Kamis, 18 Desember 2008

Banjar International Journal for Physics Education

Banjar International Journal for Physics Education

Diasuh Oleh:

Arip Nurahman

(Indonesia University of Education & MIT Open Course Ware U.S.A.)















http://journals.iop.org/

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Physics education

From Wikipedia.

Physics education refers both to the methods currently used to teach physics and to an area of pedagogical research that seeks to improve those methods. Historically, physics has been taught at the high school and college level primarily by the lecture method together with laboratory exercises aimed at verifying concepts taught in the lectures.

Unfortunately, owing to the abstract and counterintuitive nature of many of the elementary concepts in physics, the lecture method often fails to help students overcome the many misconceptions about the physical world that they have developed before undertaking formal instruction in the subject. In most introductory physics courses mechanics usually is the first area of physics that is discussed. Newton's laws of motion, which describe how massive objects respond to forces, are central to the study of mechanics. Newton arrived at his three laws of motion from an extensive study of empirical data including many astronomical observations.

However, students frequently have preconceptions about the world around them that makes it difficult for them to accept Newton's Laws of Motion. As an example Newton's First Law, also known as the law of inertia, states that, in an inertial frame, a body at rest will remain at rest and that a body moving at constant velocity will continue to move with the same velocity unless a net force acts on the body. Many students hold the misconception that a net force is required to keep a body moving at constant velocity. They know that to slide a book across a table a "push" has to be exerted on the book. However, they fail to take into account that there is more than one force acting on the book when it is being pushed across the table at constant velocity. In addition to the "push" being exerted, there also is a frictional force in the opposite direction acting on the book from the tabletop. When the book moves at constant velocity those two forces balance out (add vectorially) to produce a net force of zero.

In an active learning environment students might experiment with objects in an environment that has almost no friction, for example a block moving on an almost frictionless air table. There they would find that if they start the block moving at constant speed, it continues to move at constant speed without the need for a constant "push". It is hoped that exercises of this nature will help students to overcome their preconceived ideas about motion.

Contents

Physics education in American high schools

Physics is taught in high schools, college and graduate schools. In the US, it has traditionally not been introduced until junior or senior year (i.e. 12th grade), and then only as an elective or optional science course, which the majority of American high school students have not taken.

Physics First is a popular and relatively new movement in American high schools. In schools with this curriculum 9th grade students take a course with introductory physics education. This is meant to enrich students understanding of physics, and allow for more detail to be taught in subsequent high school biology, and chemistry classes; it also aims to increase the number of students who go on to take 12th grade physics or AP Physics (both of which are generally electives in American high schools.)

Goals of physics education research

The primary goal of physics education research is to develop pedagogical techniques and strategies that will help students learn physics more effectively. Research often focuses on learning more about the common misconceptions that students bring to the physics classroom, so that techniques can be devised to help students overcome these misconceptions. A variety of interactive learning methods (sometimes also called active learning methods) and laboratory experiences have been developed with this aim.

See also


The Physics Teacher



The Physics Teacher

Abbreviated title Phys. Teach.
Discipline Physics
Language English
Publication details
Publisher American Association of Physics Teachers (U.S.A)
Publication history 1963 to present
Indexing
ISSN 0031-921x
Links

The Physics Teacher is a peer-reviewed journal published by the American Association of Physics Teachers and includes papers on physics research, papers on the history and philosophy of physics, papers on applied physics, papers curriculum developments, papers on pedagogy, papers on instructional lab equipment, and also includes book reviews.

The Journal was established in 1963; the current editor is Karl C. Mamola, at Appalachian State University.

Editorial policy for the journal explicitly specifies that articles submitted for publication should contribute to strengthening the teaching of introductory physics, whether at the high school or college level.

External links

This article about a physics journal is a stub. You can help Wikipedia by expanding it.
Retrieved from "http://en.wikipedia.org/wiki/The_Physics_Teacher"
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Selasa, 18 November 2008

Banjar International Physics Journal

Banjar International Physics Journal

Arranged by:

Endang Jaenudin S.Pd.
Physics Educator/Teacher at Senior High School 1 Banjar, West Java Indonesia



and
Arip Nurahman
Department of Physics Education, Faculty of Sciences and Mathematics.
Indonesia University of Education
and
Open Course Ware at Massachusetts Institute of Technology, Cambridge, USA. in Physics















Physics

From Wikipedia, the free encyclopedia

This is a discussion of a present category of science. For the work by Aristotle, see Physics (Aristotle). For a history of the science, see History of physics. For the etymology of the word "physics," see physis (φύσις).

