Abstract
Food security still becomes a big challenge nowadays, especially since the spreading of Covid-19 pandemic. Facts show that a large-scale social restriction policy in Indonesia limits the ...movement of logistics to distribute food. This situation tends to worsen due to the limited number of agricultural lands. Environmental or ecological sustainability in agriculture activity is also rarely considered, making the land poor for agriculture. Permaculture can be a viable approach to achieve sustainable food security, by creating a cultivated ecosystem which provides necessary human needs along with natural regeneration.
Kuttab Al Fatih
(KAF) Islamic School was chosen as the case study because contextually KAF has the potential to implement permaculture to its landscape development. Therefore, this paper discusses how to implement permaculture to KAF landscape development. This research was conducted with a literature review, field survey, and case study to determine permaculture design considerations within the selected project. The findings show that the permaculture landscape encourages the people to serve their needs (including foods) within the site without harming the environment. Through mimicking nature and adapting the pattern, permaculture system can create a sustainable ecosystem for people and other creatures to live in harmony. The implementation of permaculture at KAF should consider the Islamic values and the prohibitions in order the implementation does not conflict with user’s beliefs. User’s food needs, procurement, and human resources become another factor that should be considered to ensure the permaculture implementation is visible at KAF since the users are not staying at school.
In order to cope with rapid changes in 21st century, preparation of pre-service teachers is viewed as crucial to the quality of teacher workforce. This article presents the findings of a study of ...Indonesian-Thailand pre-service teachers that participated in SEA- Teacher Project. This study used qualitative method to describe pre-service teachers' perspective on pedagogical challenges as they participated in observations, assist in teaching, teach and reflect. Drawing from participant field notes, surveys and semi-structured interviews, by open-questions this study seeks to investigate the problems. During those phases, this study gathered the pre-service teachers' field notes that indicates some challenging pedagogical experiences influenced their perspective in teaching mathematics. The findings reveal that language becomes their major challenge in delivering material (80%) that affected their perception in explains a topic, concept or procedure in mathematics. Some of them overcame this problem by developing learning media. Pre-service teachers are given the opportunity to do practice teaching, but some of them (30%) are given only 2-3 meetings, that causes pre-service teachers couldn't develop variation of teaching strategies. Pre-service teachers did not have enough time to learn school's curriculum and resulted in students having difficulties in developing lessons plan.They then try to keep the curriculum in their home country (40%) or used the lesson plan as an example in school (60%). Some obstacles experienced by pre-service teacher (20%) as they have to taught large classes (up to 50 students).They had to work hard in order deal with different characters of students so the class remain conductive. In deal with misconception when students make mistakes in working on a problem 90% of them only give the right answer, without exploring the possibility of a misconceptions. In practice only 30% of them identify the cognitive demands of students who are taught during the observation activity and assist of teaching. Limitations on school infrastructure such as LCD, computers, and internet inhibit the pre-service teacher to develop ICT based learning (50%) but they overcome the limitation by developing students' worksheet and contextual mathematics model.
This paper aims to describe students' written mathematical communication through a dependent field (DF) and independent field (IF) cognitive style in limits of functions material at the eleventh ...grade of SMA Negeri 1 Surakarta in the academic year of 2018/2019. Students of XI MIPA 7 and XI MIPA 8 were involved in this study. By using a descriptive qualitative approach, the data were analyzed to observe students' levels in written mathematical communication. The data were obtained by a written test. The triangulation of time was adopted to validate the data. Meanwhile, analysis techniques derived from Miles and Huberman were applied to analyze the data. The indicators of written mathematical communication were categorized into four indicators. The levels of that were also divided into four levels. The findings indicated that cognitive style affects students' level in written mathematical communication. The majority of students with DF cognitive styles are in level I or II. Oppositely, those with IF cognitive style, the level of written mathematical communication are varied in each indicator.
This research aims to describe the process of implementation Somatic, Auditory, Visualization, Intellectually (SAVI) learning approach to improve students' attention toward mathematics lesson. The ...data were obtained from the result of questionnaire and observation. The success indicators in this research was the average of students' attention reaching 70%. The results of this research showed that learning steps by using SAVI could improve students' attention, the result as follows; 1) pre-activity: teacher delivered the purpose of the learning, apperception, and motivation. 2) main activity: the teacher explained learning materials, divided students into 4-5 persons to discuss the problem in a worksheet, the teacher guided students to solve the problem, gave chance to present the discussion result, then teacher held games that involve students' sense tools as training for the learning materials. 3) post activity: the teacher together with students conclude the lesson and ask students to review the lesson at home. Based on the questionnaire result, the average of students' attention in last cycle is 77,61%.
