INTERNATIONAL CONFERENCE ON MATHEMATICS, SCIENCES, TECHNOLOGY, EDUCATION AND THEIR APPLICATIONS
ICMSTEA 2014
INTERNATIONAL CONFERENCE ON MATHEMATICS, SCIENCES,
TECHNOLOGY, EDUCATION AND THEIR APPLICATIONS
Makassar, August 20-21, 2014
ISBN: 979-604-151-0
State University of Makassar
INTERNATIONAL CONFERENCE ON MATHEMATICS,
SCIENCES, TECHNOLOGY, EDUCATION
AND THEIR APPLICATIONS
“Recent Research and Issues in
Mathematics, Sciences, Technology, Education
and their Applications”
PROCEEDINGS
ICMSTEA 2014
Makassar, August 20-21, 2014
ISBN: 979-604-151-0
53 th
UNM
ICMSTEA
2014
Conference Proceeding
INTERNATIONAL CONFERENCE ON MATHEMATICS, SCIENCES,
TECHNOLOGY, EDUCATION AND THEIR APPLICATIONS
Makassar, 20th – 21st august 2013
RECENT RESEARCH AND ISSUES ON MATHEMATICS,
SCIENCE, TECHNOLOGY, EDUCATION AND THEIR
APPLICATIONS
ISBN 979-604-151-0
Mathematics and Science Faculty
Makassar State University
ICMSTEA 2014 :
RECENT RESEARCH AND ISSUES ON MATHEMATICS,
SCIENCE, TECHNOLOGY, EDUCATION AND THEIR
APPLICATIONS
Editorial Board:
Syafruddin Side
Iwan Dini
Rahmat Syam
Sumarlin Muis
Ahmad Fudhail
Andi Irma Suryani
Ansari Saleh Ahmar
Muh. Aqil Rusli
Bustang
Muh. Hijrah
Irwan
Iswan Achlan Setiawan
Nur Wahidin Ashari
Wahyuddin Bara
Zulkifli Rais
Reviewer Board:
Prof. Max Warshauer
Prof. Susie Groves
Prof. Peter Hubber
Prof. Naoki Sato
Prof. Baharuddin Aris
Prof. Ismail bin Kailani
Prof. Duangjai Nacapricha
Prof. Muhammad Arif Tiro
Dr. Fran van Galen
Prof. Suratman Woro Suprodjo
Dr. Siti Nuramaliati Prijono
Oslan Jumadi, Ph.D.
Prof. Gufron D. Dirawan
Muhammad Abdy, Ph.D.
Dr. Ramlawaty
©August 2014
International Conference on Mathematics, Science, Technology, Education and their
eir Applications
(ICM
MSTEA) 2014
DESIG
SIGNING AND DESIGN RESEARCH
Frans van Galen
Freud
reudenthal Institute, Utrecht University
Abstract
Students who want to work in education after their graduation, will benef
nefit if there is ample
room in their study for the design
de
and the evaluation of educational ac
activities. In ‘design
research’ design and evaluation
tion go hand in hand. A typical design researc
arch study consists of
two to four cycles: designing,
ng, testing, retrospective analysis, redesign, test
esting and so further.
A range of data is collected,
d, amongst other things: tests to establish the preknowledge of
children, classroom observations,
tions, video of classroom discussions, videoo of discussions in a
‘focus group’, one or more int
interviews with the teachers. The aim of design
sign research is not to
compare different approaches;
hes; there is no control group and as the group of subjects per cycle
will often be just one class,
ss, st
statistical significance is not an issue. Inste
nstead the researchers
strive for a presentation of the empirical data that allows other researcher
hers and designers to
evaluate the conclusions that
hat tthe authors have drawn. Data triangulation
on is important.Design
research is a core element in the study program for Indonesian students
nts in Utrecht. In my
contribution to the conference
nce I want to explain what we mean by design
sign research and how
we deploy it in the curriculum
um of our master students. My examples will
ill come mainly from
mathematics education, but design
de
research can also be used to improve
ove eeducation for other
school topics.
1
International Conference on Mathematics, Science, Technology, Education and their
eir Applications
(ICM
MSTEA) 2014
MATHWORKS, MATH
TH PROBLEMSAND MATH EDUCATION
N RESEARCH
Max
Texas State University, USA
Abstract
Inquiry-based teaching and llearning approaches have In this talk, ther
here are three interconnected parts. First, we will
wi describe Mathworks programs for stude
udents, teachers, and
curriculum development. Second,
econd, we will provide some interesting probl
oblems that illustrate
the kind of investigations that
hat arise in our curriculum and math programs.
ms. Finally, we will
discuss math education rese
search, particularly focusing on ongoing and future projects
connected to teaching, learnin
ning and Math works programs. This include
udes opportunities at
Texas State for students and
nd faculty, and collaborations with KPM and Makassar State
University.
2
International Conference on Mathematics, Science, Technology, Education and their
eir Applications
(ICM
MSTEA) 2014
JOB ORIENTATION
N OF UNDERGRADUATE STATISTICS S
STUDENTS
OF FMIPA
IPA UNIVERSITAS NEGERI MAKASSAR
R
Muhammad Arif Tiro
Graduated from Iowa Statee U
University, USA, Statistics professor at Facult
ulty of Science and
Mathem
hematics, the State University of Makassar
Abstract
This study aimed to assess the job orientation and perspectives of sta
statistics students of
FMIPAUNM. This study is important because FMIPA UNM has open
opened undergraduate
statistics program and receive
ve the first batch of 2013 with this study, is ex
expected to produce
insight and orientation of students’thinking
stude
to prepare for theirfuture. Thus,
hus, students have to
prepare for the learning proc
ocess to gain knowledge, skills, and expertise
tise to support these
perspectives. This study was conducted by surveying the opinions and ide
ideals of 40 students
after completing education at statistics study at FMIPA UNM. The results
sults showed that the 40
students who participated, most of them aspire to become civil servants
nts (PNS) non-faculty
(58%), and further studies too be
become lecturers (50%). Partly of them also
lso choose to become
professional statisticians (25%
25%) as well as being a business and economy en
entrepreneurs (23%).
Furthermore, the choice of suc
such work based on the meaning of the w
work as the duties,
responsibilities, and worshipp in the life (30%), work as a means to achieve
ve happiness and the
happiness of parents (25%),, work
w
as a struggle to achieve the goal of life (18%), work as a
means to earn income to make
ake ends meet (18%), and work as identity and pride (13%). The
conclusion of this research repor
eport will be used as inputs for improving: (1)
1) ccurriculum, and (2)
the design of learning at Statist
tistics Studies Program of FMIPA UNM.
Keywords: job orientation, meaning
me
of the work, undergraduate
3
International Conference on Mathematics, Science, Technology, Education and their
eir Applications
(ICM
MSTEA) 2014
MEMBRA
RANELESS VAPORIZATION DEVICES::
EFFECTIVE ON-LINE TO
OOLS FOR SEPARATION OF VOLATILE
ILE COMPOUNDS
IN FLOW-BASED ANALYSIS
Nacapricha, D.1,2*Uraisin,
*Ur
K.1,2Choengchan, N.1,3&Ratanawim
imarnwong,
N.1,4Wilairat, P.1,2,5
1
Flow Innovation-Resear
search for Science and Technology Laboratories
es (FIRSTLabs)
Department of Chemistry and Center of Excellence for Innovation in Che
hemistry, Faculty of
Science, Mahidol
Ma
University, Bangkok 10400, Thailand
nd
3
Department of Chemist
istry and the Applied Analytical Chemistry Re
Research Unit,
Faculty of Science, King Mongkut’s
Mong
Institute of Technology Ladkrabang
bang, Chalongkrung
Road, Bangkok 10520, Thailand
4
Department of Chemistry,, Faculty
F
of Science, Srinakharinwirot Universi
rsity, Sukhumvit 23
Road, Bangkok 10110, Thailand
5
National Doping Contro
ontrol Center, Mahidol University, Bangkok 10400, Thailand.
email address: duang
[email protected] and dnacapricha@gm
gmail.com
2
Abstract
Membraneless vaporization devices
de
are apparatus developed for on-line sepa
separation of volatile
compounds from liquid or soli
solid samples. Our group was the first to intro
ntroduce the technique
of membraneless vaporization
ion as well as ‘membraneless vaporization uni
unit’ (MBL-VP unit)
suitable for flow-based analy
nalysis. Conventional devices, such as ‘gas-di
diffusion unit’ and
‘pervaporation unit’ all emplo
ploy membranes. Volatile compound vaporize
izes from the sample
(donor) into a headspace pa
partitioning between the sample section and a liquid section
(acceptor). The volatile gass di
dissolves into the acceptor leading to the chang
hange in the physical
property. This change in the
he ph
physical property of liquid acceptor is usedd ffor constructing the
calibration for quantitative analysis.
ana
In this talk, evolution of MBL-V
VP devices will be
presented. Future trend in development
deve
of MBL-VP devices for simultane
aneous determination
of volatile compounds will be discussed.
di
Keywords: Membraneless vaporization;Separation;
vapor
Flow-based analysis;V
s;Volatile compound.