Physics, in everyday terms, is the science of matter [1] and its motion; the science that deals with concepts such as force, energy, mass, and charge for example. More accurately, it is the general analysis of nature, conducted in order to understand how the world around us behaves. [2] [3].

In one form or another, physics is one of the oldest academic disciplines, and possibly the oldest through its modern subfield of astronomy. [4] Sometimes synonymous with philosophy, chemistry and even certain branches of mathematics and biology during the last two millennia, physics emerged as a modern science in the 16th century [5] and is now generally distinct from these other disciplines; although the boundaries between physics and all these other subjects still remain difficult to define.

Generally seen as an important subject, advances in physics often translate to the technological sector, and sometimes resonate with the other sciences, and even mathematics and philosophy. For example, advances in the understanding of electromagnetism lead to the widespread use of electrically driven devices (televisions, computers, home appliances etc.); advances in thermodynamics led to the development of motorized transport; and advances in mechanics led to the development of the calculus, quantum chemistry, and the use of instruments like the electron microscope in microbiology.

Today, physics is a broad and highly developed subject that is, for practical reasons, split into several general subfields. In addition to this, it can also be divided into two conceptually different branches: theoretical and experimental physics; the former dealing with the development of new theories, and the latter dealing with the experimental testing of these new, or existing, theories. Despite many important discoveries during the last four centuries, many significant questions about nature still remain unanswered, and many areas of the subject are still highly active.


Contents


Introduction

There is also a list of basic physics topics and a list of basic science topics.
[−] Physics

[+] Fundamental physics concepts

[+] Physicists

[+] Applied and interdisciplinary physics

[+] Atomic, molecular, and optical physics

[+] Physics awards

[+] Computational physics

[+] Condensed matter physics

[+] Physics education

[+] Electromagnetism

[+] Physics events

[+] Experimental physics

[+] Fringe physics

[+] Gravitation

[+] History of physics

[+] Introductory physics

[+] Physics lists

[+] Physics literature

[+] Mechanics

[+] Physics organizations

[+] Particle physics

[+] Philosophy of physics

[+] Physical property

[+] Physical quantities

[+] Physical systems

[+] Plasma physics

[+] Pseudophysics

[+] Physics societies

[+] Theoretical physics

[+] Thermodynamics

[+] Turbulence

[+] Unsolved problems in physics

[+] Wikipedia requested photographs of physics subjects

[+] Physics stubs


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Sabtu, 18 Oktober 2008

Team Olimpiade Biologi Kota Banjar

Vision

Promoting Indonesian world-class biologist.

Mission

Educating Indonesia human resources, particularly in field of Biology

Objectives

Promoting Indonesian students for International Biology Olympiad
Participating in environmental conservation
Encouraging public awareness on environment
The company is incorporated under laws of foundation (registered to Department of Justice and human rights)

Activities

  1. Training centre for Biology
  2. Information centre dan development for Biology
  3. Social empowerment
  4. Annual calender:
    • IBO selection at district level. The organizer is Dept. of National Education at district level. Question is made by TOBI, while the correction is handle by those at district level.
    • IBO selection at province level. The organizer is Dept. of National Education at province level. Questions and corrections is handle by TOBI
    • National Biology Olympiad (NBO). Four best students from NBO will be selected and trained for 2 week in July before participating for the upcoming IBO.
  5. TOBI has published third edition of IBO guide and material book.
  6. TOBI has published two editions of Book: IBO, problems and solutions
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Jumat, 19 September 2008

Menggagas System Sekolah Bertaraf International di Kota Banjar

Menggagas System Sekolah Bertaraf International

di Kota Banjar

“Suatu hari cucu-cucu kita akan harus pergi ke museum untuk melihat seperti apa itu kebodohan”

-H2O-

Kita harus berani bermimpi bahwa 8 tahun mendatang Kota Banjar mempunyai Sekolah International yang diakui Dunia

Ditambah dan diedit oleh:

Bpk. Endang J. S.Pd., Bpk. Drs. Ahmad S., Bpk. Drs. Nanang S.

(SMAN 1 Banjar)






dan

Arip Nurahman

(Indonesia University of Education & MIT Open Course Ware U.S.A.)
















