Minggu, 20 September 2009

Teknologi Pendidikan

"Maka apakah mereka tidak memperhatikan al-quran ataukah hati mereka terkunci?"
(Muhammad: 24)





"Classroom Learning Partner"

From: MIT


About

Increasing Instructor-Student Classroom Interaction
and Student Learning in Large Classes

The goal of this project, called Classroom Learning Partner (CLP), is to increase instructor-student interaction and student learning by developing software to support the use of in-class exercises. This teaching methodology is similar to that employed by wireless polling systems, but CLP does not limit instructors to using only close-ended questions such as multiple-choice, matching, or true-false, which only assess recognition rather than engaging students in higher-order tasks.


CLP extends the existing Tablet-PC-based wireless presentation system, Classroom Presenter, to support the submission and aggregation of student solutions to in-class exercises. Lecturing with the system, instructors annotate their slides with digital ink displayed simultaneously on a large screen and on student Tablet PCs. When slides containing exercises are presented, students work through them and anonymously submit their work wirelessly. The system software then uses artificial intelligence techniques to automatically interpret and aggregate the student responses, enabling instructors to view a summary of in-class student work in real time. With such information, instructors can address student misunderstandings and adjust their lessons dynamically.

In addition to developing interpretation and aggregation software, this project has completed four studies in MIT's introductory computer science course, 6.001. Each study has evaluated the hypothesis that the use of Tablet-PC-based classroom systems such as Classroom Presenter and Classroom Learning Partner increases student learning by:

  1. Increasing student focus and attentiveness in class,
  2. Providing immediate feedback to both students and instructor about student misunderstandings,
  3. Enabling the instructor to adjust course material in real time based upon student answers to in-class exercises, and
  4. Increasing student satisfaction.




About
Publications
People
Software
Links
Contact
iCampus
Microsoft
MIT OEIT




Disusun Ulang Oleh:


Arip Nurahman

Pendidikan Fisika, FPMIPA, Universitas Pendidikan Indonesia

&

Follower Open Course Ware at MIT-Harvard University, Cambridge. USA.

Terima Kasih, Semoga Bermanfaat dan Tetap Semangat

Kamis, 17 September 2009

Ada Apa Dengan TOEFL?

Mari Belajar TOEFL





TOEFL Essay Writing Tips

I. Before you begin:

I. Relax and feel confident.
II. Remember that you have 30 minutes to write your essay. Use your time wisely.
III. You may write your essay on the computer or on paper. Choose the one you are MOST comfortable with.
IV. You can write an excellent essay if you remember all these tips!

II. Understanding the TOEFL question:

There are different types of TOEFL questions. You never know which question you will receive, so you must be prepared to write on ALL the types of questions. It is very important that you completely understand the question BEFORE you begin to write. Below are some different essay question types.

1. Choose a point of view and support that view.


Example: Some people believe that university students should be required to attend classes. Others believe that going to classes should be optional for students. Which point of view do you agree with? Use specific reasons and details to explain your answer.

This type of question asks you to look at only ONE side of the issue…the side you agree with. DON’T write about both sides. You tell which side you agree with and support your ideas with details and examples.

2. Describe something.

Example: If you could invent something NEW, what product would you develop? Use specific details to explain why this invention is needed?

In answering this type of question, you MUST be creative. It asks you to describe something NEW, something that does not exist. You must describe it in detail AND tell why it is necessary.

3. Compare two points of view and tell which one you agree with.

Example: Some people think that children should begin their formal education at a very early age and should spend most of their time on school studies. Others believe that young children should spend most of their time playing. Compare these two views. Which view do you agree with? Why?

In this type of question, you must write about BOTH sides of this issue and then tell which side you agree with. You may NOT say that you agree with both sides. You MUST make a choice. First, give support, details and examples of both sides of the issue. Then, tell which side you agree with and why.

4. Agree or disagree with something.

Example: Do you agree or disagree with the following statement: ONLY people who earn a lot of money are successful. Do you agree or disagree with this definition of success? Use specific reasons and examples to support your opinion.

In this type of question, you MUST agree or disagree. You cannot be unsure or indecisive. After you have said whether you agree or disagree, you must give convincing reasons and examples for your choice.