4
International Conference on Mathematics, Science, Technology, Education and their
eir Applications
(ICM
MSTEA) 2014
CORRELATION BETWEE
WEEN STRUCTURES AND ELECTRONIC P
PROPERTIES OF
ORGAN
ANIC SEMICONDUCTOR THIN FILMS
Naoki SATO
Institute for Chemicall R
Research, Kyoto University, Uji, Kyoto 611-0011,
0011, Japan.
[email protected]
Abstract
Our research is devoted to correlation studies on structures and prope
properties of organic
functional materials in the solid
soli state. In particular, the electronic structure
ure in the valence and
unoccupied states of organic
nic semiconductor thin films is studied using
ng phot
photoemission and
inverse photoemission spectrosc
troscopies in connection with their electronic
onic and photoelectric
properties. Such results are applicable
appl
to create novel molecular systemss with characteristic
electronic functions.
Keywords: Organic semiconduc
onductor; Thin film; Electronic property; Electroni
tronic structure.
5
International Conference on Mathematics, Science, Technology, Education and their
eir Applications
(ICM
MSTEA) 2014
STEM AND OER
ER TO STIMULATE STUDENT ENGAGEM
EMENT
Baharuddin Aris
Faculty of Education, Universiti Teknologi Malaysia
Abstract
While STEM stands for Scienc
ence, Technology, Engineering and Mathemati
atics, OER stands for
Open Educational Resources.
s. One of the initiatives of Universiti Teknolog
knologi Malaysia (UTM)
in alleviating problems related
ted to STEM Education is Research and Deve
evelopment of UTMMIT BLOSSOMS. BLOSSOMS
OMS stands for Blended Learning Open Sourc
ource Science or Math
Studies. This presentation wil
ill cover the why, how and when collaborati
ative efforts between
UTM and MIT as well the Mal
Malaysian Ministry of Education (MoE) evolved
ved and how effective
are these UTM-MIT BLOSSO
SOMS. Collaborative efforts between MIT Prof
rofessors, Malaysian
teachers and UTM lecturers
ers with respect to training and developme
ment of UTM-MIT
BLOSSOMS that is applicabl
cable to Malaysian syllabus in secondary sc
school and higher
institution started in January
ry 2013. This collaborative effort goes beyon
ond the training and
development of UTM-MIT BL
BLOSSOMS embedded with higher order thinki
hinking skills (HOTS)
and Malaysian culture in crea
reative and contextual approach. It also involve
nvolves researching the
effectiveness of UTM-MIT BLOSSOMS
B
through UTM research grants
nts and PhD synergy
project between MoE and UTM
TM in 2013.
6
International Conference on Mathematics, Science, Technology, Education and their
eir Applications
(ICM
MSTEA) 2014
REPRESENTATION CON
ONSTRUCTION: A RESEARCH DEVELO
OPED INQUIRY
PEDAG
AGOGY FOR SCIENCE EDUCATION
Peter Hubber
Deakin University
Abstract
Inquiry-based teaching and lea
learning approaches have long been advocated
ted as best practice in
science classrooms (Anderson,
son, 2002) but have yet been realised in ter
terms of wide scale
implementation (Minna, Levy
vy & Century, 2010). This keynote address desc
escribes a successful
research-developed representa
ntation construction approach to teaching and
nd learning that links
student learning and engagem
gement with the epistemic practices of science
nce. This approach
involves challenging studentss to generate and negotiate the representati
tations (text, graphs,
models, diagrams) that const
onstitute the discursive practices of science, ra
rather than focusing
on the text-based, definitionaal versions of concepts. The representa
ntation construction
approach is based on sequenc
ences of representational challenges which
ch involve students
constructing representations
ns to actively explore and make claims aabout phenomena.
Inquiry in the science classroom
room becomes inquiry into ideas and how the
they are represented,
and the selective and partial
tial nature of such representations. The key principles of the
representation construction appr
approach, considered a form of directed inquiry
nquiry, are outlined with
illustrations from video ethnog
hnographic studies of whole topics such as forc
orces, astronomy and
ideas about matter within middl
iddle years’ science classrooms. The address
ss w
will also outline the
manner in which the representa
ntation construction approach has been translat
nslated into wider scale
implementation through a larg
rge scale Professional Development (PD) workshop
orkshop program and
pre-service teacher curriculum
um courses. Issues associated with wider scale
le implementation of
the approach are discussed such
suc as ongoing support for in-service teachers
hers implementing the
approach and limited practic
ticum experiences for pre-service teachers in enacting inquirybased teaching approaches.
7
International Conference on Mathematics, Science, Technology, Education and their
eir Applications
(ICM
MSTEA) 2014
IMPROVING MATHE
HEMATICS TEACHING THROUGH LESS
SSON STUDY
Susie Groves
Deakin University
221 Burw
urwood Highway, Burwood 3125, Australia
+61 3 9244 6405
[email protected]
Abstract
Lesson study first came to wor
orld-wide attention as a vehicle for profession
onal learning through
Yoshida’s (1999) doctoral dissertation
diss
and Stigler and Hiebert’s (1999) ac
accounts of Japanese
structured problem-solving less
lessons based on the Third International Mathem
athematics and Science
Study (TIMSS). Since then,
n, there
the has been phenomenal growth of lesson
on study as a vehicle
for professional learning. For
or example, Suratno (2012, p. 212) describes
bes Lesson Study as
“spreading like wildfire across
oss Indonesia”. However, as Stigler and Hieber
bert (1999) point out,
efforts at improving teaching
ng often ignore the fact that teaching is a cultu
ultural activity, which
implies gradual change and
nd the need to take into account the cul
cultural assumptions
underpinning teaching and lea
learning. Thus questions about the extent too w
which lesson study
can be replicated elsewhere remain
rem
(Perry &Lewis, 2009), as do questions
ons about the extent to
which teachers can adopt struc
structured problem-solving as the basis for rese
esearch lessons. This
presentation will describe esse
ssential features of Japanese Lesson Study tha
that can contribute to
bringing about improvement
nt in
i mathematics teaching. It will aslo discuss
uss some affordances
and constraints encountered in its adoption and adaptation in other countr
ountries, with particular
reference to a research project,
ct, Implementing structured problem-solving m
mathematics lessons
through lesson study, being carried
car
out in a small number of Melbourne school
schools.
Keywords: Lesson study; mat
athematics teaching; teacher professional learn
rning; problem
solving
8
International Conference on Mathematics, Science, Technology, Education and their
eir Applications
(ICM
MSTEA) 2014
INTRODUCTION TO
OM
MODELLING FOR GEOGRAPHICAL R
RESOURCES
MANAGEMENT
Suratman
Faculty
ulty of Geography Gadjah Mada University
Abstract
Geography focus on geospher
sphere aspect of the earth in relationship with ma
man and other living
environments by using spatia
spatial, ecological and regional complex analy
nalysis.The geosphere
consist of atmosphere, lithosphe
hosphere, hydrosphere, biosphere, andanthroph
ophosphere. Spatially,
the characteristics of geospher
sphere are heterogeneous from place to other pla
place. Geosphere can
be analyzed as a complex natural
natur system.Ecologically, the interaction among
ong the components
of geosphere are favourablee pr
processes in the developing the system. By the geographical
system approach, a model can
an be used in the determining the potential geog
geographical resource
in the context of planning.. T
There are some types of model in geograp
raphical research for
resources management. The
he ggeographical models are scale model, conc
onceptual model and
mathematical model. Geographe
rapher will search type, pattern, and distribution
bution of geographical
resources such as land, water,
r, mineral,
m
vegetation, land use, settlement, popul
population, man made
etc. By using models in geogr
graphy (spatial, ecological model) and also ma
mathematical model,
the geographical resourcesca
scan be determined. The spatial and nume
numerical geographical
resources can be as a basic
sic for simulation in comprehensive in geog
ographical resources
planning and management.
