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Lets We Reflect! :)

This is second meeting of MMSEL (Motivation and Management of Students for Effective Learning course. Ok, now I will reflect what is happening on the second meeting. Before we started the class, we did game about remembering friends’ breakfast. Let’s guess whether I still remember about my friend’s breakfast? Hmm, Ms. Lydia ate cheesecake, mba Desy and Evik were not breakfast, Ayu ate ketupat sayur, some of us ate Bakwan, Jo ate singkong, Huda ate jo’s breakfast, ratih ate nasi uduk, Bubur ayam for Mita (not yet) haha, Eki cheetos. Others? Ah sorry I forgot their breakfast *:p*What a funny game I think. The way to remember students name is unique, use a simple game.

After that, we presented our group work like a gallery work. This gallery work was about theory of Motivation. All group’s work were put on the wall, some students stay on each group work and some students stray. We learn 5 different kinds theory of Motivation, behavior theory, cognitive theory, sociocultural, social cognitive, and humanistic theory. Sometimes, I can’t differentiate between social cognitive theory and sociocultural theory.

After go to gallery work, I get some points of social cognitive theory. That are learning theory based on the ideas that people learn by watching what others do and that human thought processes are central to understanding personality. There are personal qualities, behavior and environment for the achievement motivation of social cognitive theory. And for Sociocultural theory, there is an important concept in sociocultural theory is known as the zone of proximal development. According to Vygotsky, the zone of proximal development “is the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.” Essentially, it includes all of the knowledge and skills that a person cannot yet understand or perform on their own yet, but is capable of learning with guidance. So, main point of this theory is about learning with Guidance from environment to improve potential development of the students. Can you share with me about differences of sociocultural and social cognitive theory of motivation? So, I can understand more about that.

After that, we learn about Humanistic theory. There are 5 level hierarchies of needs by Abraham Maslow, physiological, safety, belongingness and love, esteem, and self actualization. The level depends on the needs of human. The basic is physiological and the highest is self actualization, the need to develop potential talents and capabilities.

Then, we learn about the need for self Determination through role play from different groups. There are 4 needs, the need for competence, autonomy, relatedness, and preserve self worth. Each group did role play that present different kinds of need for self determination. My group presented about the need for self worth. It’s about an emotional reaction to or an evaluation of the self. Do you still remember words “I’m a genius! I’m a genius!” Yes, that is one of emotional reaction. All of us can learn each other from the role play and I think this activity is effective enough to learn about new material. That’s funny, effective and also interesting right? So we can get the main concept by learning from others.

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Motivation to be a Teacher!

It was my first time to join the Motivation class with Ms. Lydia. Yes, Ms. Lydia is the lecturer for Motivation and Management of Students for Effective Learning (MMSEL) course. When I entered the class, I was curious what we will learn about motivation? Something like Educational Psychology course or what? I want to know more about that. And actually on the beginning, Ms. Lydia leads us to think what make us come and join her class. Of course I want to know more about Motivation. As we know that motivation is so abstract and difficult for me to build my motivation by myself. That’s we called intrinsic motivation, involvement as a means to an end. But, we also need other people to build our motivation and we call it extrinsic motivation.

I’m interest with the question from Ms. Lydia about why do you want to be a teacher? Do you know my reason? Nothing reason in my mind! Actually before I entered SSE, I don’t really want to be a teacher even though I love teaching. It’s just because I don’t like to stand in front of many people and to be on the spot light. After I did school experience in some schools and learn about pedagogical skill in SSE, I can know that to be a teacher was interesting and so fun! We meet many students that have different characteristics of learning. I am not only teaching the students, but I can learn many things from them. Being a teacher make me feel “useful” for others. And I admit that I love teaching and I love being a teacher! 🙂

If I have to choose teachers whom I admire most, I will choose one teacher from movie “Taree Zameen Par”. The teacher in this movie shows the best care to one student that has dyslexia. That student study in general school, not special school. So, that student feels difficult to understand the lesson. Luckily, the teacher really shows care, always try to teach and motivate him until he gets his expertise in drawing lessons. What a great teacher I think. The personality of the teacher like that can motivate me to be a great teacher.