5. Explain why something is true.


Example: People remember special gifts or presents that they have received. Why? Give specific reasons and examples to support your answer.

In this question, you should use lots of examples. (For this question, you would use examples of gifts one might receive and tell why those gifts are memorable). Do not write in the first person, “I.” Write in more general terms.

6. Support an idea or plan.


Example: It has recently been announced that a new restaurant may be built in your neighborhood. Do you support or oppose this plan? Why? Use specific reasons and details to support your answer.

In this question, first tell whether you support or oppose the plan and then tell why. Since this question is somewhat personal, it is ok to use personal pronouns such as: “I, me, my” in your answer.


III. The parts of an essay:

In every essay, there should be an introduction, a body and conclusion.

A. The introduction:


The introduction restates the question using different vocabulary and/or sentence structure. The introduction also includes your thesis statement…the most important sentence in your essay.

B. The body:


The body of your essay is also the “heart” of your essay. It will include your main ideas and details and examples to support those ideas. Each new idea should be a new paragraph. Typically, a TOEFL essay will have 3 – 4 body paragraphs.

C. The conclusion:

The conclusion will be your final paragraph. It will summarize all the main ideas in your essay and it may also include your opinion.

IV. How to write a good introduction:


Let’s look at some more essay questions to see how to restate the question and how to write your thesis statement.

TOEFL essay question #1:

Some people prefer to eat at food stands or restaurants. Other people prefer to prepare and eat food at home. Which do you prefer? Use specific reasons and examples to support your answer.

Restatement & Thesis:

People have two options when deciding where to eat. They can prepare meals and eat at home or they can go out to stands or restaurants. I prefer to go out to eat because the food is more varied and interesting, it is less work for me and it saves time.

Analysis:

The restatement mentions the two types of options people have for eating and tells which one the author prefers. In addition, it gives three reasons for that preference. These three reasons will make up the three main idea paragraphs in the body of the essay.

TOEFL essay question #2:

Is it better for children to participate in team sports or individual sports? Why? Use specific reasons and examples to support your answer.

Restatement & Thesis:


It is better for children to participate in team sports rather than individual sports. In team sports, children learn how to cooperate. They learn good sportsmanship and how to rely on their teammates. These are important lessons that will benefit children throughout their lives.

Analysis:

The first sentence clearly states the author’s opinion. This is followed by three reasons for the opinion. Finally, the author mentions life lessons. In the essay, the three reasons will make up the three main idea paragraphs in the body of the essay. In addition, the author will mention how each main idea is useful throughout life.

TOEFL essay question #3:

Some people prefer to live in a small town. Others prefer to live in a big city. Which place would you prefer to live in? Use specific reasons and details to support your answer.

Restatement & Thesis:


There are many good reasons to live in a big city and an equal number of good reasons to live in a small town. I, myself, prefer to live in a small town because it is more personal and homey; it is easier to get around in and it is safer than a big city.

Analysis:

The first statement says that both a city and town have positive aspects. The next sentence tells the author’s preference and reasons for that preference. These reasons will make up the body of the essay.

V. How to write good body paragraphs:

Each paragraph in your essay introduces a new idea. It should include a thesis statement followed by support and examples. Be sure to use LOTS of examples. Within and between paragraphs be sure to use transition words like: on the other hand, however, though, for example, in contrast, likewise, in addition, first, finally. The paragraph should end with a concluding sentence which briefly summarizes the ideas in the paragraph.

VI. The elements of a good concluding paragraph:

A good concluding paragraph should include a summary of your main points. It may also include the author’s opinion. It should NOT introduce any new ideas. A good concluding paragraph often leaves an impression on the reader. It may make the reader think more deeply about the topic.

VII. Preparing to write and writing your answer:

I. Read and understand the essay question. (2 minutes).

II. Organize your ideas on paper by writing a short outline of the introduction, body and conclusion. (8 minutes).

III. Write your essay. Remember to restate the question in your introduction. Use clear details and LOTS of examples in the body of your essay. Finally, summarize the main ideas in the concluding paragraph of your essay. (15 minutes).