Abstract

An International school is loosely defined as a school that does not require their students to learn the national or local language of the country the school is located in. These schools cater mainly to students who are not nationals of the host country, such as the children of the staff of international businesses, international organizations, foreign embassies, missions, or missionary programs. Many local students attend these schools to learn the language of the international school and to obtain qualifications for employment or higher education in a foreign country. International schools can be both private, or public.

Introduction

Establishment

The first International schools were founded in the latter half of the 19th century in countries such as Japan, Switzerland and Turkey.[citation needed] Early International schools were set up with the help of nations having large interests in the hosting nation. An exception to this rule being Robert College in Istanbul.[citation needed]

Curriculum

International schools typically use curricula based on the school's country of origin. The most common international schools represent Education in the United Kingdom or Education in the United States. Many international schools use curricula specially designed for international school such as the International General Certificate of Secondary Education or the IB Diploma Programme. Like other schools, international schools teach the subjects such as language arts, mathematics, the sciences, humanities, the arts, physical education, information technology, and design technology. More recent developments specifically for primary school include the IBs Primary Years Programme (PYP) and the fast growing International Primary Curriculum (IPC).

Faculty

Faculties at International Schools are usually from or certified by the standards of their country of origin. However there are many exceptions. The most common exception is when the international school requires a teacher trained specifically for an international syllabus or for teaching a foreign language rare to the international school's country of origin. Hiring is frequently done at large international job fairs where schools can interview and hire several teachers at once.[citation needed]


A kindergarten classroom in Afghanistan.


Isi

Visi Sekolah Bertaraf Internasional (SBI), yaitu terwujudnya insan Indonesia cerdas, beriman dan bertakwa terhadap Tuhan Yang Maha Esa, berakhlak mulia, berjati diri Indonesia, dan kompetitif secara global. Merespon visi tersebut, Indonesia sebagai Negara yang sedang berkembang harus bekerja keras untuk meningkatkan mutu sumber daya manusianya yang masih jauh tertinggal apabila dibandingkan dengan negara lain, khususnya di kawasan Asia.

Upaya yang harus dilakukan dalam rangka memperbaki mutu sumber daya manusia adalah dengan meningkatan mutu pendidikan. Fokus utama yang harus perhatikan dalam peningkatan mutu pendidikan adalah peningkatan institusi sekolah sebagai basis utama pendidikan, baik aspek manajemen, sumber daya manusianya, maupun sarana dan prasarananya. Salah satu program yang dilaksanakan pemerintah agar perubahan dan perkembangan tersebut dapat direspon dengan cepat adalah dengan meningkatkan kualitas/mutu sekolah dengan mengembangkan sekolah bertaraf internasional.

Sekolah Bertaraf Internasional adalah sekolah nasional yang menyiapkan peserta didiknya berdasarkan standar nasional pendidikan (SNP) Indonesia dan tarafnya internasional sehingga lulusannya memiliki kemampuan daya saing internasional. Sekolah Bertaraf Internasional pada hakikatnya mengacu pada Standar Nasional Pendidikan meliputi 8 (delapan) standar, yaitu:

1. Kompetensi lulusan,

2. Isi,

3. Proses,

4. Pendidik dan tenaga kependidikan,

5. Sarana dan prasarana,

6. Pembiayaan,

7. Pengelolaan,

8. Penilaian yang diperkaya, dikembangkan, diperluas, diperdalam melalui adaptasi atau adopsi terhadap standar pendidikan yang dianggap reputasi mutunya diakui secara internasional.

Aspek-aspek yang dikembangkan pada Sekolah Bertaraf Internasional adalah standar kompetensi lulusan standar Internasional, kurikulum standar internasional, PBM standar internasional, SDM standar internasional, fasilitas standar internasional, manajemen standar internasional, pembiayaan standar internasional, penilaian standar internasional.

Standar kompetensi lulusan Sekolah Bertaraf Internasional adalah keberhasilan lulusan yang melanjutkan ke sekolah internasional dalam negeri maupun di luar negeri dengan tetap berkepribadian bangsa Indonesia, menguasai dan terampil menggunakan ICT, mampu debat dengan Bahasa Inggris, terdapat juara internasional dalam bidang: olahraga, kesenian, kesehatan, budaya.