Keywords : Geography, geogr
graphical resources, system, models, resources
es management
9
International Conference on Mathematics, Science, Technology, Education and their
eir Applications
(ICM
MSTEA) 2014
ROLE OF BIOLOGICAL
L SCIENCES IN DEVELOPING THE SCIE
IENTIFIC BASIS
FOR
R SUSTAINABLE DEVELOPMENT
Siti Nuramaliati Prijono
The
he IIndonesian Institute of Sciences (LIPI)
Abstract
The 21st Century has been ca
called a “Biology Century” because of the
he many advances in
humankind’s understanding of the basic processes and components of lif
life. Biology offers
great scope in developing the
he scientific basis for sustainable Development
ent, especially in the
assurance of food security, and
nd in the use of biology to meet the needs for
or m
more fuel, fiber and
animal feed . Indonesia’s strate
rategic longterm development plan (2005-2025)
2025) aims to achieve a
“green and ever-lasting Indon
ndonesia.” Indonesia believe that sustainable de
development is the
process to integrate economic
ic de
development and natural resources and its ecos
ecosystem in order to
meets human needs while preserving
pre
the environment so that these needs
ds can be met in the
present and the future. Achi
chieving sustainable development is made
de more difficult as
biodiversity and the ecosyste
stem services that underpin all life on earth
th are degraded. For
sustainable use of biodiversity
sity, require creativity and new advances in sci
scientific knowledge.
Biology is a pivotal knowledge
dge component to meeting humankind’s require
quirements and thereby
contributing to sustainable development.
deve
Keywords: Biological Science
nces, sustainable development, Indonesia.
10
International Conference
nce on Mathematics, Science, Technology, Education and
d their
th Applications
(
(ICMSTEA)
2014
MATHEMATICS LEADERSHIP
Ismail Kailani
Universiti Teknologi Malaysia
[email protected]
Abstract
Improvement in mathematics
cs education
e
requires new kinds of leadership.
ip. T
There is an urgent and
growing need for mathematic
atics teacher – leaders – specialists positione
ned between classroom
teachers and administrators who
wh can assist with the improvement of mathe
thematics education. We
need to develop the knowled
ledge, skills and disposition, sensibilities, long-term
lo
capacities of
leaders working with teacher
hers to take leadership for improving mathem
ematics education. The
leader takes on the roles of ac
active observer, participant, professional devel
velopment provider, and
instructional leader. This site
site-based leaders will be integral in sustaini
ining and furthering all
aspects of the components off a comprehensive mathematics program. Thes
ese mathematics leaders
must know how to support te
teachers to improve mathematics teaching practices;
pr
to design and
implement mathematics profe
ofessional development to achieve specific go
goals and objectives; to
deepen mathematical knowled
ledge needed for teaching mathematics, which
ich is also a key to high
level mathematics profession
ional development. Leaders who are respon
ponsible for improving
mathematics achievement face
ace tremendous challenges. There are several
ral leadership principles
such as equity leadership, teaching and learning leadership, curricu
iculum leadership, and
assessment leadership, that will
w help leaders implement a high-quality mathematics
m
program. .
There are variety of leadership
ship positions in mathematics education such
ch as school and central
office leaders, supervisors, tea
team leader, coach, peer coach, new teachers mentor,
m
curriculum and
instructional materials develop
loper, and inquiry team member, etc.
11
USING LABORATORY SIMULATION IN VOCATIONAL HIGH
SCHOOL TO MODEL REAL WORLD PROBLEMS
Hendra Jaya1, Sapto Haryoko2
1,2
Department of Electronics Education, Faculty of Engineering,
State University of Makassar, Parang Tambung, Sulawesi Selatan, Indonesia.
e-mail address: [email protected] , [email protected]
Abstract
A hands-on approach in which the vocational students actively participate in obtaining results is used.
Vocational students are taught a step-by-step procedure for applying the simulation technique which
helps them answer questions about the behavior of real processes under varying conditions. They
feature statistical topics that are important to students, a wealth of hands-on activities, real data sets
and active experiments which motivate student participation, and graphical methods instead of
complicated formulas or abstract mathematical concepts. There are numerous examples of practical
problems which can be simulated using this approach and which are interesting and motivating for
vocational school students. Simulation has a good transfer of learning , as studied in simulations
usually good transfer to the real situation. a) The other way to increase the efficient learning is to equip
students with an environment that is more conducive to study one of the real activity; b) simulation
offers other advantages as well. Simulation is safe , comfortable , and can be controlled; c) simulation
is also more convenient in the real world activity. d) the simulation can be used as a test. simulation is
an ideal mechanism for providing the teacher to explain the lesson, to drawing conclusions and making
inferences.
Keywords:laboratory simulation, real world problem.
One of them is related to the learning resource
center. Many different sources that can be used
as a learning resource center, one of which
labs. Laboratories need to be conserved and
managed, as well as the effectiveness of the
role is to encourage the optimization of the
learning process through the implementation of
various functions which include service
functions, the functions of procurement /
development of instructional media, research
and development function and other functions
that are relevant to increasing the effectiveness
and efficient learning. One of the learning
efficiency in the laboratory is to use a
computer for the simulation process. Computer
as one of the technologies considered
appropriate product is used as a teaching tool.
A wide variety of instructional approaches that
are packed in the form of computer-assisted
instruction programs or CAI (ComputerAssisted Instruction) such as: drill and practice,
simulations, tutorials, and games can be
obtained via the computer. Simulation of the
1. Introduction
Laboratory is a scientific research,
experiments, measurements or scientific
training done. Laboratories are usually made to
allow these activities in a controlled manner.
Scientific laboratories usually differentiated
according to the discipline, such as physics lab,
chemistry lab, biochemistry lab, computer lab
and language lab. Laboratory is used as an
academic support unit in educational
institutions, in the form of a closed or an open
room, or a permanent move, managed
systematically for testing activities, calibration,
and / or production on a limited scale, using
equipment and materials based on a particular
scientific method, in order to implement
education, research, and community service.
Various efforts were made by the teacher or
administrator educators to further enhance and
support the learning process more effective and
efficient. Although many factors that determine
the quality of education or learning outcomes.
507
real environment (virtual reality) are made by a
computer, and the user can interact with the
results, which reveal the contents of a virtual
reality environment called reality (Virtual
Reality). VR is a form of human computer
interaction in which a real or imaginary
environment is simulated and the users can
touch and move the world. In the most
successful virtual environment, users feel that
they are truly present in the simulated world
and that their experience in the virtual world is
comparable to what they would have done to
the environment sebenarnya.Virtual Reality
can be applied to various fields. In the research
techniques and lmiah, virtual labs can help
overcome the problems in vocational beragai
especially for productive vocational subjects
such as for work on hazardous equipment
including the very high voltage or with
expensive equipment better implemented
through simulation. Simulation is a method that
can be used to transfer the functions of the real
problem into a form that can be represented by
a computer program.
system with a computer and guided by certain
assumptions so that the system can be studied
scientifically. Simulation can be interpreted as
imitating a real system that is full of complex
probabilistic nature without having to
experience the real situation (Ellyns, 2009) .
Furthermore , the simulation model is
basically a learning strategy that provides a
more concrete learning experience through the
creation of a clone - clone form experience
approaching the real atmosphere . From the
definition of the experts above , it can be
concluded that the simulation is a form of
presentation by manipulating an object and
make copies for the purpose of reducing
misperceptions of the material - the material is
complex or abstract . Variety of learning media
will be able to turn the learning environment ,
encourage and facilitate the learning
motivation understand abstract concepts or
complex (Munir, 2001).