After sharing moment, we discuss about theory of Motivation in group. There are 4 theorist of Motivation, that are Behavioral, Humanistic, Sociocultural, Cognitive and Social cognitive. My group get Sociocultural theory. This theory say about “all in this together”, how history and society impact the way of humans develop and learn. From this theory, we can apply how the students increase their motivation from the society, especially motivation and support from their family, school, and environment. So, build the motivation of students is so important for learning process and I conclude that MMSEL course is important for me as candidate teacher. Do you know why? Because the students have different motivation in learning and in this course, I can learn how to build up motivation of the students. Thank you for great first meeting, ms. Lydia. 🙂

Workshop TOT Reading Program yang baru diselenggarakan beberapa minggu kemarin telah mengingatkan saya akan pentingnya kegiatan membaca. Terkadang banyak orang, termasuk saya menyepelekan kegiatan membaca yang sebenarnya sangat memberikan banyak manfaat bagi kehidupan kita semua. Apalagi ditambah dengan masalah minat membaca anak Indonesia yang cukup memprihatinkan. Terlihat sepele, tetapi sebenarnya hal ini menimbulkan masalah besar bagi kehidupan anak Indonesia di masa mendatang.
Workshop TOT reading program merupakan rangkaian dari beberapa kegiatan membaca yang cukup menarik dan dapat meningkatkan minat membaca anak. Perlu kita ketahui bahwa kegiatan membaca tidak hanya kegiatan berada di depan buku dan secara terus menerus melihat serangkaian kalimat-kalimat yang belum tentu masuk dalam pemahaman kita. Tetapi banyak dari kegiatan membaca yang sering terlupakan oleh kita, seperti peningkatan pemahaman terhadap kegiatan membaca. Hal tersebut dapat dilakukan dengan menggunakan strategi-strategi membaca yang menarik. Tidak hanya membaca, tetapi juga menceritakannya kepada orang lain seperti melakukan kegiatan piramida cerita, Book talk, Petualangan membaca, bahkan games-games yang dapat meningkatkan minat membaca seperti grab bag, treasure hunt dan berbagai kegiatan lainnya.
Kembali lagi kepada masalah minat baca anak Indonesia yang cukup memprihatinkan, sepertinya telah menimbulkan masalah besar bagi masyarakat kita bahwa sebenarnya membaca itu sebagai suatu kewajiban ataukah keperluan? Jika masyarakat memandang bahwa membaca itu adalah sebagai suatu kewajiban, maka terlihat adanya unsur perwujudan yang tidak timbul dari dalam hati. Jangankan kalangan masyarakat, jika ruang lingkupnya dipersempit menjadi dunia anak-anak, kegiatan membaca yang merupakan suatu kewajiban tentunya hanya akan dipandang sebelah mata karena mereka merasa bahwa mereka perlu mewajibkan diri mereka untuk melakukan kegiatan membaca karena masyarakat membentuk cara pandang mereka menjadi seperti itu terhadap kegiatan membaca. Lain hal jika mereka memandang kegiatan membaca sebagai suatu keperluan. Mereka akan benar-benar melakukan kegiatan membaca dengan kesadaran diri mereka masing-masing karena mereka memang merasa perlu. Pola pandang seperti inilah yang sesungguhnya perlu diwujudkan oleh anak-anak sejak dini agar mereka benar-benar mendapatkan apa yang mereka perlukan, bukan sebagi suatu kewajiban. Maka dari itu, kegiatan TOT reading program ini dirasa sangat berguna untuk meningkatkan minat baca anak Indonesia.
So, Big thanks to DBE 2 yang sudah mengadakan workshop TOT reading Program! 😀

Sampoerna School of Education (SSE) atau dikenal dengan nama Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Kebangkitan Nasional adalah institusi pendidikan keguruan yang memiliki program S1 Pendidikan Matematika dan S1 Pendidikan Bahasa Inggris. SSE merupakan bagian dari Putera Sampoerna Foundation (PSF). Tujuan didirikannya SSE adalah untuk menciptakan generasi baru guru berkualitas bagi Indonesia.

Sebagai salah satu bentuk pengabdian kepada masyarakat, SSE melalui Klub Matematika SSE (SSE Math Club) mengajak siswa-siswi Sekolah Dasar (SD) kelas 4, 5, dan 6 untuk mengikuti Competition of Mathematics (COMATH) 2011.

Comath 2011 merupakan sebuah kompetisi yang menantang anak dalam berpikir dan juga menyenangkan karena akan banyak permainan matematika yang asyik, serta sebuah kompetisi yang akan meningkatkan kecintaan anak pada matematika. Mari ikuti Comath 2011 dan daftarkan segera anak dan murid anda.

Keterangan lebih lanjut:
comathsse.wordpress.com

My teaching experience in SMA Santa Theresia was interesting. I met XI-science students when I did teaching practice. I did teaching practice with my partner, Daen and Arifin. My master teacher’s Named Mr. Mansyurdin. He taught mathematics in XI-science and XII-science class. For 1st week in SMA St. Theresia, I did observation and teaching assistance only. I observed my master teacher when he taught the students about Limit. The students already did mid-test until some subtopics about limit.

