Modul Praktikum Mikrokontroler

Secara historis mikrokontroler seri AVR pertama kali diperkenalkan ke pasaran sekitar tahun 1997 oleh perusahaan Atmel, yaitu sebuah perusahaan yang sangat terkenal dengan produk mikrokontroler seri AT89S51/52-nya yang sampai sekarang masih banyak digunakan masyarakat. Tidak seperti mikrokontroler seri AT89S51/52 yang masih mempertahankan arsitektur dan set instruksi dasar mikrokontroler 8031 dari perusahaan INTEL. Mikrokontroler AVR ini diklaim memiliki arsitektur dan set instruksi yang benar-benar baru dan berbeda dengan arsitektur mikrokontroler sebelumnya yang diproduksi oleh perusahaan tersebut. Terdapat beberapa vendor yang membuat mikrokontroler di antaranya Intel, Microchip, Winbond, Atmel, Philips, Xemics dan lain-lain. Dari beberapa vendor tersebut, yang paling populer digunakan adalah mikrokontroler buatan Atmel. Mikrokontroler AVR (Alf and Vegard’s Risc prosesor) memiliki arsitektur RISC 8 bit, di mana semua instruksi dikemas dalam kode 16-bit (16-bits word) dan sebagian besar instruksi dieksekusi dalam 1 (satu) siklus clock, berbeda dengan instruksi MCS 51 yang membutuhkan 12 siklus clock. Hal tersebut terjadi karena kedua jenis mikrokontroler tersebut memiliki arsitektur yang berbeda. AVR berteknologi RISC (Reduced Instruction Set Computing), sedangkan seri MCS 51 berteknologi CISC (Complex Instruction Set Computing). Semua mikrokontroler AVR memiliki jenis memori program Flash yang dapat diprogram ulang.Secara umum, AVR dapat dikelompokkan menjadi 4 kelas, yaitu keluarga ATtiny, keluarga AT90Sxx, keluarga ATmega dan AT86RFxx. Pada dasarnya yang membedakan masing–masing kelas AVR adalah memori, peripheral, dan fungsinya sedangkan dari segi arsitektur dan instruksinya hampir sama. Gambar 1 menunjukkan blok diagram mikrokontroler ATMega8535.

Epistemic Inclusion and Restoring Status in the Classroom

Cohen's complex instruction provides us with several useful aspects for epistemic inclusion. Making students feel competent in several disciplines increases their resilience when facing failure and equilibrates class status to render every student important in the others' eyes. Cooperative tools are important because of their obligation of role assignment in the aim to not leave the groups to their own devices. In the second part of the chapter, the authors show through examples of real-life situations what happens if we do nothing, when we renounce intervention, pretending that teaching is exclusively related to the relational dimension. The strength of epistemic inclusion can be demonstrated here through its absence. We see that epistemic exclusion is deleterious for learning.

Developing Undergraduate Students’ Teaching Competences

Introduction:The goal of this paper is to show how the undergraduate students are able to differentiate among learning-centered, learner-centered, feedback-centered and community-centered knowledge acquisitions. We wanted them to recognize which method is used by the teacher and how each method influences the primary school pupils’ knowledge acquisition.Methods:We chose the video analyzing technique to make the students recognize different learning organizational methods.Results:The results of the study suggest that the observation helped the undergraduate students understand the aims, tasks and techniques of teaching and organizing classroom work. They realized that this type of analysis helps them develop their own teaching strategies.Discussion:Drawing on the results it is not possible to be a “good teacher” without obtaining and continuously maintaining a high level of professional knowledge, whose important element might be the Complex Instruction method and the recognition of the knowledge acquisition methods in the classroom.Limitations:This study was limited to only undergraduate students who attended the study voluntarily. The sampling was confined to 46 participants.Conclusion:The students are able to spot the teacher’s activities that support pupils’ learning. They recognized the positive impact of generating debate among the pupils on the development of their skills.

Complex Instruction Team Product (CITP) learning model: Improving student’s scientific attitudes and learning outcomes

Complex Instruction Team Product (CITP) learning model is one of the creative-innovative learning models which is assumed to be able to empower scientific attitudes and learning outcomes of students. This study aimed to determine students’ scientific attitudes and cognitive learning outcomes by implementing CITP learning model. This research used one-group pretest-posttest design. The sample was 18 tenth graders of academic year 2017/2018 of State Senior High School 6 of Ambon, Maluku Province. The data was analyzed using N-Gain test which then continued with dependent samples t-test. This result indicated that the highest achievement of students’ scientific attitudes were honesty and creativity (54). Meanwhile, the N-Gain score of students' cognitive learning outcomes was 0.61. In addition, the results of paired samples t-test show that there was a significant difference (p<0.05) between the students’ cognitive learning outcomes before and after the application of CITP learning model. This means that the application of CITP learning model can improve students’ scientific attitudes and cognitive learning outcomes.

Effects of complexity of handwashing instructions on handwashing procedure replication in low-income urban slums in Bangladesh: a randomized non-inferiority field trial

Handwashing instructions vary in complexity, with some recommending multiple steps. To assess whether complex handwashing instructions changed handwashing procedure replication, we conducted a randomized non-inferiority trial in a low-income area, Dhaka. We randomly assigned mothers and children aged 5–10 years to one of three handwashing instruction sets: simple (N = 85 mothers/134 children), moderate (N = 75 mothers/148 children), or complex (84 mothers/147 children). Simple instructions had three steps: wet, lather, and rinse hands, and moderate included the simple instructions plus steps to scrub palms, backs of hands, and dry hands in the air. Complex instructions included moderate instructions plus steps to scrub between fingers, under nails, and lather for 20 s. After baseline, cue cards were used to promote handwashing instructions, and adherence after 2 weeks of interventions was evaluated. Compliance with handwashing procedure replication to all instructions in simple, moderate, and complex increased after the intervention among mothers and children. Compliance to all instructions in the simple group was higher in the simple group (100%) compared to all instructions in moderate (47%) and complex instruction groups (38%). Simple handwashing steps are easier to remember for long time periods compared to complex steps.