In curriculum 2013, the Ministry of Education and Culture of Indonesia provides Electronic School Book (BSE) as the student textbook. Based on observation, SMAN 1 Surakarta has implemented curriculum ...2013, yet the teachers tend to use the textbook published by a private company (Intan Pariwara) as the main textbook Surakarta. The aim of this research is to determine the appropriateness of Core Competence and Basic Competence based on the Regulation of the Minister of Education and Cultural No.24 of 2016, the content's appropriateness, and the exercise's spread reviewed from the Bloom Taxonomy. This research is qualitative descriptive research using a content analysis approach. In the BSE there is an inappropriate Basic Competence in the Sequence and Series material. The content's appropriateness of BSE is 81.99% (good category) while for that of Intan Pariwara book is 86.78% (very good category). The exercises in Intan Pariwara book have 40.08% of LOTS percentage and 59.92% of HOTS percentage while BSE has 50.96% of LOTS percentage and 49.04% of HOTS percentage. The conclusion of this research is that an additional review toward BSE needs to be done so that it can be used maximally in the implementation of curriculum 2013.
Misconception is one of the problems that often happen in learning physics. The solution that can be offered in overcoming or reducing misconceptions is by improving the physics learning process. ...This study aims to determine the effectiveness of the ECIRR learning model with the pictorial riddle method for the misconceptions of grade VIII students in one of the junior high schools in Central Lampung District. The research method used is a quasi-experiment with nonequivalent control group design. The independent sample t-test showed that the decrease of the misconceptions in the experimental class was greater than that in the control class. Furthermore, the effect size value of 0.63 is obtained. It means, the ECIRR learning model with pictorial riddle method is effective in reducing misconceptions with medium categories.
SMKN 1 Sawoo is a vocational high school that requires each student at a certain class level to do an internship. These activities require students to carry out these activities outside of school and ...of course the learning process does not stop completely. Therefore, we need a learning media that can help teachers in online learning. So that the learning process can continue. One of them uses website-based learning media. The website-based learning media at SMKN 1 Sawoo aims to help teachers and students in carrying out teaching and learning activities remotely. The research method used is the waterfall method. The media needed is a learning media website that can be used to deliver material and conduct learning evaluations. The material that can be delivered is of course multimedia based, which in addition to text can be in the form of images, videos and audio. In addition to being used for delivering material, this online learning media website can be used as a medium to do assignments given by each subject teacher.
The 21st century has urged teachers to be more creative in helping the students to understand the materials more easily. The vast changing of technology should have been able to make it even easier. ...Teachers should have been aware and take the advantage that technology can help them make the situation in the classroom more alive because their students belong to generation Z who cannot be separated from technological devices. However, there are only few teachers who know that integrating technology in the classroom can actually make the students more creative. It is due to the reason that there are not many teachers who are confident and have courage to integrate technology in the classroom or what technology they have to integrate. Therefore, this article tries to highlight the usage of "Storyboard That" as one of the platforms that can help the students to become more creative.
The term "fragmentation" is adopted from the term of data storage which is used inefficiently in a computer. The analogy of fragmentation in thinking process is inefficient phenomenon of information ...storage within the brain which obstructs the process of reconstructing and solving mathematical problems. This descriptive qualitative research aims to describe the fragmentation of thinking structure and its impact on concept construction and algebraic problem solving in Junior Highs School Students. The subjects consisted of 8th grade students of junior high school in Surakarta, Indonesia. Data of this research were collected using a task-based in-depth interview method. This research shows that the students have the following fragmentation of thinking structure: (1) pseudo construction, which occurs when the students' answers seem right even though the reasoning are wrong, (2) hole construction, which occurs when students do not thoroughly understand the concepts of addition, multiplication, algebraic power forms, and mathematical problems-modelling, (3) mis-analogical thinking, which occurs when students consider an algebraic form to be the same as another algebraic form.
Fragmentation is adopted from the term of inefficient data storage in a computer which is used to describe thinking fragmentation. The purpose of this study is to describe the fragmentation of ...geometrical concepts in junior high school classified into: hole construction, mis-connection, and mis-analogical construction. This study used descriptive qualitative research method with the subjects of 8th grade students in Surakarta. Data collection in this study was conducted by task-based interview method. Qualitative descriptive analysis through the stages of reduction, representation, and interpretation of data. Hole construction occurs when students do not construct concept completely (20%). Mis-connection occurs when students make mistake in making connections between concepts (40%). Mis-analogical construction occurs when students analogizing a concept with another concept in geometry which is a mistake (20%). From the analysis result, defragmentation of thinking structure in geometry can be done with scaffolding to bring up scheme, knite scheme, and improve of analogic thinking.
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