Mengubah Telepon Seluler Menjadi Kalkulator Ujian

Telepon seluler menjadi sebuah kalkulator ujian?

“Wah, kami tidak dapat melakukan hal tersebut. Siswa tidak dapat membawa telepon seluler mereka ke sekolah. Walaupun diijinkan, bukan untuk dibawa masuk ke dalam kelas. Aplikasi apa yang dapat dipakai sebagai kalkulator ujian? Dan bagaimana hal tersebut dilakukan?”

Banyak pertanyaan dan kekuatiran berkaitan dengan “diijinkan” kalkulator dipakai di dalam kelas tadi. Bagaimana jika kalkulator digunakan di kelas Matematika, bukan membuat siswa pandai matematika malah membuat “bodoh” dalam berhitung dan tidak cepat dalam berpikir taktis matematis untuk menjawab soal-soal. “Kekuatiran” banyak rekan guru Matematika sepertinya 🙂 . Sementara untuk guru-guru yang mengajar berdasarkan silabus Cambridge, mungkin tidak masalah dengan penggunaan kalkulator oleh siswa.

Kalkulator saja sudah berat permasalahan perijinannya, lalu ditambah pula dengan kalkulator di dalam telepon seluler. Kalkulator grafik pula. Bagaimana ceritanya ya?

Saya ingin membagikan cerita mengenai penggunaan kalkulator grafik pada saat tes harian di kelas saya minggu lalu.

Saat ini, semua siswa saya memiliki telepon seluler pribadi. Kebijakan sekolah kami mengijinkan telepon seluler boleh dibawa ke sekolah dan ditaruh dalam loker penitipan. Jika dibutuhkan dalam pembelajaran di dalam kelas maka telepon dapat diambil dan digunakan di bawah pengawasan guru bidang studinya.

GeoGebra (sebuah perangkat lunak matematika dinamis untuk segala level pendidikan yang membuat geometri, aljabar, “spreadsheets”, grafik, statistik dan kalkulus, menjadi suatu paket yang mudah digunakan), per 19 September 2017 (dari blognya Geogebra) lalu meluncurkan sebuah aplikasi kalkulator ujian. Di mana hal ini telah dikembangkan untuk menciptakan solusi yang mudah digunakan pada saat ujian tertulis (paper based exam). Telepon dengan aplikasi GeoGebra Grafik Kalkulator menggantikan grafik kalkulator tradisional. Selama ujian berlangsung, siswa akan offline dan hanya dapat menggunakan aplikasi GeoGebra – tidak ada yang lain. Semua ini tanpa perangkat lunak dari pihak ketiga atau setup yang rumit untuk para guru.

Di mode ujian ini, kita dapat terus-menerus memonitor bahwa telepon yang dipakai sedang dalam keadaan offline dan hanya aplikasi GeoGebra yang sedang berjalan. Ada garis (di bagian paling atas layar telepon) berwarna yang mudah terlihat (warna hijau = semua bagus, warna merah = peringatan telah terjadi indikasi kecurangan) menunjukkan kapan saja apakah siswa tersebut telah meninggalkan aplikasi GeoGebra atau tidak. Selain itu, ada pencatat waktu berjalan di latar belakang yang mencatat semua kejadian menjadi log ujian. Dengan demikian seorang siswa tidak dapat meninggalkan layar kalkulator atau memulai kembali mode ujian tanpa pemberitahuan dari guru. Log ujian mereka akan menunjukkan waktu berbeda  (bisa lebih singkat) daripada siswa lainnya. Log ujian dapat diperiksa oleh guru setiap saat.

Begini cara kerja menggunakan grafik kalkulator di telepon seluler:

Siswa melakukan hal berikut:

  • Sudah mengunduh (melakukan “download”) aplikasi GeoGebra Grafik Kalkulator pada telepon seluler mereka.
  • Mengaktifkan “Airplane Mode” dengan maksud menunda transmisi sinyal frekuensi radio oleh perangkat, sehingga menon-aktifkan Bluetooth, telepon, dan Wi-Fi.
  • Pada aplikasi tersebut, mereka membuka tombol menu di pojok kiri atas, dan memilih mode ujian (“ExamMode”).
  • Setelah siap, tekan tombol “Start”.