The simulation model consists of two
types, namely the analog simulation and
symbolic simulation. According Sunarno
(2008) analog simulation using the physical
representation to describe the characteristics of
a problem, while the simulation of
mathematical models that emulate symbolic
solution using computers, called computer
simulations . Simulation is generally used to
solve a variety of problems : difficult to be
solved by analytical means such as the
complex electrical circuits; has a data size and
high complexity; very difficult to implement
directly since it requires very expensive, when
the relationship between variables is not linear
, and when the model has a random variable .
In the simulation approach , to solve
complicated problems will be easier to do
when starting to build an experimental model
of a system . Learning model simulation aims
to: (1) specific skills training is both
professional as well as for everyday life, (2)
gain an understanding of a concept or principle
, (3) trained to solve problems , (4) increase the
activity of learning , (5) motivate students to
learn , and (6) foster students' creative
power(Djati, 2007) .
Model simulation approach (Robinson,
2004) are presented in Figure 2 . Boxes in the
2 . Laboratory
The emergence of more complex
interactive multimedia supported by the
development of computer technology which
gave birth to the more complex types of media
as well as the combination of audio media,
video and communications, known as
multimedia computers that can be used as an
alternative medium of supplements lab at the
school referred to as laboratory simulation.
Laboratory is a scientific research,
experiments, measurements or scientific
training done . Laboratories are usually made
to allow such activities in a controlled manner .
Scientific laboratories are usually distinguished
by the discipline, such as physics lab,
chemistry lab, biochemistry labs, computer
labs, and language labs.
3 . Simulation Model
Simulation is the imitation of the
operation , according to the time, a real-world
process or system. According to Law and
Kelton (1991) simulation is a technique mimics
the operations or processes that occur in a
508
figure is a key stage in the research consists of:
1) real world (problem ) , is an implementation
of the solution and / or understanding gained ;
2) conceptual models , a description of the
model will be developed ; 3) computer models
, a simulation model is applied to the computer
. ; and 4) solutions / understanding , is the
result of a process of experimentation.
the simulation . Once developed , experiments
performed with simulation models to gain a
better understanding of the real world and /or
to find solutions to real-world problems .
One of the models developed in the study
are presented by Figure 1. Consists of material,
discussion
forums,
perogress
reports,
examinations, assignments, exercises, and
additional files search. All of which will be
presented in the form of a website through a
virtual learning activities.
4 . Characteristics Simulation
The desire to do interactivity , active
involvement and support of navigation in the
simulation are important characteristics that
contribute to the educational outcomes of these
tools. In addition , an important characteristic
of simulation is its validity . Various types of
validity can be distinguished . Content validity
revealed the degree of simulation environments
in accordance with the relevant aspects ,
activities and operational parameters of the real
environment to simulate , construct validity
reveal the level at which the construction , the
knowledge and skills students should have
evolved in a simulated environment resembling
that we use in the real world .
As
according
(Wiharjo,
2007),
simulations are used to demonstrate something
( skills ) so that students feel like being in a
real situation . Simulation is widely used in the
learning material harm , difficult , or costly ,
for example, to train pilots or fighter aircraft .
Riyana and Asra ( 2011) simulation
model has several characteristics , namely : a)
the operation of the process is something the
tools , the creation of a particular product ; b )
consists of a procedure in the form of a
particular system ; c ) learn how to use the
tools , procedures and specific measures ; d )
aims to prove something through a process of
experimentation ; e ) modeling and simulation
showed sequentially ; f ) in the form of analysis
, synthesis and application ; g ) require careful
observation process ; h ) focuses on
achievement of affective and psychomotor
aspects ; i ) requires the evaluation of practice
and observation .
Fig 1.
Key Stages and Process of Simulation
Motivation in performing a simulation
is the recognition of some of the problems that
occur in the real world that would cause
concern for it is necessary to run for a
simulation . to propose a model that is suitable
to handle it . Thus , conceptual modeling
consists of the following sub - processes :
1. Develop an understanding of the
problem situation
2. Determine the purpose of modeling
3. Designing conceptual models : input ,
output and content models
4. Collecting and analyzing the data
needed to develop a model
In the model coding conceptual model is
converted into a computer model . Here ,
coding is defined in the most general sense and
does not have to mean computer programming
. In contrast refers to the development of
computer models . The model can be encoded
using a spreadsheet , a special simulation
software or programming language . The
assumption here is that the simulation was built
and performed on the computer . it should be
noted that other forms of physical simulation is
509
The points above are general provisions
which are required the use of computer -based
learning media simulation model to help
teachers convey the message of learning to
students . In the simulation model , students
manggunakan computer and obtain learning
materials are packaged in the form of
animations
that
can
strengthen
the
responsiveness of students to instructional
material that is packaged in the form of
animations
that
can
strengthen
the
responsiveness of students to the learning
material .
Basically different simulation programs
with drill and practice programs , the
simulation program , the students did not
respond to questions but rather on creating an
atmosphere closer to the actual situation ,
which is probably the real situation that is too
expensive or too dangerous to be done by the
student , but with the use of simulation it can
be overcome , because the strength of the
simulation is the fact that response by the
computer based on the choices made by the
students themselves .
Fig 2. The Scope of Simulation Process
In Figure 3 is shown a digital electronics
lab. Simulation of digital electronics necessary
because the model is very complex with many
variables and interacting components, the
relationship between variables is not linear, the
model has a random variate, the output of the
model will be visualized as
computer
animation. Thus there are several advantages to
using simulation as a teaching method, which
are:1) Simulationcan be used as stock for the
students to face the real situation in the future;
to face the world of work; 2) Simulation can
develop krwativitas students, because through
simulation students are given the opportunity
to play a role according to the topic being
simulated; 3) Simulation can cultivate courage
and confidence of students; 4) Enriching the
knowledge, attitudes and skills required in
dealing with realsituations; 5) Simulation can
increase the excitement of students in the
learning process; 6) Time may be very long
experiment used when the original system.
5. Enable Students to Solve Real-World
Problems
Simulation enables students to
incorporate systems adjacent to their area of
focus, and gives them the freedom to explore
designs without the risks and limitations of
hardware testing. By enabling safe exploration
of solutions and failures, students can develop
optimized designs.Simulation makes it possible
for multidomain systems such as Digital
Electronics subjects: Modify the electrical
circuit, construct component, inject the circuit
and component, measure component in electric
circuit, and evaluate the practicum (Figure 1).
Models of physical systems built using
simulation laboratory (Hendra, 2013:187).
Exploring integrated systems helps students
understand how design decisions at the
subsystem
level
affect
system-level
performance.
510
simulation can be used as a test. simulation is
an ideal mechanism for providing the teacher
to explain the lesson, to drawing conclusions
and making inferences.
Acknowledgements
We would like to thank DP2M Dikti for
financial support in fiscal year 2014.
Reference
(1) Djati, Bonett., & Satya Lelono.(2007).
Simulasi,
Teori
dan
Aplikasinya.
Yogyakarta: Penerbit ANDI.
(a)
(2) Ellyns. (2009). Definisi Simulasi, [online].
Tersedia:
(http://ellyns.wordpress.com/
2009/08/28/definisisimulasi-2/,
diakses
pada tanggal 26 juni 2011.
(3) Hendra Jaya. 2013. Pengembangan
laboratorium
simulasiPraktikum
elektronika digitalDi SMK. Dissertation.
Yogyakarta State University. Yogyakarta.
(b)
Fig 3. Practicum Process a) real world Lab, b)
Simulation Lab
Besideshavingadvantages,
simulationalso
hasdrawbacks, including: 1) Experience
gainedthroughsimulationis
notalwaysappropriateandin
accordancewith
thefacts on the ground; 2) poormanagement.
simulationis
oftenused
as
ameans
ofentertainment, so thelearning objectivesto be
neglected; 4) Psychological factorssuch asthe
loss
ofactivity
ofHands-on
that
are
affectingstudentsbecauseoftenperformsimulatio
ns.
(4) Hendra & Sapto Haryoko. 2014. 3D
Simulation Laboratory Model Of WebBased
Interactive
To
Improve
Accessibility, Desire To Learn, And
Competence Of Student Vocational
Subject.
