ANALISIS KARAKTERISTIK KECERDASAN VISUAL SPASIAL ANAK USIA 4-5 TAHUN DALAM PERMAINAN VISIC (VISUAL SPATIAL OF RUBIC) DI TK DHARMA WANITA II TEMPUREJO JEMBER TAHUN PELAJARAN 2020/2021

Abstrak Visual Spasial merupakan salah satu kecerdasan yang memungkinkan anak memahami informasi dalam bentuk gambar lebih baik daripada teks Untuk menstimulasi visual spasial anak di TK Dharma Wanita II Tempurejo digunakan permainan VISIC (Visual Spatial of Rubic),yakni permainan yang menggunakan bangun terdiri dari 4 bagian permainan. Pada bagian pertama rubik terdapat warna-warna yang berbeda. Pada bagian kedua rubik terdapat permainan untuk mencari jalan. Pada bagian ketiga terdapat papan tulis kecil untuk anak menggambarkan imajinasinya. Pada bagian keempat rubik terdapat gambar geometri. Jenis penelitian yang digunakan yaitu deskriptif kualitatif, yang dilakukan di TK Dharma Wanita II Tempurejo, Jember pada bulan Oktober 2020. Sumber data 3 anak dengan kemampuan visual spasial yang berbeda, dan guru kelas. Metode pengumpulan data dilakukan melalui metode observasi, metode wawancara dan metode dokumentasi. Adapun teknik analisis data yang digunakan yaitu reduksi data, penyajian data, dan penarikan kesimpulan Berdasarkan hasil penelitian di TK Dharma Wanita II Tempurejo, Jember tentang analisis karakteristik kecerdasan visual spasial anak usia 4-5 tahun dalam permainan VISIC (Visual Spatial of Rubic) anak-anak dalam TK Dharma Wanita II Tempurejo, Jember memunculkan karateristik kecerdasan visual spasial.Hal tersebut terjadi secara bertahap. Kata Kunci: Kecerdasan Visual Spasial, Permainan VISIC (Visual Spatial of Rubic) Abstract Visual Spatial is one of intelligences that allows children to understand information by images better than text.To stimulate the visual spatial of children in TK Dharma Wanita II Tempurejo, VISIC (Visual Spatial of Rubic) is used, a game that uses shapes consisting of 4 game parts. In the first part of the Rubic there are different colors. In the second part of the Rubik there is a game to find a way. In the third part there is a small blackboard for children to describe their imagination. In the fourth section of the rubik there is a geometric drawing. The type of research used is descriptive qualitative, which was conducted at TK Dharma Wanita II Tempurejo, Jember in October 2020. Data sources were 3 children with different visual spatial abilities, and classroom teachers. Methods of data collection are carried out through observation methods, interview methods and documentation methods. The data analysis techniques used were data reduction, data presentation, and drawing conclusions. Based on the results of research at TK Dharma Wanita II Tempurejo, Jember, the analysis of the characteristics of the visual spatial intelligence of children aged 4-5 years in the VISIC (Visual Spatial of Rubic) game children in TK Dharma Wanita II Tempurejo, Jember bring out the characteristics of spatial visual intelligence. But This happens gradually. Keywords: Visual Spatial Intelegence, VISIC(Visual Spatial of Rubic) game

Curve Cognate Constructions Made Easy

Cognate linkages are mechanisms that share the same motion, a property that can be useful in mechanical design. This paper treats planar curve cognates, that is, planar mechanisms whose tracing point draws the same curve. While Roberts cognates for planar four-bars are relatively simple to understand from a geometric drawing, the same cannot be said for planar six-bar cognates, especially the intricate diagrams Dijksman presented in cataloging all the known six-bar curve cognates. The purpose of this article is to show how the six-bar cognates can be easily understood using kinematic equations written using complex vectors, giving a simple method for generating these cognates as alternatives in a mechanical design. The simplicity of the approach enables the derivation of cognates for eight-bars and possibly beyond.