 

 

 

 

 

 

Guru melakukan hal berikut:

  • Mengingatkan siswa bahwa mereka tidak boleh meninggalkan aplikasi selama ujian berlangsung. Jika hal itu terjadi, tanda bar merah di atas layar telepon akan muncul.
  • Memastikan semua siswa memulai ujian dalam waktu yang bersamaan. Misalkan dengan menghitung mundur “5, 4, 3, 2, 1, Mulai…!”
  • Memastikan semua siswa menekan tombol “Start” pada telepon mereka, dan mulai saat itu pencatat waktu akan bekerja.
  • Selama ujian berlangsung, guru dapat dengan mudah melakukan pengecekan pada bar hijau pada layar telepon siswa bagian atas sambil memastikan tidak ada yang meninggalkan aplikasi.
  • Di akhir ujian, guru memerintahkan siswa untuk kembali ke menu dan memilih tombol untuk keluar ujian (“Exit Exam”) dan biarkan data Log ujian (“Exam Log”) di layar telepon untuk melakukan cek terakhir pada bar warna hijau dan pelaksanaan waktu ujian yang bersamaan.

 

 

 

 

 

 

Kembali ke polemik menggunakan kalkulator untuk ujian, apakah diperkenankan?
Saya pribadi menjawab, mengapa tidak?

Mari kita lihat definisi kalkulator. Kalkulator adalah sebuah alat bantu berhitung. Grafik Kalkulator adalah alat bantu menggambarkan grafik secara tepat. Jadi kalau dimanfaatkan sesuai fungsinya, tidak ada masalah bukan? Dan juga berada pada indikator penilaian yang akan diujikan.

Adapun yang terjadi di kelas saya minggu lalu adalah sebagai perwujudan pembelajaran berdasarkan kurikulum “Cambridge IGCSE”, dengan mengutip dua silabus yang terdapat di sana yaitu:

  1. Mengintegrasikan teknologi informasi (TI) untuk meningkatkan pengalaman matematis – “Integrate information technology (IT) to enhance the mathematical experience”.
  2. Mendapatkan kegembiraan dan kepuasan untuk terlibat dalam pencarian matematis, dan mendapatkan apresiasi terhadap keindahan, kekuatan dan kegunaan matematika – derive enjoyment and satisfaction from engaging in mathematical pursuits, and gain an appreciation of the beauty, power and usefulness of mathematics.

Maka berdasarkan silabus di atas, dan indikator pembelajaran adalah membuat siswa mampu menghitung luas bidang datar yang dibatasi dua atau lebih kurva fungsi, ide memanfaatkan penggunaan grafik kalkulator online dari GeoGebra muncul. Tentu saja hal ini tidak dilakukan jika indikator pembelajaran adalah siswa mampu menggambarkan grafik beberapa fungsi secara manual.

Siswa diuji ketrampilan menghitung luasan dengan menggunakan integral, bukan kepada menggambar grafik kurva fungsinya. Dalam waktu satu jam pelajaran (50 menit) di kelas, efektifitas pengujian tersebut menjadi meningkat, karena siswa mampu menggambarkan luasan yang dimaksud dengan lebih tepat dibantu oleh grafik kalkulator. Siswa saya tidak ada yang memiliki kalkulator dengan fungsi grafik. Karena kalkulator tersebut juga tidak diijinkan dipakai pada saat ujian Cambridge.

Namun masalah tidak memiliki grafik kalkulator menjadi mudah terselesaikan dengan kepemilikan telepon seluler oleh semua siswa. Dan gratis pula. Serta, fasilitas mode ujian, menambah nilai positif penggunaan “GeoGebra Graphing Calculator Exam Mode” ini di dalam kelas.

Berikut foto-foto dan video yang terekam selama ujian berlangsung di kelas.

 

 

GeoGebra @EduX – October 2017

On Saturday, 14 October 2017, I joined the event held by EduXpert, in Menara Kibar, Menteng. The event based on their motto, “with the aim of enhancing the integration of technology in the classroom, so that it directly impacts students’ learning attitude and the understanding of teaching materials”, fits for us, the educators.

I had opportunity to share my class with GeoGebra, a tool that exist from 2001. After 16 years, GeoGebra still commit to help students and teachers to discover Math deeper. Solve equations, graph functions, create constructions, analyze data, explore 3D math. Amazing!

Last month, in September 2017, they launched the shiny new GeoGebra Graphing Calculator and Geometry apps. The completely revised design and cool new features are available for all devices.

They also make “Turn your Phone into an Exam Calculator”. The exam mode has been developed to create an easy-to-use solution for paper based exams where phones or tablets with the GeoGebra Graphing Calculator app replace a traditional calculator. During exam mode, students are offline and can only use the GeoGebra app – nothing else.