Prosiding.
ICVET
2014.
Yogyakarta.
(5) Munir. (2001). Aplikasi teknologi
multimedia
dalam
proses
belajar
mengajar. Jurnal Mimbar Pendidikan, 3, 9
– 17.
(6) Robinson, stewart. (2004). Simulation:
The Practice of Model Development and
Use. Southern Gate Chichester: John
Wiley & Sons Ltd.
6. Conclussions
Simulation has a good transfer of
learning , as studied in simulations usually
good transfer to the real situation. a) The other
way to increase the efficient learning is to
equip students with an environment that is
more conducive to study one of the real
activity; b) simulation offers other advantages
as well. Simulation is safe , comfortable , and
can be controlled; c) simulation is also more
convenient in the real world activity. d) the
(7) Sunarno, W. (1998). Model Remediasi
Miskonsepsi
Dinamika
dengan
menggunakan Animasi Simulasi dengan
Komputer. Desertasi doktor, tidak
diterbitkan, IKIP Bandung, Bandung.
511
(8) Wihardjo, Edi (2007). Pembelajaran
Berbantuan Komputer. [online]. Tersedia:
http://www.google.co.id/search?sclient=ps
y&hl=id&safe=active&source=hp&q=pe
mbelajaran+berbantuan+komputer+edy+w
ihardjo&btnG=Telusuri, diakses tanggal
20 Desember 2011.
512
INTERNATIONAL CONFERENCE ON MATHEMATICS, SCIENCES,
TECHNOLOGY, EDUCATION AND THEIR APPLICATIONS
Makassar, August 20-21, 2014
ISBN: 979-604-151-0
State University of Makassar
INTERNATIONAL CONFERENCE ON MATHEMATICS,
SCIENCES, TECHNOLOGY, EDUCATION
AND THEIR APPLICATIONS
“Recent Research and Issues in
Mathematics, Sciences, Technology, Education
and their Applications”
PROCEEDINGS
ICMSTEA 2014
Makassar, August 20-21, 2014
ISBN: 979-604-151-0
53 th
UNM
ICMSTEA
2014
Conference Proceeding
INTERNATIONAL CONFERENCE ON MATHEMATICS, SCIENCES,
TECHNOLOGY, EDUCATION AND THEIR APPLICATIONS
Makassar, 20th – 21st august 2013
RECENT RESEARCH AND ISSUES ON MATHEMATICS,
SCIENCE, TECHNOLOGY, EDUCATION AND THEIR
APPLICATIONS
ISBN 979-604-151-0
Mathematics and Science Faculty
Makassar State University
ICMSTEA 2014 :
RECENT RESEARCH AND ISSUES ON MATHEMATICS,
SCIENCE, TECHNOLOGY, EDUCATION AND THEIR
APPLICATIONS
Editorial Board:
Syafruddin Side
Iwan Dini
Rahmat Syam
Sumarlin Muis
Ahmad Fudhail
Andi Irma Suryani
Ansari Saleh Ahmar
Muh. Aqil Rusli
Bustang
Muh. Hijrah
Irwan
Iswan Achlan Setiawan
Nur Wahidin Ashari
Wahyuddin Bara
Zulkifli Rais
Reviewer Board:
Prof. Max Warshauer
Prof. Susie Groves
Prof. Peter Hubber
Prof. Naoki Sato
Prof. Baharuddin Aris
Prof. Ismail bin Kailani
Prof. Duangjai Nacapricha
Prof. Muhammad Arif Tiro
Dr. Fran van Galen
Prof. Suratman Woro Suprodjo
Dr. Siti Nuramaliati Prijono
Oslan Jumadi, Ph.D.
Prof. Gufron D. Dirawan
Muhammad Abdy, Ph.D.
Dr. Ramlawaty
©August 2014
International Conference on Mathematics, Science, Technology, Education and their
eir Applications
(ICM
MSTEA) 2014
DESIG
SIGNING AND DESIGN RESEARCH
Frans van Galen
Freud
reudenthal Institute, Utrecht University
Abstract
Students who want to work in education after their graduation, will benef
nefit if there is ample
room in their study for the design
de
and the evaluation of educational ac
activities. In ‘design
research’ design and evaluation
tion go hand in hand. A typical design researc
arch study consists of
two to four cycles: designing,
ng, testing, retrospective analysis, redesign, test
esting and so further.
A range of data is collected,
d, amongst other things: tests to establish the preknowledge of
children, classroom observations,
tions, video of classroom discussions, videoo of discussions in a
‘focus group’, one or more int
interviews with the teachers. The aim of design
sign research is not to
compare different approaches;
hes; there is no control group and as the group of subjects per cycle
will often be just one class,
ss, st
statistical significance is not an issue. Inste
nstead the researchers
strive for a presentation of the empirical data that allows other researcher
hers and designers to
evaluate the conclusions that
hat tthe authors have drawn. Data triangulation
on is important.Design
research is a core element in the study program for Indonesian students
nts in Utrecht. In my
contribution to the conference
nce I want to explain what we mean by design
sign research and how
we deploy it in the curriculum
um of our master students. My examples will
ill come mainly from
mathematics education, but design
de
research can also be used to improve
ove eeducation for other
school topics.
1
International Conference on Mathematics, Science, Technology, Education and their
eir Applications
(ICM
MSTEA) 2014
MATHWORKS, MATH
TH PROBLEMSAND MATH EDUCATION
N RESEARCH
Max
Texas State University, USA
Abstract
Inquiry-based teaching and llearning approaches have In this talk, ther
here are three interconnected parts. First, we will
wi describe Mathworks programs for stude
udents, teachers, and
curriculum development. Second,
econd, we will provide some interesting probl
oblems that illustrate
the kind of investigations that
hat arise in our curriculum and math programs.
ms. Finally, we will
discuss math education rese
search, particularly focusing on ongoing and future projects
connected to teaching, learnin
ning and Math works programs. This include
udes opportunities at
Texas State for students and
nd faculty, and collaborations with KPM and Makassar State
University.
2
International Conference on Mathematics, Science, Technology, Education and their
eir Applications
(ICM
MSTEA) 2014
JOB ORIENTATION
N OF UNDERGRADUATE STATISTICS S
STUDENTS
OF FMIPA
IPA UNIVERSITAS NEGERI MAKASSAR
R
Muhammad Arif Tiro
Graduated from Iowa Statee U
University, USA, Statistics professor at Facult
ulty of Science and
Mathem
hematics, the State University of Makassar
Abstract
This study aimed to assess the job orientation and perspectives of sta
statistics students of
FMIPAUNM. This study is important because FMIPA UNM has open
opened undergraduate
statistics program and receive
ve the first batch of 2013 with this study, is ex
expected to produce
insight and orientation of students’thinking
stude
to prepare for theirfuture. Thus,
hus, students have to
prepare for the learning proc
ocess to gain knowledge, skills, and expertise
tise to support these
perspectives. This study was conducted by surveying the opinions and ide
ideals of 40 students
after completing education at statistics study at FMIPA UNM. The results
sults showed that the 40
students who participated, most of them aspire to become civil servants
nts (PNS) non-faculty
(58%), and further studies too be
become lecturers (50%). Partly of them also
lso choose to become
professional statisticians (25%
25%) as well as being a business and economy en
entrepreneurs (23%).
Furthermore, the choice of suc
such work based on the meaning of the w
work as the duties,
responsibilities, and worshipp in the life (30%), work as a means to achieve
ve happiness and the
happiness of parents (25%),, work
w
as a struggle to achieve the goal of life (18%), work as a
means to earn income to make
ake ends meet (18%), and work as identity and pride (13%). The
conclusion of this research repor
eport will be used as inputs for improving: (1)
1) ccurriculum, and (2)
the design of learning at Statist
tistics Studies Program of FMIPA UNM.