I. Reread your essay and make any changes in spelling, verb tense, word choice or sentence structure. (5 minutes).

VIII. A sample TOEFL outline:


TOEFL Question: In some countries, teenagers have jobs while they are still students. Do you think this is a good idea? Support your opinion by using specific reasons and details.

I. It is a good idea for teenagers to have jobs while they are students because they can learn about responsibility; they can learn the value of money and they can learn how to work as a member of a team.

II. Students can learn responsibility

a. They have to come to work on time every day
b. They must serve customers in a friendly manner
c. They have to maintain the store shelves with inventory

III. Students can learn the value of money

a. Students will learn that it takes a lot of time and effort to make money
b. Students will make wiser choices when buying things with their own money

IV. Students will learn how to work as a member of a team

a. Students will learn how to compromise with other employees (helping out when someone is sick, etc.)
b. Students will learn about the friendship that comes from teamwork (feeling like you can trust others)

V. Conclusion

It is a valuable experience for teenagers to have jobs while they are students because they will learn to be responsible adults. They will have an appreciation for money and they will learn about working with others. All of these traits will benefit them throughout their lives.

IX. A sample TOEFL essay (based on the outline above)

It is a good idea for teenagers to have jobs while they are students because they can learn about responsibility; they can learn the value of money and they can learn how to work as a member of a team.

When teenagers have jobs while they are students, they can learn how to be responsible. As an employee, you must follow a weekly schedule. This means, you have to come to work on time. If you are scheduled to begin work at 8 a.m. on a Saturday morning, you have to be there at 8 a.m. It doesn’t matter if you went to a party the night before and do not want to get up. You have to get up. Your boss is relying on you to do your job.

As an employee, you also learn that you must serve the customer in a friendly manner. If you are not friendly, the store may lose business and you may lose your job. Finally, an employee is responsible for maintaining the store shelves with inventory. If you work in a department store, you have to keep the shelves filled with merchandise. The products have to be priced and placed on the shelves. If the shelves look empty, customers may get a bad impression of the store and may not continue to shop there. It is good for students to learn responsibility when they are young because it will benefit them as they get older.

Another benefit to teenagers working is that they will learn the value of money. Often students get money from their parents, but they do not realize how hard their parents work for that money. When students work, they begin to appreciate how difficult it can be to make money.

They also realize that “money doesn’t grow on trees” as some students seem to believe when asking their parents for money. Another reason it is good for students to work is that they will make wiser choices when they use their own money to buy things. For example, if students work 20 hours per week at $7.00 per hour, they will make $140 per week. In one month, that is about $540. Perhaps a student will think twice about spending $120 for a pair of tennis shoes or $350 for a stereo system when s/he has had to work very hard for that money. On the other hand, when students do spend money for personal objects, they will appreciate them more than if they had gotten the money from their parents.

Finally, working teenagers learn from being members of a team. As employees, students learn to work with others and help one another. For example, if someone is sick, you may be asked to help out. In addition, other employees will depend on you to do your share of the work. If one person does not do his/her job, other employees may have to do extra work to compensate.

Students will learn very quickly that it is not good teamwork to expect others to do your work. Finally, students will develop friendships with other employees because they have learned to count on each other. Working as a member of a team will build strong character in students.

To conclude, it is a valuable experience for teenagers to have jobs while they are students because they will learn to be responsible adults. They will have an appreciation for money and they will learn about working with others. These experiences will help them grow into adulthood and benefit them throughout their lives.


Sources:

1. http://www.urch.com/forums/twe/12765-toefl-essay-writing-tips.html

2. ETS


Pembimbing:

Ferra Wulandari D. S.