Pengembangan alat pembelajaran GeoKlik untuk pembelajaran geometri

Objek matematika sebagian besar bersifat abstrak dan sulit untuk dibayangkan sehingga banyak siswa yang kesulitan untuk memahaminya. Salah satu solusi untuk membantu siswa dalam hal ini yaitu dengan menggunakan alat-alat Euclid seperti penggaris, jangka, dan busur untuk menggambar objek geometri di papan tulis atau whiteboard. Namun, penggunaan alat-alat Euclid untuk menggambar terkadang tidak maksimal dikarenakan kurang efisien dan merepotkan. Akibatnya, banyak guru yang kemudian justru menggambar objek geometri tanpa menggunakan alat-alat ini sehingga gambar yang seharusnya membantu siswa memahami materi, justru malah membuat mereka semakin tidak paham. Penelitian ini bertujuan untuk menghasilkan alat yang dinamakan GeoKlik untuk mendukung kegiatan pembelajaran geometri. GeoKlik merupakan penggabungan alat-alat menggambar geometri Euclid yang didesain agar penggunaannya lebih fleksibel dan mudah sehingga guru maupun siswa dapat menggunakannya dalam proses belajar mengajar tanpa kesulitan. Pengembangan pada penelitian ini menggunakan model pengembangan 4D yang terdiri dari 4 tahap pengembangan yaitu define, design, development, dan dissemination. Penelitian pengembangan ini dilakukan di Program Studi Pendidikan Matematika FKIP UAD. Analisis data dalam penelitian ini menggunakan metode deskriptif kualitatif. Namun demikian, analisis data tetap melibatkan data kuantitatif dan perhitungan statistika sederhana. Berdasarkan hasil validasi ahli media, alat GeoKlik mendapat penilaian sangat baik dari ahli media dengan nilai rata-rata 4,79. Dari segi aspek desain, GeoKlik mendapat nilai rata-rata sebesar 4,78 dengan kategori sangat baik. Aspek keefektifan GeoKlik juga memperoleh skor sangat baik dengan nilai rata-rata 4,81. Sedangkan untuk aspek kepraktisan, GeoKlik mendapat nilai rata-rata 4,75 dengan kategori sangat baik. Respon yang diberikan guru dan siswa terhadap alat GeoKlik ini juga sangat positif dengan nilai rata-rata keseluruhan yaitu 4,79 untuk respon guru, sedangkan nilai respon rata-rata siswa yaitu sebesar 4,51.The development of the learning tool "GeoKlik" for geometry learningAbstractMathematical objects are mostly abstract and difficult to imagine so that many students have difficulty understanding them. One solution to help students, in this case, is by using Euclid tools such as rulers, rows, and arcs to draw geometric objects on the board or whiteboard. However, the use of Euclid tools for drawing is sometimes not optimal because it is less efficient and troublesome. As a result, many teachers then draw geometric objects without using these tools so that images that should help students understand the material actually make them even less understanding. This study aims to produce a tool called GeoKlik to support geometry learning activities. GeoKlik is a combination of Euclid's geometric drawing tools designed so that its use is more flexible and easy so that teachers and students can use it in the learning process without difficulty. The development of this study used a 4D development model consisting of 4 stages of development, namely: 1) Define 2) Design 3) Development, and 4) Dissemination. This development research was conducted at the Mathematics Education Study Program FKIP UAD. Data analysis in this research used the descriptive qualitative method. However, data analysis still involved quantitative data and simple statistical calculations. Based on the results of the media expert validation, the GeoKlik tool was very well rated by media experts with an average value of 4.79. In terms of design aspects, GeoKlik scored an average of 4.78 with very good categories. The aspect of GeoKlik effectiveness also scored very well with an average value of 4.81. Whereas for the practicality aspect, GeoKlik got an average value of 4.75 with a very good category. The response given by the teacher and students to the GeoKlik tool was also very positive with an overall mean value of 4.79 for the teacher's response, while the average response value of the student was 4.51.

A New Mathematical Method to Study the Singularity of 3-RSR Multimode Mobile Parallel Mechanism

In the process of parallel mechanism design, it is difficult to avoid the singularity, especially in the mobile parallel mechanism. Therefore, a new mathematical method to study the singularity of multimode mobile parallel mechanism is proposed. In this paper, the singularity of 3-RSR parallel mechanism (PM) is analyzed by using reciprocal screw methods and linear geometry theory from two aspects of fixed mode and all-attitude multiple motion modes. Specifically, the complete Jacobian matrix of the PM is obtained by using the screw theory, and the reciprocal screw of each branch is expressed with algebraic method and geometric drawing method. Furthermore, the singularity of the PM can be obtained by analyzing the reciprocal screw correlation and using the spatial linear geometry theory. Finally, we analyze the singular configuration of the PM under various modes, which provide theoretical guidance for the gait planning of the multimode mobile PM and will be useful for the selection of mechanism drive and time-sharing control.

PRACTICAL IMPLEMENTATION OF SEMI-AUTOMATED AS-BUILT BIM CREATION FOR COMPLEX INDOOR ENVIRONMENTS

In recent days, for efficient management and operation of existing buildings, the importance of as-built BIM is emphasized in AEC/FM domain. However, fully automated as-built BIM creation is a tough issue since newly-constructed buildings are becoming more complex. To manage this problem, our research group has developed a semi-automated approach, focusing on productive 3D as-built BIM creation for complex indoor environments. In order to test its feasibility for a variety of complex indoor environments, we applied the developed approach to model the ‘Charlotte stairs’ in Lotte World Mall, Korea. The approach includes 4 main phases: data acquisition, data pre-processing, geometric drawing, and as-built BIM creation. In the data acquisition phase, due to its complex structure, we moved the scanner location several times to obtain the entire point clouds of the test site. After which, data pre-processing phase entailing point-cloud registration, noise removal, and coordinate transformation was followed. The 3D geometric drawing was created using the RANSAC-based plane detection and boundary tracing methods. Finally, in order to create a semantically-rich BIM, the geometric drawing was imported into the commercial BIM software. The final as-built BIM confirmed that the feasibility of the proposed approach in the complex indoor environment.