Task 1 PPM - Group 1 - Skill Development from ouronlinemeetings
Please check the file out and give your comments or ask questions to Group 1. You can also download the file if you wish. For you, the members of Group 1, please give responses to comments or questions asked to your group's work.
Please check the file out and give your comments or ask questions to Group 1. You can also download the file if you wish. For you, the members of Group 1, please give responses to comments or questions asked to your group's work.
i'm ernesty dameyani from fourth group...
ReplyDeletein activity 1 teacher can use props to explain,i think it's a good way to explain to student, because it can give a special attention,,
but teacher can ask a question to student to get a feedback,,so it can more attractive,,
i'm mutia sri noviani from first group...
Deletethanks for your comment, i think that's right in our practice it have to do as a good teacher and from that quetion we can get next step, what material that we have to say to them and make them more understand about the lesson.
i'm DWI RIZKITE of this group.
DeleteI strongly agree with you ERNESTY, where teachers give students questions to get feedback in the learning process. da I think it can be done by the teacher in the form of giving quizzes, tests conducted prior to the implementation of the practice, after lab tests done or when doing the test. because the teachers are doing it, then the teacher can simultaneously control the students and provide an assessment of the students.
I’m Pipin Devi Erasanti, I’ would like to ask your group:
ReplyDelete1. Activity 1, In the affective aspects “what part from the learning activities (proving the volume of cone) show polite, sympathy? Please explain them by using examples”
2. Activity 2, In the cognitive aspect “Drawing the graphic of given function in cartesian coordinate by using the trigonometric value they’ve found before” . My question “Why this statement belong to cognitive aspect?” According to me that statement should be included in Psicomotoric aspect because in that statement show students activity for drawing the graph. So, they will do physic activity.
hello my name herijon from first group,,,
Deletethanks pipin for your question,,
drawing the graphic belong to cognitive aspect because when we want to draw the graph we must know the scale, and we must know the intersection point,,,so it's belong to cognitive development,,,
thanks :)
Thanks for your quetion pipin...^^
DeleteI would like to answer your question number 1.
when the students were finding that proving the volume of cone, when they practise as a teacher we see the relation between students and their freinds in each groups. They have to be polite and sympathy when they talk or do the task to prove with their friends. Because, in our opinion proving the cone is group task not individual task. So, as a good teacher we not only teach them how to understand the material but also teach them how to connect with their friends...^^
sorry, my name is Mutia Sri Noviani from first group
DeleteHi first group, I'm Tria Utari from fifth group.. I wanna ask you about cognitive aspect.. as we know, there are 5/6 skills in cognitive aspect..one of them is "syntesis".. really I don't understand about syntesis much.. so I hope your help to explain me.. is there part of your activity above that show a "syntesis development"..? tq b4
ReplyDeleteOke, I'm mutia sri noviani from first group.. I wanna answer your question. I think in syntesis development, teacher guides the students to find the "unique relation" between cone and cube. As we know that, the volume of cone is a third of the volume of cube. And then, when their find the formula, they can write it well and explain about their experiment with pouring the sand from the cone into the cube. Which the cube has diameter same with the side of cube..
DeleteDo you think "syntesis development' like that?
^^
assalaamu'alaikum,,,
Deletehi Tria Utari, i'm Eka form 1st group.
my friend has answered your question, but i want to give an addition.
but before it, i will clarify what has been written by mutia. mutia talked about cone and cube, it should be cone and cylinder,
(i know you've known, :-))
then,
you asked us about synthesis, didn't you?
synthesis refers to our ability to integrate
the concepts or components so we'll get or create a new structure or new form.
synthesis is identic to produce or arrange something.
the activity that shows the synthesis is
combining, creating, arranging, connecting, concluding, and making a pattern.
from activity 1 (about the volume of cone), we connecting the volume of cone to the volume of cylinder,
may be we have known mathematically, that the volume of cone is 1/3 of the volume of cylinder. but by this activity, we can strengthen our comprehension about it, if before we just know algebraically, now we know that it's really proved. and it will creating something new in our mind.
may be, the clearer example is about the number series,
teacher gives the students a number series, for instance 1,3,5,7,9 ...
then, student asked to find out what is the pattern of that series, , it's belong to synthesis ,,,
that's all i can say ,
thank you , wassalaamu'alaikum
I come back hehe.. nice explanation guys.. I can understand clerly now.. what is the meaning of synthesis, what are the activities that show synthesis, and what part of this paper that talk about synthesis.. tq for explanation and nice to join in discussing in your group.. stay to be like this..^_^
Deletehehehe,,sorry guys.. Maybe in that time. I forgot to read more clearly before I answer that tari's question..^^
DeleteThanks Eka
hi.... i'm Helita Fitria from six group.
ReplyDeleteThis is just inputs, would perhaps be better if in what mentioned as well as steps to student can also apply in the learning process
hello helita...
Deletei'm herijon from first group
thanks for your comment,,, our group hope this step can use in learning process well. ok thank you
thank you so much thitha :)
Deleteehmmmmmmmm,I agree with you,maybe for the next my group,especially me..will be creative again for make learning process
;)
hayy lovely friens..
ReplyDeleteI think the example you give is enough.However,according me before students star that activity,first teacher give explanation to student of what the subject matter, then the teacher should explain how to work about cone or cylinder so that students in completing the task group will be easier.
next my opinions samelike tita and otherthat comment to your group...thay say the explanation of aspects of cognitive, affective and psychomotor is good, but much better in every aspect of every part of the realm of explanation given judgment, as in there are cognitive have knowledge, comprehension, application, analysis and evaluation to be more clearly seen in the development of aspects of students. as well as affective and psychomotor aspects.
sorry if my comment is littel confused haaaaa..
hy pika
Deletethanks for your comment to my group
i am herijon. yes you alright that my group didn't giv more clearly explain about skill development s we learn in our class,,,,may be in net section we shall give best,,
thanks pika
My name is DWI RIZKITE
Deletethanks for PIKA has commented. we hope we will not repeat the same mistakes on the next task.
^_^
Hy pika...^^
ReplyDeleteI'm mutia...^^
Thanks pika for your comment for our group.
I think that good advice to next our goup task and give it better...^^
Hi, i'm dendrit..
ReplyDeletenice discussing guys..!!
i just wanna give my opinion about a cognitive aspect of the first activity point 3,,
"comparing the formula of a cone to the formula of a cylinder",
i think it should be "getting relation between the formula of a cone and the formula of a cylinder".
In here, we don't compare the formula of a cone and cylinder, but we are looking for a relation between the formula of a cone and cylinder, and to get it we have to compare the volume of cone and cylinder by doing the activity 1.
Thank you..^^