Lintang Meidita Pribadi

Penasehat:


1. Ibu. Dra. Hj. Mimin Aminah, M.Pd.

2. Bpk. Yusuf Kurniawan, S.Pd.

3. Ibu. Hikmah, S.Pd.


Ucapan Terima Kasih:

1. Bpk. Ahmad Bukhori, S.Pd. M.A.
(English Department of Indonesia University of Education)

2. Balai Bahasa Universitas Pendidikan Indonesia
Balai Bahasa | Universitas Pendidikan Indonesia

3. The British Institute
The British Institute - Study English with the Best



Semoga Bermanfaat dan Terima Kasih

Minggu, 13 September 2009

Belajar Bahasa Jerman: German's Language

Divisi Khusus Bahasa German
dari
International Language Research & Development Center

Bagaimana belajar bahasa jerman dan mendapat beasiswa kesana
di asuh oleh :

Sandi Rifan, Riki


GEC (Germany Education Center)

Klik Link di Atas ya! Menyenangkan lho he.,.he.,^_^

Negara jerman itu kan tempatnya orang-orang Pinter! bener lho gak percaya?

klik aja! ^_^

Selamat Belajar dengan Menyenangkan ya!

DAAD adalah organisasi bersama dari institusi pendidikan tinggi dan asosiasi mahasiswa Jerman. Tujuan kami adalah meningkatkan kerjasama akademis di seluruh dunia, terutama melalui pertukaran mahasiswa, akademisi dan ilmuwan. Untuk informasi lebih lanjut mengenai program dan pelayanan DAAD secara umum, silakan mengunjungi www.daad.de

Di samping kantor pusatnya di Bonn, DAAD diwakili oleh 14 kantor perwakilan di berbagai kota di seluruh dunia. DAAD perwakilan Jakarta dibuka pada tahun 1990, dan telah merekam sejarah panjang hubungan Indonesia-Jerman dalam bidang pendidikan tinggi. Misi DAAD di Indonesia adalah memelihara hubungan kerjasama yang telah terjalin dengan baik. Pada halaman-halaman berikut Anda dapat memperoleh informasi mengenai aktivitas dan pelayanan yang kami tawarkan.

DAAD Jakarta Office
Jl. Jend. Sudirman, Kav. 61-62
Summitmas I, 19th Floor,
Jakarta 12190
Tel.: +62 (21) 520 08 70, 525 28 07
Fax: +62 (21) 525 28 22
Email: info@daadjkt.org
Waktu konsultasi:
Senin - Kamis (13:30 - 16:00)

KMKB, Keluarga Mahasiswa Kota Banjar, Bandung Jawa Barat

Asrama KMKB



Visi



Misi



Program

Detail Rencana Pembangunan Asrama KMKB

Tahap 1

Persiapan dan Penentuan Grand Design

Tahap 2

Tahap 3

Tahap 4


Ketua:

Muhammad Nurul Akbar
(Teknik Sipil, ITB)

Selasa, 08 September 2009

Universitas Harvard



"Wahai Yang Maha Penyayang
Bila suatu saat aku jatuh hati dan Mempunyai Kasih
Pertemukanlah kami
Berilah kami kesempatan untuk lebih mendekati cinta-Mu"


Lecture 9: Ajax
Monday, 16 November 2009
Notes: PDF
Slides:
PDF
Source Code:
index | ZIP
Video:
Flash | Flash + Slideshow | MP3 | QuickTime

Disusun ulang oleh:

Arip Nurahman

Pendidikan Fisika, FPMIPA. Universitas Pendidikan Indonesia

&

Follower Open Course Ware at MIT-Harvard University, Cambridge. U.S.A.

Terima Kasih, Semoga Bermanfaat dan Tetap Semangat



Rabu, 02 September 2009

Beasiswa Jepang



Beasiswa Jepang


Arip Nurahman

Pendidikan Fisika, FPMIPA Universitas Pendidikan Indonesia
&
Follower Open Course Ware at MIT-Harvard University, USA.

Qualifying Examinations for Applicants for Japanese Government (Monbukagakusho) Scholarships 2009 - Examination Questions (All PDF files)

Research students

Japanese

PDF 404KB

English

PDF 415KB

Answers

PDF 50KB
Undergraduate students

Japanese

PDF 404KB

English

PDF 415KB

Mathematics(A)

PDF 49KB

Mathematics(B)

PDF 49KB

Physics

PDF 242KB

Chemistry

PDF 156KB

Biology

PDF 384KB

Answers

PDF 162KB
College of technology students

Japanese

PDF 297KB

Mathematics

PDF 67KB

Physics

PDF 146KB

Chemistry

PDF 160KB

English

PDF 501KB

Answers

PDF 134KB
Special training college students

Japanese

PDF 184KB

English

PDF 504KB

Mathematics

PDF 79KB

Answers

PDF 72KB

Qualifying Examinations for Applicants for Japanese Government (Monbukagakusho) Scholarships 2008 - Examination Questions (All PDF files)

