Category: Education

GESS Indonesia 2018

This year, I had opportunity again to join in GESS Indonesia 2018 (26 – 28 September 2018) and become one of the speaker in EduTech Sessions.

My topic this year was Augmented Reality in Mathematics Classroom. And specifically mentioned about GeoGebra AR.

AR is the future of education as it is radically changing the landscape of teaching methods as one the most innovative approaches. AR also represents additional layer of information to our real life, making a connection between existing real objects and known information about them. It gives us a better knowledge about reality.

For students, AR helps with visual, auditive and kinaesthetic senses and it engages all of them and therefore, augment perception of reality. Teacher can create, visualise and manipulate objects with one device and an application right in the classroom.

Some AR softwares that I shared, MathVR, Augment, ARuler and GeoGebraAR. More detail about GeoGebraAR, as I have shared already through this article Playing with GeoGebra Augmented Reality .

I had quite a lot of number of audiences. It reflects that more educators or teachers try to have deeper mindset about 21st Century Learning and Technology of Education.

Example AR made by GeoGebra AR, a bowling ball   🙂

Some pictures from the event:

Bermain dengan SPHERO BOLT

  1. Pertanyaan pertama yang muncul adalah, apakah itu SPHERO? Sphero adalah sebuah robot berbentuk bola (sphere), yang mampu digerakkan dengan memberikan program kepadanya.
  • Wah berarti harus belajar “Coding” atau pemrograman? Jawabnya bisa iya, bisa tidak. Tergantung seberapa jauh rumitnya program yang ingin kita jalankan.

Tahun 2015, Sphero bergabung dengan program Disney dalam hal menyediakan dan menjalankan kreasi robot – robot inovatif untuk Marvel, Pixar, dan yang paling dasyat adalah StarWars (Robot BB8).

  • Lalu, pertanyaan selanjutnya, selain pelajaran di kelas komputer, dapatkah membuat pembelajaran yang terintegrasi dengan teknologi robot sphero ini? Jawabannya adalah, IYA, bisa. Tergantung gurunya mau belajar atau tidak 🙂 *klise

Sphero robot ada beberapa jenis, yaitu:

  1. Sphero BOLT
  2. Sphero SPRK+
  3. Sphero mini

Saya ingin berbagi pengalaman di sini dalam hal bermain bersama Sphero BOLT. Kebetulan jenis itu yang saya miliki saat ini.

Mari kita lihat lebih detil, hal-hal apa yang ada pada Sphero BOLT:

        1. Dengan matriks LED yang mencolok dan berbagai sensor baru, robot berbentuk bola yang dilengkapi dengan aplikasi ini, memberikan kesempatan tanpa batas untuk menjadi seorang kreatif dan pemrograman yang biasanya di benak kita sangat sulit malah bisa jadi kesenangan tersendiri saat kita menguliknya karena bentuk fisik robot yang lucu seperti bola.
        2. Ukuran robot Sphero BOLT adalah Tinggi: 73 mm, Lebar: 73 mm dan Berat: 200g. Ukuran ini nyaris sebesar bola bisbol.
        3. Lapisan kulit bola disegel dan tidak dapat terbuka. Lapisan transparan, tahan lama, anti air dan tahan gores.
        4. Lama batare dapat digunakan untuk bermain adalah selama 2 jam. Setelah itu dapat diisi ulang seperti layaknya mengisi data pada telepon genggam. Pengisian sederhana dan induktif.
        5. Beberapa sensor pada Sphero BOLT: Encoder Motor, Giroskop, Akselerometer, 8×8 Matrix LED, Inframerah, Kompas dan Sensor cahaya.
        6. Koneksi ke app, dengan “Bluetooth LE”, dapat menjangkau sejauh 30 m.
        7. Untuk menjalankan Sphero BOLT, app dapat dijalankan melalui: Sphero Edu (iOS, Android, Kindle, Chrome), Swift Playgrounds (iOS), Windows.
        8. Kecepatan maksimum gerakan Sphero BOLT adalah 2 m/s.
        9. Sphero BOLT dapat dimainkan di dalam ruangan, di luar ruangan, di permukaan lantai yang keras, di permukaan karpet. Dapat pula dijalankan di atas permukaan kotor, berair bahkan cairan cat sekalipun.

     

  2. Pada kesempatan ini, saya ingin bagikan tentang integrasi pelajaran Matematika dasar menggunakan logika koding sederhana melalui robot Sphero BOLT.
  • Menghitung Luas Persegi.

Langkah – langkah:

  • Install Sphero Edu di smartphone / tablet.
  • Membuat program koding di aplikasi tersebut.

 

 

 

 

 

 

 

 

 

 

 

  • Dari sensor lokasi, kita dapat melihat jaraknya berdasarkan grafik / diagram tempuh yang membentuk persegi.
  • Dan dari ukuran tersebut, siswa dapat menghitung luas persegi nya.

 

 

 

 

 

 

 

Sangat mudah, bukan?

Dari kegiatan ini, siswa berlatih lebih banyak dari sekedar menghitung luas persegi bangun datar. Mereka akan berlatih pola pikir runut, berlatih membuat program mereka sendiri untuk menggerakkan robot bola sphero, berlatih kreatif menciptakan suara-suara dan lampu-lampu cantik yang disediakan robot dalam matrix LED 8×8 tadi.

Dan yang terpenting adalah siswa senang dan gembira, karena belajar lebih dari sekedar menghitung.

Sebagai tambahan, untuk bangun datar saja, program bisa dibuat lebih sulit untuk membentuk bangun datar jajar genjang misalnya, atau trapesium, karena ada sudut gerakan yang harus dimasukkan ke dalam program robot.

Berikut adalah hasil bermain saya bersama robot Sphero BOLT untuk menghitung luas persegi.

Selamat Mencoba!

https://edu.sphero.com/remixes/2810411

TEST – But Given Answer Key (?)

This topic “Permutations and Combinations” is one of the topic that most of my students don’t like (me too 😯 *whoops*). But for some students who are really excel in Maths, of course, no problems at all. Lucky me, having them in my class.

When the topic of your mathematics class is not just like calculating and using formula, then, it will more challenge you how to teach them.

In your explanations, it is not just “must be in clear”, but you should also recognize your students’ understanding level. Some of them grab the concept in easily, but some of them hard to translate the meaning of the words. How can you make them differentiate between arrangement and selection, for example, in one problem. For me, I see difficulties to make them understand it.

Beside this topic is hard to explain, a good thing always appears on the other side. When you see your students get excited after finding the answers (similar situation and reaction when they can show trigonometry identities problems), you will satisfy and feel success teaching them.

To make them excited during the test, in one section of my test paper, I attached the answer key (without working process) on each question. Instead of asking them to answer, I want them to explain how to get the answer, in any methods.

They were happy, you know, test but answer key was given? yeaaayy. They tried to find the answers, they used any methods, to match it with the given one. They are allowed to do that, of course. However, at the end, marks will be given based on their explanations, why they chose that way.

After I distributed the test paper back to them, no one complaint about the test score. Although, there were some students provide the answer same with the given one, but the process was wrong, they will not get the marks on that question. They knew and realized, that they “created” the “not logical” working that came up with the same answer 🙂 .

This is interesting, isn’t it?

In one side, you trust your students to find any methods with any working process to get the answer same with the answer key given by you (for me, it is actually exercising their critical thinking) while in the other side they will try as hard as they can to get it.

These two pictures are captured from two students who provided their answers with complete explanations (structural and also wording).

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