When I entered the class for the first time, my master teacher share mid-test result to the students and then discussed some question together. After that, my master teacher gave some exercises about limit that using simple function and trigonometric function. He gave the general form and then he gave simple function and for example. The teacher showed the students how to substitute the function into the general form of derivatives by using concept of limit and then he showed how to solve and find the answer. After that he gave a trigonometric function . The students tried to solve the problem and after that some students come forward to write the answer and explain to their friends. The teacher give a freedom to the students when do the exercises with own way.

I’m interested when the student did a problem with different way with other students. There is one student who asked the teacher why we learn about the function again for limit? The teacher answered that we want to learn something further about limit when we learn about the next topic, derivatives. By using, the students can know how to get the derivatives of function. The student active in the class and I’m interested with that.

And then for 2nd week, I did teaching practice for 4×45’ in different class, XI-Science-1 and XI-science-2. I taught the topic about derivatives with my partner. We made a lesson plan about that topic with our master teacher. We used lecturing and discussion method, but the discussion just peer. We choose lecturing because the topic for the first meeting and the students should to know how the derivatives can be solved using limit and how to get the general form from the concept of velocity that related to their real life. Because of that, we should give more explanation to the students. We choose peer discussion because the condition of the class. Classroom in St. Theresia is not full-closed, only a half. So that the class was so noisy and can disturb the other class if we use big discussion in the class.

We started the lesson by giving a video about moto GP. The students looked interesting with the video. That video related with the concept of velocity. We explain how to get the general form of derivatives using limit. My master teacher said that we should to explain how to derive the formula from the concepts of velocity because that concept is related to their real life and also they have known the concept from physics lesson. So, the students can understand easier.

After the students know how to derive the function using limit, we gave some exercises like my master teacher taught before. And then we guide the students to get the derivatives notation by solving the problem using limit. After that we gave problem solving to the students and they have to solve it in peer discussion. Students were being active and did the question and answer in the class. Students also give respect to us when we teach. Actually, when we started to teach them, they looked silently, but when we asked them to solve the problem, they show enthusiastic to solve the problem and also present their work in front of the class. I think they can understand the material faster than I thought. Not only that, the student in that school was so discipline. When entered the class, they stand form a line and teacher checked neatness of student, then they stay in their sit to prepare receiving the lesson.

We used slide presentation and also video when we teach in two different class. But when we teach in the first class, we still used blackboard and whiteboard more than slide presentation. Because of that, my master teacher said that we should use the media (power point) more maximal. When I explained about the important thing and main of the lesson, we should give the impression and if we need, we can write again on the board. So the students can know more clearly about the main point from the lesson.

In core activities, we should go around the class for monitoring all students about their understanding when they solve the problem. For closing, when we made a reflection and summary about the lesson today, we must to make sure what students learn, how about their understanding and I trust that their understanding is the most important when we teach them.

For the second class that we entered, my master teacher said that we did teaching practice better than in the class before. I am very grateful to my master teacher because he gave us some information, motivation, and also give feedback for us to improve our ability in teaching. He said to us that we must teach the students from the heart. That’s the important thing and we should more prepare with the material than the students. So we can give the best for our students. 🙂

When I finished teaching practice, my friends and I have a chat with my master teacher about teaching certain Mathematics topic that he experiences problematic. The topic is about trigonometry. He met difficulties when he must give many formulas about trigonometry. He already explained how to get the formula, but too many formulas that should remember by the students. The formula is not only about trigonometry identities, sine rule, cosine rule, but also addition and multiplication of sine and cosine, and the other formula. When he taught them about limit trigonometry, the students met difficulty to apply many kind of formula when they solve the problem of limit trigonometry. To overcome that difficulties, the students should more do drill and practice, so that they can accustomed to apply trigonometry formula in Limit, derivatives, and other topics.

My teaching experience in SMA St. Theresia was so interesting. The students and the teacher were being cooperative in the learning process. So the learning process can be more effective. I learned many things from my master teacher and also the students. Different class and different school have different habits of students and I should learn from that situation. 🙂

Bejana Tanah Liat

“Bukan yang dilihat manusia yang dilihat Allah; manusia melihat apa yang di depan mata, tetapi TUHAN melihat hati.”
1 Samuel 16:7B

William adalah seorang penasehat kerajaan yang disegani karena kebijaksanaannya, raja sangat memperhatikan perkataan dan nasehatnya.
Wajah buruk dan tubuhnya yang bongkok membuat putri raja iri dan bertanya sambil mengejek : “Jika engkau bijaksana, beritahu aku mengapa Tuhan menyimpan kebijaksanaanNya dalam diri orang yang buruk rupa dan bongkok”.