Keywords: job orientation, meaning
me
of the work, undergraduate
3
International Conference on Mathematics, Science, Technology, Education and their
eir Applications
(ICM
MSTEA) 2014
MEMBRA
RANELESS VAPORIZATION DEVICES::
EFFECTIVE ON-LINE TO
OOLS FOR SEPARATION OF VOLATILE
ILE COMPOUNDS
IN FLOW-BASED ANALYSIS
Nacapricha, D.1,2*Uraisin,
*Ur
K.1,2Choengchan, N.1,3&Ratanawim
imarnwong,
N.1,4Wilairat, P.1,2,5
1
Flow Innovation-Resear
search for Science and Technology Laboratories
es (FIRSTLabs)
Department of Chemistry and Center of Excellence for Innovation in Che
hemistry, Faculty of
Science, Mahidol
Ma
University, Bangkok 10400, Thailand
nd
3
Department of Chemist
istry and the Applied Analytical Chemistry Re
Research Unit,
Faculty of Science, King Mongkut’s
Mong
Institute of Technology Ladkrabang
bang, Chalongkrung
Road, Bangkok 10520, Thailand
4
Department of Chemistry,, Faculty
F
of Science, Srinakharinwirot Universi
rsity, Sukhumvit 23
Road, Bangkok 10110, Thailand
5
National Doping Contro
ontrol Center, Mahidol University, Bangkok 10400, Thailand.
email address: duang
[email protected] and dnacapricha@gm
gmail.com
2
Abstract
Membraneless vaporization devices
de
are apparatus developed for on-line sepa
separation of volatile
compounds from liquid or soli
solid samples. Our group was the first to intro
ntroduce the technique
of membraneless vaporization
ion as well as ‘membraneless vaporization uni
unit’ (MBL-VP unit)
suitable for flow-based analy
nalysis. Conventional devices, such as ‘gas-di
diffusion unit’ and
‘pervaporation unit’ all emplo
ploy membranes. Volatile compound vaporize
izes from the sample
(donor) into a headspace pa
partitioning between the sample section and a liquid section
(acceptor). The volatile gass di
dissolves into the acceptor leading to the chang
hange in the physical
property. This change in the
he ph
physical property of liquid acceptor is usedd ffor constructing the
calibration for quantitative analysis.
ana
In this talk, evolution of MBL-V
VP devices will be
presented. Future trend in development
deve
of MBL-VP devices for simultane
aneous determination
of volatile compounds will be discussed.
di
Keywords: Membraneless vaporization;Separation;
vapor
Flow-based analysis;V
s;Volatile compound.
4
International Conference on Mathematics, Science, Technology, Education and their
eir Applications
(ICM
MSTEA) 2014
CORRELATION BETWEE
WEEN STRUCTURES AND ELECTRONIC P
PROPERTIES OF
ORGAN
ANIC SEMICONDUCTOR THIN FILMS
Naoki SATO
Institute for Chemicall R
Research, Kyoto University, Uji, Kyoto 611-0011,
0011, Japan.
[email protected]
Abstract
Our research is devoted to correlation studies on structures and prope
properties of organic
functional materials in the solid
soli state. In particular, the electronic structure
ure in the valence and
unoccupied states of organic
nic semiconductor thin films is studied using
ng phot
photoemission and
inverse photoemission spectrosc
troscopies in connection with their electronic
onic and photoelectric
properties. Such results are applicable
appl
to create novel molecular systemss with characteristic
electronic functions.
Keywords: Organic semiconduc
onductor; Thin film; Electronic property; Electroni
tronic structure.
5
International Conference on Mathematics, Science, Technology, Education and their
eir Applications
(ICM
MSTEA) 2014
STEM AND OER
ER TO STIMULATE STUDENT ENGAGEM
EMENT
Baharuddin Aris
Faculty of Education, Universiti Teknologi Malaysia
Abstract
While STEM stands for Scienc
ence, Technology, Engineering and Mathemati
atics, OER stands for
Open Educational Resources.
s. One of the initiatives of Universiti Teknolog
knologi Malaysia (UTM)
in alleviating problems related
ted to STEM Education is Research and Deve
evelopment of UTMMIT BLOSSOMS. BLOSSOMS
OMS stands for Blended Learning Open Sourc
ource Science or Math
Studies. This presentation wil
ill cover the why, how and when collaborati
ative efforts between
UTM and MIT as well the Mal
Malaysian Ministry of Education (MoE) evolved
ved and how effective
are these UTM-MIT BLOSSO
SOMS. Collaborative efforts between MIT Prof
rofessors, Malaysian
teachers and UTM lecturers
ers with respect to training and developme
ment of UTM-MIT
BLOSSOMS that is applicabl
cable to Malaysian syllabus in secondary sc
school and higher
institution started in January
ry 2013. This collaborative effort goes beyon
ond the training and
development of UTM-MIT BL
BLOSSOMS embedded with higher order thinki
hinking skills (HOTS)
and Malaysian culture in crea
reative and contextual approach. It also involve
nvolves researching the
effectiveness of UTM-MIT BLOSSOMS
B
through UTM research grants
nts and PhD synergy
project between MoE and UTM
TM in 2013.
6
International Conference on Mathematics, Science, Technology, Education and their
eir Applications
(ICM
MSTEA) 2014
REPRESENTATION CON
ONSTRUCTION: A RESEARCH DEVELO
OPED INQUIRY
PEDAG
AGOGY FOR SCIENCE EDUCATION
Peter Hubber
Deakin University
Abstract
Inquiry-based teaching and lea
learning approaches have long been advocated
ted as best practice in
science classrooms (Anderson,
son, 2002) but have yet been realised in ter
terms of wide scale
implementation (Minna, Levy
vy & Century, 2010). This keynote address desc
escribes a successful
research-developed representa
ntation construction approach to teaching and
nd learning that links
student learning and engagem
gement with the epistemic practices of science
nce. This approach
involves challenging studentss to generate and negotiate the representati
tations (text, graphs,
models, diagrams) that const
onstitute the discursive practices of science, ra
rather than focusing
on the text-based, definitionaal versions of concepts. The representa
ntation construction
approach is based on sequenc
ences of representational challenges which
ch involve students
constructing representations
ns to actively explore and make claims aabout phenomena.
Inquiry in the science classroom
room becomes inquiry into ideas and how the
they are represented,
and the selective and partial
tial nature of such representations. The key principles of the
representation construction appr
approach, considered a form of directed inquiry
nquiry, are outlined with
illustrations from video ethnog
hnographic studies of whole topics such as forc
orces, astronomy and
ideas about matter within middl
iddle years’ science classrooms. The address
ss w
will also outline the
manner in which the representa
ntation construction approach has been translat
nslated into wider scale
implementation through a larg
rge scale Professional Development (PD) workshop
orkshop program and
pre-service teacher curriculum
um courses. Issues associated with wider scale
le implementation of
the approach are discussed such
suc as ongoing support for in-service teachers
hers implementing the
approach and limited practic
ticum experiences for pre-service teachers in enacting inquirybased teaching approaches.
7
International Conference on Mathematics, Science, Technology, Education and their
eir Applications
(ICM
MSTEA) 2014
IMPROVING MATHE
HEMATICS TEACHING THROUGH LESS
SSON STUDY
Susie Groves
Deakin University
221 Burw
urwood Highway, Burwood 3125, Australia
+61 3 9244 6405
[email protected]
Abstract
Lesson study first came to wor
orld-wide attention as a vehicle for profession
onal learning through
Yoshida’s (1999) doctoral dissertation
diss
and Stigler and Hiebert’s (1999) ac
accounts of Japanese
structured problem-solving less
lessons based on the Third International Mathem
athematics and Science
Study (TIMSS). Since then,
n, there
the has been phenomenal growth of lesson
on study as a vehicle
for professional learning. For
or example, Suratno (2012, p. 212) describes
bes Lesson Study as
“spreading like wildfire across
oss Indonesia”. However, as Stigler and Hieber
bert (1999) point out,
efforts at improving teaching
ng often ignore the fact that teaching is a cultu
ultural activity, which
implies gradual change and
nd the need to take into account the cul
cultural assumptions
underpinning teaching and lea
learning. Thus questions about the extent too w
which lesson study
can be replicated elsewhere remain
rem
(Perry &Lewis, 2009), as do questions
ons about the extent to
which teachers can adopt struc
structured problem-solving as the basis for rese
esearch lessons. This
presentation will describe esse
ssential features of Japanese Lesson Study tha
that can contribute to
bringing about improvement
nt in
i mathematics teaching. It will aslo discuss
uss some affordances
and constraints encountered in its adoption and adaptation in other countr
ountries, with particular
reference to a research project,
ct, Implementing structured problem-solving m
mathematics lessons
through lesson study, being carried
car
out in a small number of Melbourne school
schools.