I (and hopefully Math Teachers 🙂 )love GeoGebra because:

  • It allows me and teachers to continue teaching. GeoGebra doesn’t replace me. It helps me what I do best – teach.
  • It allows me and teachers to plan and deliver better lessons. GeoGebra gives me the freedom to create lessons that I know know my students will find interesting.
  • It allows me and teachers to connect to other teachers as a part of a global math community.

I really do hope for my students and all students who use GeoGebra, to love it, too, because:

  • It makes math tangible. GeoGebra makes visual way, students can finally see, touch and experience math.
  • It makes math dynamic, interactive and fun (fun?? 🙂 ), that goes beyond whiteboard and leverages new media.
  • It makes math accessible and available.
  • It makes easier to learn. The interactions created by GeoGebra fulfill the students’ need in order to absorb mathematical concepts.

So teachers, don’t just wait, please go and explore GeoGebra as much as you can to fulfill your mathematics class’ need and makes your students absorb more concepts 🙂

Below are photos and a video during my sharing session sparks:

 

GESS Indonesia 2017

 

This year, I had opportunity again to join GESS as one of the speaker in their Conference Section.

I shared twice. My personal sharing session on 28 September 2017, and as an Microsoft Innovative Educator Expert on 29 September 2017.

In my personal sharing, I shared about Desmos Classroom Activities, a collection of unique and engaging digital activities, which are free for you and your students.

You can choose bundles from other teachers sharing and use them in your class. Or even you can create your own activities that fit for your students and see how they will learn Math and love learning Math.

Here is my presentation:

In my second sharing, I shared OneNote Class Notebook in Classroom. OneNote is a member of the Microsoft Office family. With OneNote, I bring my students together in a collaborative space or give them individual support in private notebooks. And no more print handouts. I can also organize lessons and distribute assignments from a central content library.

Here is my presentation:

 

 

Apple Leadership Camp 2016

I was chosen to attend Apple Leadership Camp last month, 23rd – 25th September 2016 in Singapore by my School. With my IPad use in class, I really think that I was lucky and this would be my advantage, personal and people around 🙂 *happy*.

I went to Singapore together with three colleagues from Springfield School.

Day 1:

My first day was started with visiting United World College of South East Asia (UWCSEA) in Tampines, Primary School section. Actually, I chose to visit Singapore American School, Secondary level. However, the capacity for the participant was over limit.

UWCSEA also have Secondary school section, but we only visited to the Primary. That was okay, because through Primary school, I also could see how they applied their curriculum to:

  • develop a child’s natural curiosity
  • use an integrated approach to learning
  • encourage an international perspective
  • extend learning beyond the classroom
  • use specialist teachers for single subject areas
  • use information technology and library resources to support learning
  • recognise parents as partners in a child’s learning process
  • develop a child’s awareness of the importance of service to others

And all are still relate with my G9 and G10 students.

UWCSEA has been recognised as an Apple Distinguished School for 2013–2016 for its strong focus on pedagogy and teacher practice within a technology-rich learning environment.

This is to answer some questions from my colleagues friends, even though teachers and students there use IPad for teaching and learning, they use it sometimes as the tool only, the education software and applications can be taken from many things not just from Apple products. Truly reflects where the Apple Distinguished School designation is reserved for programmes that meet criteria for innovation, leadership, and educational excellence, and demonstrate Apple’s vision of exemplary learning environments.

From UWCSEA East, I continued my trip to Equarius Hotel at Sentosa Island, and join the opening Camp Program as their main session.

A lot of sharing, and two impressed me so much. Sandhya Bala, a-G12 girl from Singapore American School shared her experience to make an apps like Quizlet for Apple. The apps will be released around Feb 2017. Can’t wait to see it. Second one, OMAi CEO Josef Dorninger has a background as a social worker and youth educator. At this occasion, he talked about the story and underlying vision of Tagtool for educational use. This was followed by a brief performance and a hands-on session for the audience.

Day 2:

Breakout session started. On this day, there were 5 sessions that I attended.

Session 1: United World College SEA
Recognised as a leader in research-based pedagogical development, the UWCSEA Learning Technology Team shared their story through a mixture of conversation and case-studies. How they started with solid, shared understandings of good pedagogy and drive all classroom practice, including technology use, from that common start point. They also showed how this approach quickly shifted the conversation from “if” or “why” to “when” and “how”. They support teachers in different areas via the development of subject or pedagogy toolkits.

Session 2: Singapore American School
The Quest program. The program around 4 pillars: Skills for lifelong learning, Personalisation, Community of learners, and Time to be inspired. The program purposefully prioritises skills over content and enriches college applications. Quest advisors and students shared their perspective on the program development, early successes and challenges and how it is impacting students.

