idea of ​​a “Guru Penggerak.” Modification from the innovation of the discussion method is carried out by the strategy of (a) not limiting the topic of discussion, (b) online discussion using WhatsApp (WA) group lectures. The study was conducted to determine the response of students to the innovations carried out. The research results are used to develop lecture method innovations, to improve the quality of the lecture process. Students’ perceptions of the ability of lecturers, the activeness of learning, the environment of learning, and the absorption of lecture material are the problems examined in this study. The research method used was quasi-experimental, and the student perception data were obtained using a questionnaire given to 20 students as respondents. In addition, qualitative methods are used to analyze student perception data. The analysis results used a score on a scale of 1-4, obtained an average score of students’ perceptions of the ability of lecturers by 3.78, learning activeness 3.15, learning environment 3.43, and absorption of lecture material 3.49. The conclusion is that lecturers’ ability to manage lectures is excellent, students are active in lectures, the learning environment is pleasant, and absorption of higher lecture material. Therefore, discussion method innovation can be developed to enrich the learning method to improve the quality of the Thermodynamics lecture process.

Responding to Wobbly Classrooms through Scaffolded, Peer-Led, Small-Group Presentations of Personal Learning Goals: The Beyond the Book Tool

Teaching topics that implicate student identities, traumas, and/or activism is challenging because students often come with very personal attachments to curricular and extracurricular topics, such as in courses on sexualities, race, gender, and/or social movements. These classes may be described as “wobbly,” responding to outside events and occasionally tipping over. Wobbly classes present an opportunity, however, to meet students where they are while achieving broader course and learning objectives. This teaching note presents a curricular innovation, Beyond the Book (BtB). BtB directs students to articulate a personal learning goal and groups students into collaborative teams to peer teach peer-reviewed scholarship on common themes in scaffolded sessions. This framework allows students to develop their personal learning goals in the context of shared course materials, fosters collaboration and trust, develops their research and presentation skills, and exposes learners to a broad range of research relevant to them.