Research students

Japanese(A)

PDF 165KB

Japanese(B)

PDF 210KB

Japanese(C)

PDF 265KB

English

PDF 290KB

Answers

PDF 73KB
Undergraduate students

Japanese(A)

PDF 165KB

Japanese(B)

PDF 210KB

Japanese(C)

PDF 265KB

English

PDF 290KB

Mathematics(A)

PDF 31KB

Mathematics(B)

PDF 35KB

Physics

PDF 106KB

Chemistry

PDF 110KB

Biology

PDF 217KB

Answers

PDF 162KB
College of technology students

Japanese(A)

PDF 105KB

Japanese(B)

PDF 177KB

Japanese(C)

PDF 180KB

Mathematics

PDF 45KB

Physics

PDF 93KB

Chemistry

PDF 99KB

English

PDF 313KB

Answers

PDF 135KB
Special training college students

Japanese

PDF 108KB

English

PDF 311KB

Mathematics

PDF 52KB

Answers

PDF 57KB
Japanese studies students

Japanese

PDF 896KB

Answers

PDF 32KB

Qualifying Examinations for Applicants for Japanese Government (Monbukagakusho) Scholarships 2007 - Examination Questions (All PDF files)

Research students

Japanese(A)

PDF 163KB

Japanese(B)

PDF 204KB

Japanese(C)

PDF 222KB

English

PDF 283KB

Answers

PDF 72KB
Undergraduate students

Japanese(A)

PDF 163KB

Japanese(B)

PDF 204KB

Japanese(C)

PDF 222KB

English

PDF 283KB

Mathematics(A)

PDF 34KB

Mathematics(B)

PDF 33KB

Physics

PDF 136KB

Chemistry

PDF 109KB

Biology

PDF 241KB

World History

PDF 167KB

Answers

PDF 169KB
College of technology students

Japanese(A)

PDF 111KB

Japanese(B)

PDF 191KB

Japanese(C)

PDF 193KB

Mathematics

PDF 50KB

Physics

PDF 111KB

Chemistry

PDF 130KB

Answers

PDF 132KB
Special training college students

Japanese

PDF 112KB

English

PDF 325KB

Mathematics

PDF 48KB

Answers

PDF 56KB
Japanese studies students

Japanese

PDF 467KB

Answers

PDF 23KB

Qualifying Examinations for Applicants for Japanese Government (Monbukagakusho) Scholarships 2006 - Examination Questions (PDF)

Research students

Japanese(A)

PDF 79KB

Japanese(B)

PDF 51KB

Japanese(C)

PDF 45KB

English

PDF 57KB
Undergraduate students

Japanese(A)

PDF 79KB

Japanese(B)

PDF 51KB

Japanese(C)

PDF 45KB

English

PDF 57KB

Mathematics(A)

PDF 36KB

Mathematics(B)

PDF 37KB

Physics

PDF 123KB

Chemistry

PDF 97KB

Biology

PDF 198KB

World History

PDF 204KB
College of technology students

Japanese(A)

PDF 25KB

Japanese(B)

PDF 49KB

Japanese(C)

PDF 61KB

Mathematics

PDF 51KB

Physics

PDF 90KB

Chemistry

PDF 139KB
Special training college students

Japanese

PDF 73KB

English

PDF 68KB

Mathematics

PDF 55KB
Japanese studies students

Japanese

PDF 499KB


Sumber:

Kedubes JEPANG

Terima Kasih, Semoga Bermanfaat dan Tetap Bersemangat

Selasa, 01 September 2009

Asyiknya Meneliti




Are researchers using more and more animals every year?
The number of animals used in research has actually declined in the past 20 years. As technology advances, researchers are able to rely on computer models and other methods instead of animal testing. Some estimates show a reduction in animal use as high as 50 percent. Since 1967, the number of cats used in research has dropped 66 percent.



Semoga Bermanfaat dan Terima Kasih