Keywords: Lesson study; mat
athematics teaching; teacher professional learn
rning; problem
solving
8
International Conference on Mathematics, Science, Technology, Education and their
eir Applications
(ICM
MSTEA) 2014
INTRODUCTION TO
OM
MODELLING FOR GEOGRAPHICAL R
RESOURCES
MANAGEMENT
Suratman
Faculty
ulty of Geography Gadjah Mada University
Abstract
Geography focus on geospher
sphere aspect of the earth in relationship with ma
man and other living
environments by using spatia
spatial, ecological and regional complex analy
nalysis.The geosphere
consist of atmosphere, lithosphe
hosphere, hydrosphere, biosphere, andanthroph
ophosphere. Spatially,
the characteristics of geospher
sphere are heterogeneous from place to other pla
place. Geosphere can
be analyzed as a complex natural
natur system.Ecologically, the interaction among
ong the components
of geosphere are favourablee pr
processes in the developing the system. By the geographical
system approach, a model can
an be used in the determining the potential geog
geographical resource
in the context of planning.. T
There are some types of model in geograp
raphical research for
resources management. The
he ggeographical models are scale model, conc
onceptual model and
mathematical model. Geographe
rapher will search type, pattern, and distribution
bution of geographical
resources such as land, water,
r, mineral,
m
vegetation, land use, settlement, popul
population, man made
etc. By using models in geogr
graphy (spatial, ecological model) and also ma
mathematical model,
the geographical resourcesca
scan be determined. The spatial and nume
numerical geographical
resources can be as a basic
sic for simulation in comprehensive in geog
ographical resources
planning and management.
Keywords : Geography, geogr
graphical resources, system, models, resources
es management
9
International Conference on Mathematics, Science, Technology, Education and their
eir Applications
(ICM
MSTEA) 2014
ROLE OF BIOLOGICAL
L SCIENCES IN DEVELOPING THE SCIE
IENTIFIC BASIS
FOR
R SUSTAINABLE DEVELOPMENT
Siti Nuramaliati Prijono
The
he IIndonesian Institute of Sciences (LIPI)
Abstract
The 21st Century has been ca
called a “Biology Century” because of the
he many advances in
humankind’s understanding of the basic processes and components of lif
life. Biology offers
great scope in developing the
he scientific basis for sustainable Development
ent, especially in the
assurance of food security, and
nd in the use of biology to meet the needs for
or m
more fuel, fiber and
animal feed . Indonesia’s strate
rategic longterm development plan (2005-2025)
2025) aims to achieve a
“green and ever-lasting Indon
ndonesia.” Indonesia believe that sustainable de
development is the
process to integrate economic
ic de
development and natural resources and its ecos
ecosystem in order to
meets human needs while preserving
pre
the environment so that these needs
ds can be met in the
present and the future. Achi
chieving sustainable development is made
de more difficult as
biodiversity and the ecosyste
stem services that underpin all life on earth
th are degraded. For
sustainable use of biodiversity
sity, require creativity and new advances in sci
scientific knowledge.
Biology is a pivotal knowledge
dge component to meeting humankind’s require
quirements and thereby
contributing to sustainable development.
deve
Keywords: Biological Science
nces, sustainable development, Indonesia.
10
International Conference
nce on Mathematics, Science, Technology, Education and
d their
th Applications
(
(ICMSTEA)
2014
MATHEMATICS LEADERSHIP
Ismail Kailani
Universiti Teknologi Malaysia
[email protected]
Abstract
Improvement in mathematics
cs education
e
requires new kinds of leadership.
ip. T
There is an urgent and
growing need for mathematic
atics teacher – leaders – specialists positione
ned between classroom
teachers and administrators who
wh can assist with the improvement of mathe
thematics education. We
need to develop the knowled
ledge, skills and disposition, sensibilities, long-term
lo
capacities of
leaders working with teacher
hers to take leadership for improving mathem
ematics education. The
leader takes on the roles of ac
active observer, participant, professional devel
velopment provider, and
instructional leader. This site
site-based leaders will be integral in sustaini
ining and furthering all
aspects of the components off a comprehensive mathematics program. Thes
ese mathematics leaders
must know how to support te
teachers to improve mathematics teaching practices;
pr
to design and
implement mathematics profe
ofessional development to achieve specific go
goals and objectives; to
deepen mathematical knowled
ledge needed for teaching mathematics, which
ich is also a key to high
level mathematics profession
ional development. Leaders who are respon
ponsible for improving
mathematics achievement face
ace tremendous challenges. There are several
ral leadership principles
such as equity leadership, teaching and learning leadership, curricu
iculum leadership, and
assessment leadership, that will
w help leaders implement a high-quality mathematics
m
program. .
There are variety of leadership
ship positions in mathematics education such
ch as school and central
office leaders, supervisors, tea
team leader, coach, peer coach, new teachers mentor,
m
curriculum and
instructional materials develop
loper, and inquiry team member, etc.
11
USING LABORATORY SIMULATION IN VOCATIONAL HIGH
SCHOOL TO MODEL REAL WORLD PROBLEMS
Hendra Jaya1, Sapto Haryoko2
1,2
Department of Electronics Education, Faculty of Engineering,
State University of Makassar, Parang Tambung, Sulawesi Selatan, Indonesia.
e-mail address: [email protected] , [email protected]
Abstract
A hands-on approach in which the vocational students actively participate in obtaining results is used.
Vocational students are taught a step-by-step procedure for applying the simulation technique which
helps them answer questions about the behavior of real processes under varying conditions. They
feature statistical topics that are important to students, a wealth of hands-on activities, real data sets
and active experiments which motivate student participation, and graphical methods instead of
complicated formulas or abstract mathematical concepts. There are numerous examples of practical
problems which can be simulated using this approach and which are interesting and motivating for
vocational school students. Simulation has a good transfer of learning , as studied in simulations
usually good transfer to the real situation. a) The other way to increase the efficient learning is to equip
students with an environment that is more conducive to study one of the real activity; b) simulation
offers other advantages as well. Simulation is safe , comfortable , and can be controlled; c) simulation
is also more convenient in the real world activity. d) the simulation can be used as a test. simulation is
an ideal mechanism for providing the teacher to explain the lesson, to drawing conclusions and making
inferences.
Keywords:laboratory simulation, real world problem.
One of them is related to the learning resource
center. Many different sources that can be used
as a learning resource center, one of which
labs. Laboratories need to be conserved and
managed, as well as the effectiveness of the
role is to encourage the optimization of the
learning process through the implementation of
various functions which include service
functions, the functions of procurement /
development of instructional media, research
and development function and other functions
that are relevant to increasing the effectiveness
and efficient learning. One of the learning
efficiency in the laboratory is to use a
computer for the simulation process. Computer
as one of the technologies considered
appropriate product is used as a teaching tool.
A wide variety of instructional approaches that
are packed in the form of computer-assisted
instruction programs or CAI (ComputerAssisted Instruction) such as: drill and practice,
simulations, tutorials, and games can be
obtained via the computer. Simulation of the
1. Introduction
Laboratory is a scientific research,
experiments, measurements or scientific
training done. Laboratories are usually made to
allow these activities in a controlled manner.
Scientific laboratories usually differentiated
according to the discipline, such as physics lab,
chemistry lab, biochemistry lab, computer lab
and language lab. Laboratory is used as an
academic support unit in educational
institutions, in the form of a closed or an open
room, or a permanent move, managed
systematically for testing activities, calibration,
and / or production on a limited scale, using
equipment and materials based on a particular
scientific method, in order to implement
education, research, and community service.
Various efforts were made by the teacher or
administrator educators to further enhance and
support the learning process more effective and
efficient. Although many factors that determine
the quality of education or learning outcomes.