William balik bertanya : “Apakah ayahmu mempunyai anggur ?”
“Semua orang tahu ayahku mempunyai anggur terbaik, pertanyaan bodoh macam apa itu”, putri raja menyahut sinis. “Dimana ia meletakkannya ?” William bertanya lagi, “Yang pasti didalam bejana tanah liat”.

Mendengar itu William tertawa. “seorang raja yang kaya akan emas dan perak seperti ayahmu menggunakan bejana tanah liat ?”
Mendengar itu putri raja berlalu meninggalkannya dengan rasa malu, ia segera memerintahkan pelayan memindahkan semua anggur yang ada di istana dari dalam bejana tanah liat ke dalam bejana dari emas dan perak.

Suatu hari raja mengadakan jamuan bagi para tamu kerajaan, alangkah kagetnya ia karena anggur yang diminumnya rasanya sangat asam, lalu dengan geram ia memanggil semua pelayan istana yang kemudian menceritakan bahwa anggur yang disuguhkan tadi berasal dari bejana emas dan perak atas instruksi putri raja sendiri, lalu raja menegur keras perilaku putrinya itu.

Putri raja berkata kpd William, “Mengapa engkau menipu aku, aku memindahkan semua anggur ke bejana emas tapi hasilnya semua anggur jadi terasa asam.” Dengan ringan William menjawab : “Sekarang engkau tahu mengapa Tuhan lebih suka menempatkan kebijaksanaan dalam wadah yang sederhana, kebijaksanaan itu sama seperti anggur ia hanya cocok dalam bejana dari tanah liat.”

Ketika Tuhan mencari alat yang ingin dipakaiNya, Ia tidak harus mencari yang terbuat dari emas, tetapi dari tanah liat yang sederhana.

Let it be you !

1 DOLLAR 11 CENTS

Sally berumur 8 th ketika dia mendengar ortu nya sedang berbicara mengenai adik lelakinya, Georgi yg menderita sakit parah.Hanya operasi yg sgt mahal bisa menyelamatkannya,tapi mereka tak punya biaya.Sally mendengar ayahnya berkata,“Hanya keajaiban yg bisa menyelamatkannya”.Sally mengambil celengan dari tempat persembunyiannya,
lalu dikeluarkannya smua isi celengan ke lantai & menghitung smua uangnya.

Dgn membawa uang,
Sally menyelinap keluar; pergi ke apotik.

“Apa yg kamu perlukan?” tanya apoteker

“Saya mau bicara mengenai adikku,
Dia sakit & saya mau membeli keajaiban” jawab Sally

“Apa yg kamu katakan?
“Ayahku mengatakan hanya keajaiban yg bisa menyelamatkan jiwanya. Jadi berapa harganya?”

“Kami tidak menjual keajaiban, adik kecil”

“Saya punya uang. Katakan saja berapa harga keajaiban?”

Seorang pria berpakaian rapi berhenti & bertanya,
“Keajaiban jenis apa yg dibutuhkan oleh adikmu?”

“Saya tak tahu” jawab Sally

Air mata mulai menetes di pipinya.

“Saya hanya tau dia sakit parah & ayah mengatakan bahwa ia membutuhkan operasi.
Ortu ku tak mampu membayarnya,
tapi saya punya uang”

“Berapa uang yg kamu punya?”

“Satu dollar dan sebelas sen,” jawab Sally dgn bangga

“Kebetulan sekali,” kata pria itu sambil tersenyum,
“Satu dollar dan sebelas sen,
Harga yg tepat u/ membeli keajaiban yg dpt menolong adikmu”
Dia mengambil uang,
kemudian memegang tangan Sally & berkata:“Bawa saya kpd adikmu, saya mau bertemu dengannya & ortu mu”
Pria itu adalah Dr. Carlton Armstrong,
seorang ahli bedah terkenal.
Operasi dilakukannya tanpa biaya & butuh waktu yg tak lama
Georgi kembali ke rumah dalam keadaan sehat.
Ortu nya sangat bahagia.
Sally tersenyum…
Dia tau pasti berapa harga keajaiban tsb,
Satu dollar dan sebelas sen,
ditambah dgn keyakinan.

When u think that there’s no miracle, you’re wrong! :). Keep your faith, may all of us get a miracle!!! ♥ God Bless ♥