Session 3: Defining Your Success: Understanding Ideas and Tools for meaningful measurement and reflection ~ Dr. Damian Bebell
For many educators and school leaders, measurement and data are associated with national testing initiatives, exam results and performance tables. Dr Bebell shared the latest generation of ideas, tools and best practices for putting empirical and simple research based approaches within easy reach of schools which use real-time data visualisations and infographics to portray data collected from international school settings. He also showed us to explore how leveraging simple research and reflection activities may serve to better inform our communities through data stories.

Session 4: Jakarta Intercultural School
How do you use your time and organise your people? How do members of your organisation spend their time? How do you know if you have designed the strongest teams?

Day 3:

Session 5: United World College SEA
Continuing from the first session, this time they showed how they measure the success of technology supported classroom practice and discuss various issues and approaches to measuring the success of technology supported teaching and learning. So many examples given, and some of them already used by me *Horraayy* . EDPuzzle, Desmos, Geogebra, Recording your Feedback or creating mini lessons, Khan Academy, etc.

Finally, I finished all my session here and back to Jakarta with happy feelings <3 Thank you, School, for this opportunity.

Below are pictures taken from my trip. Enjoy!! 🙂

Click [Show as slideshow] below, to open the pictures in slideshow view. To see the title of each picture, move your mouse pointer over the picture.

More photos, can be seen through my google photo album.

Tagtool transforms your iPad into a live instrument for inspired visuals. Paint with light, create animated graffiti or tell improvised stories. Use Tagtool for jams, performances or guerilla interventions. Light up your imagination!

Collaboration using Google Docs – In Mathematics Class –

Collaboration can be defined as working practice whereby individuals work together to a common purpose to achieve goals. Students are invited and taught to have the ability to be helpful and make necessary compromises to accomplish a common goal.

This level of engagement that makes students feel like they’re together in the same room.

In my class, the goal of this activity is making my G9 students remember all the topics that we covered in class for two semesters. When they remember it, easier for them to recalling the problem and reconnect to the questions. Students need to prepare for their semester two final exam (paper based exam).

Below are the procedure of the activity:

  1. Listing the syllabus that had been covered for two semesters.
  2. I summarise in a document (in google docs).
  3. Share the document to students. All students have the same access to edit the document, except to change access and adding new people.
  4. In class – 2 hours lesson, they must post questions per outcomes from syllabus and answer their friends posting. They can create their own questions, take from text book or past paper, insert pictures, browsing from internet. I check each question and put comments to state correct or wrong questions or answers that they have posted. When they find it wrong, they will fix it and after that click on “marked as resolved”.
  5. Students can continue add questions or answer it at home. They are given 24 hours to complete it.
  6. This activity graded as an individual assessment, with the criteria (Rubric) as follows:
    • Number of questions posted in the document.
    • Number of questions that is answered.
    • Complexity of the questions.
    • Use of g(Math) add-ons to present equations / expressions / functions in document.
  7. Marking given when I trace the revision history in the document.

 

As a basic knowledge, students must install g(Math) add-ons in their own shared document. Below are the instructions:

In the document: 

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Watch the video tutorial when needed, then install it.

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After installing g(math), you can create math expressions:

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Create a graph:

Screen Shot 2016-05-24 at 9.05.06 AMScreen Shot 2016-05-24 at 8.58.46 AM

 

Create a statistical display:

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Create a handwriting entry:

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You can use another add-ons, Kaizena to add voice comments to students. While we can also use g(Math) with Google Forms to create online math quizzes and tests.  Both tutorials will be given later 🙂

So, this is one example of teaching learning activities in class, especially in revision week before exam. We can create more activities engage them to be active learner. By doing this, at the end of this activity, I received a bunch of questions, and for them, suddenly, they have their own question banks (with answers) in cloud.

The following video recorded during the collaboration in class:

Classroom Management and Personalised Learning

Throwback to my class in 2010 – 2011

There are many learning methods that can be used by a teacher.

One that I used to develop my class is through multimedia activities.

Using a classroom management software, students learned what they had acquired in accordance with the speed they was absorbing the lesson.

My Math class (6 years ago) in class.ipeka.net provided a variety of features that were engaging to students.

What I have done are putting worksheet and teaching materials, provide assessment online, provide step by step videos for personalised learning and create forum.

There are so many aspects to explore from materials and features to help students adopts multimedia technologies in learning process.

For my class, this is one method to bridge gen Z with the learning style and techniques of the past.