507
real environment (virtual reality) are made by a
computer, and the user can interact with the
results, which reveal the contents of a virtual
reality environment called reality (Virtual
Reality). VR is a form of human computer
interaction in which a real or imaginary
environment is simulated and the users can
touch and move the world. In the most
successful virtual environment, users feel that
they are truly present in the simulated world
and that their experience in the virtual world is
comparable to what they would have done to
the environment sebenarnya.Virtual Reality
can be applied to various fields. In the research
techniques and lmiah, virtual labs can help
overcome the problems in vocational beragai
especially for productive vocational subjects
such as for work on hazardous equipment
including the very high voltage or with
expensive equipment better implemented
through simulation. Simulation is a method that
can be used to transfer the functions of the real
problem into a form that can be represented by
a computer program.
system with a computer and guided by certain
assumptions so that the system can be studied
scientifically. Simulation can be interpreted as
imitating a real system that is full of complex
probabilistic nature without having to
experience the real situation (Ellyns, 2009) .
Furthermore , the simulation model is
basically a learning strategy that provides a
more concrete learning experience through the
creation of a clone - clone form experience
approaching the real atmosphere . From the
definition of the experts above , it can be
concluded that the simulation is a form of
presentation by manipulating an object and
make copies for the purpose of reducing
misperceptions of the material - the material is
complex or abstract . Variety of learning media
will be able to turn the learning environment ,
encourage and facilitate the learning
motivation understand abstract concepts or
complex (Munir, 2001).
The simulation model consists of two
types, namely the analog simulation and
symbolic simulation. According Sunarno
(2008) analog simulation using the physical
representation to describe the characteristics of
a problem, while the simulation of
mathematical models that emulate symbolic
solution using computers, called computer
simulations . Simulation is generally used to
solve a variety of problems : difficult to be
solved by analytical means such as the
complex electrical circuits; has a data size and
high complexity; very difficult to implement
directly since it requires very expensive, when
the relationship between variables is not linear
, and when the model has a random variable .
In the simulation approach , to solve
complicated problems will be easier to do
when starting to build an experimental model
of a system . Learning model simulation aims
to: (1) specific skills training is both
professional as well as for everyday life, (2)
gain an understanding of a concept or principle
, (3) trained to solve problems , (4) increase the
activity of learning , (5) motivate students to
learn , and (6) foster students' creative
power(Djati, 2007) .
Model simulation approach (Robinson,
2004) are presented in Figure 2 . Boxes in the
2 . Laboratory
The emergence of more complex
interactive multimedia supported by the
development of computer technology which
gave birth to the more complex types of media
as well as the combination of audio media,
video and communications, known as
multimedia computers that can be used as an
alternative medium of supplements lab at the
school referred to as laboratory simulation.
Laboratory is a scientific research,
experiments, measurements or scientific
training done . Laboratories are usually made
to allow such activities in a controlled manner .
Scientific laboratories are usually distinguished
by the discipline, such as physics lab,
chemistry lab, biochemistry labs, computer
labs, and language labs.
3 . Simulation Model
Simulation is the imitation of the
operation , according to the time, a real-world
process or system. According to Law and
Kelton (1991) simulation is a technique mimics
the operations or processes that occur in a
508
figure is a key stage in the research consists of:
1) real world (problem ) , is an implementation
of the solution and / or understanding gained ;
2) conceptual models , a description of the
model will be developed ; 3) computer models
, a simulation model is applied to the computer
. ; and 4) solutions / understanding , is the
result of a process of experimentation.
the simulation . Once developed , experiments
performed with simulation models to gain a
better understanding of the real world and /or
to find solutions to real-world problems .
One of the models developed in the study
are presented by Figure 1. Consists of material,
discussion
forums,
perogress
reports,
examinations, assignments, exercises, and
additional files search. All of which will be
presented in the form of a website through a
virtual learning activities.
4 . Characteristics Simulation
The desire to do interactivity , active
involvement and support of navigation in the
simulation are important characteristics that
contribute to the educational outcomes of these
tools. In addition , an important characteristic
of simulation is its validity . Various types of
validity can be distinguished . Content validity
revealed the degree of simulation environments
in accordance with the relevant aspects ,
activities and operational parameters of the real
environment to simulate , construct validity
reveal the level at which the construction , the
knowledge and skills students should have
evolved in a simulated environment resembling
that we use in the real world .
As
according
(Wiharjo,
2007),
simulations are used to demonstrate something
( skills ) so that students feel like being in a
real situation . Simulation is widely used in the
learning material harm , difficult , or costly ,
for example, to train pilots or fighter aircraft .
Riyana and Asra ( 2011) simulation
model has several characteristics , namely : a)
the operation of the process is something the
tools , the creation of a particular product ; b )
consists of a procedure in the form of a
particular system ; c ) learn how to use the
tools , procedures and specific measures ; d )
aims to prove something through a process of
experimentation ; e ) modeling and simulation
showed sequentially ; f ) in the form of analysis
, synthesis and application ; g ) require careful
observation process ; h ) focuses on
achievement of affective and psychomotor
aspects ; i ) requires the evaluation of practice
and observation .
Fig 1.
Key Stages and Process of Simulation
Motivation in performing a simulation
is the recognition of some of the problems that
occur in the real world that would cause
concern for it is necessary to run for a
simulation . to propose a model that is suitable
to handle it . Thus , conceptual modeling
consists of the following sub - processes :
1. Develop an understanding of the
problem situation
2. Determine the purpose of modeling
3. Designing conceptual models : input ,
output and content models
4. Collecting and analyzing the data
needed to develop a model
In the model coding conceptual model is
converted into a computer model . Here ,
coding is defined in the most general sense and
does not have to mean computer programming
. In contrast refers to the development of
computer models . The model can be encoded
using a spreadsheet , a special simulation
software or programming language . The
assumption here is that the simulation was built
and performed on the computer . it should be
noted that other forms of physical simulation is
509
The points above are general provisions
which are required the use of computer -based
learning media simulation model to help
teachers convey the message of learning to
students . In the simulation model , students
manggunakan computer and obtain learning
materials are packaged in the form of
animations
that
can
strengthen
the
responsiveness of students to instructional
material that is packaged in the form of
animations
that
can
strengthen
the
responsiveness of students to the learning
material .
Basically different simulation programs
with drill and practice programs , the
simulation program , the students did not
respond to questions but rather on creating an
atmosphere closer to the actual situation ,
which is probably the real situation that is too
expensive or too dangerous to be done by the
student , but with the use of simulation it can
be overcome , because the strength of the
simulation is the fact that response by the
computer based on the choices made by the
students themselves .
Fig 2. The Scope of Simulation Process
In Figure 3 is shown a digital electronics
lab. Simulation of digital electronics necessary
because the model is very complex with many
variables and interacting components, the
relationship between variables is not linear, the
model has a random variate, the output of the
model will be visualized as
computer
animation. Thus there are several advantages to
using simulation as a teaching method, which
are:1) Simulationcan be used as stock for the
students to face the real situation in the future;
to face the world of work; 2) Simulation can
develop krwativitas students, because through
simulation students are given the opportunity
to play a role according to the topic being
simulated; 3) Simulation can cultivate courage
and confidence of students; 4) Enriching the
knowledge, attitudes and skills required in
dealing with realsituations; 5) Simulation can
increase the excitement of students in the
learning process; 6) Time may be very long
experiment used when the original system.
5. Enable Students to Solve Real-World
Problems
Simulation enables students to
incorporate systems adjacent to their area of
focus, and gives them the freedom to explore
designs without the risks and limitations of
hardware testing. By enabling safe exploration
of solutions and failures, students can develop
optimized designs.Simulation makes it possible
for multidomain systems such as Digital
Electronics subjects: Modify the electrical
circuit, construct component, inject the circuit
and component, measure component in electric
circuit, and evaluate the practicum (Figure 1).
Models of physical systems built using
simulation laboratory (Hendra, 2013:187).
Exploring integrated systems helps students
understand how design decisions at the
subsystem
level
affect
system-level
performance.
510
simulation can be used as a test. simulation is
an ideal mechanism for providing the teacher
to explain the lesson, to drawing conclusions
and making inferences.
Acknowledgements
We would like to thank DP2M Dikti for
financial support in fiscal year 2014.
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Simulation has a good transfer of
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way to increase the efficient learning is to
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more conducive to study one of the real
activity; b) simulation offers other advantages
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convenient in the real world activity. d) the
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512