Mampu menyelesaikan, tugas–tugas dan mengumpulkan portofolio dengan baik, mampu meyampaikan/mendemonstrasikan tugas-tugas dari guru/sekolah, mampu melaksanakan eksprimen dalam pengembangan pe­ngetahuan dan keterampilan, mampu menemukan / mem­buktikan pengalaman bela­jarnya dengan berbagai karya, mampu menulis dan mengarang dengan bahasa asing atau dengan bahasa Indonesia yang baik dan benar, memperoleh kejuaraan olimpiade internasional dalam bidang: matematika, fisika, biologi, kimia, stronomi, dan atau lainnya Iditunjukkan dengan sertifikat internasional),

NUAN rata-rata tinggi (> 7,5), memiliki kemampuan penguasaan teknologi dasar, melakukan kerjasama dengan berbagai pihak, baik secara individual, kelompok/kolektif (lokal, nasional, regional, dan global) dengan bukti ada piagam kerjasama atau MoU yang dilakukan oleh lulusan, memiliki dokumen lulusan tentang karya tulis, persuratan, administrasi sekolah, penelitian.

Mampu menguasai bahasa asing dan bahasa Indonesia yang baik dan benar, memiliki dokumen dan pelaksanaan, pengelolaan kegiatan belajar secara baik (ada perencanaan, pengorganisasian, pelaksanaan, pengkoordinasian, dan evaluasi) dari lulusan, menguasai budaya bangsa lain, memiliki dokumen karya tulis, nilai, dll tentang pemahaman budaya bangsa lain dari lulusan, memiliki pemahaman terhadap kepedulian dengan lingkungan sekitar sekolah, baik lingkungan sosial, fisik maupun budaya, memiliki berbagai karya-karya lain dari lulusan yang bermanfaat bagi dirinya maupun orang lain, bangsa, dan terdapat usaha-usaha dan atau karya yang mencerminkan jiwa kewirausahaan lulusan.

Sekolah Berstandar Internasional akan dicapai melalui sebuah proses peningkatan kualitas sekolah yang berkesinambungan. Salah satu tujuan pokoknya adalah lulusan sekolah yang kompetensinya diakui secara internasional. Proses peningkatan kualitas ini menyangkut semua komponen sekolah yang meliputi kegiatan belajar mengajar.

Tulisan ini bertujuan untuk:

(1) Meningkatkan Mutu Tenaga Kependidikan Sekolah Bertaraf Internasional (SBI),

(2) Mengimplementasikan peran LPMP dalam program pengembangan Sekolah Bertaraf Internasional (SBI) pada sekolah-sekolah yang ditetapkan sebagai pilot project,

(3) Menyamakan persepsi di antara tenaga kependidikan tentang program pengembangan Sekolah Bertaraf Internasional (SBI),

(4) Menyusun rencana dan strategi program pengembangan Sekolah Bertaraf Internasional (SBI) berdasarkan kompetensi lulusan,

(5) Meningkatkan Mutu Pendidik Sekolah Bertaraf Internasional (SBI).

Education in developing countries


World map indicating Education Index (according to 2007/2008 Human Development Report)

World map indicating Education Index

(according to 2007/2008 Human Development Report)

In some developing countries, the number and seriousness of the problems faced are naturally greater.[citation needed] People in more remote or agrarian areas are sometimes unaware of the importance of education. However, many countries have an active Ministry of Education, and in many subjects, such as foreign language learning, the degree of education is actually much higher than in industrialized countries; for example, it is not at all uncommon for students in many developing countries to be reasonably fluent in multiple foreign languages, whereas this is much more of a rarity in the supposedly "more educated" countries where much of the population is in fact monolingual.

There is also economic pressure from those parents who prefer their children making money in the short term over any long-term benefits of education.[citation needed] Recent studies on child labor and poverty have suggested that when poor families reach a certain economic threshold where families are able to provide for their basic needs, parents return their children to school.[citation needed] This has been found to be true, once the threshold has been breached, even if the potential economic value of the children's work has increased since their return to school.[citation needed] Teachers are often paid less than other similar professions.[citation needed]

A lack of good universities, and a low acceptance rate for good universities, is evident in countries with a relatively high population density.[citation needed] In some countries, there are uniform, over structured, inflexible centralized programs from a central agency that regulates all aspects of education.

  • Due to globalization, increased pressure on students in curricular activities
  • Removal of a certain percentage of students for improvisation of academics (usually practised in schools, after 10th grade)

India is now developing technologies that will skip land based phone and internet lines. Instead, India launched EDUSAT, an education satellite that can reach more of the country at a greatly reduced cost. There is also an initiative started by a group out of MIT and supported by several major corporations to develop a $100 laptop. The laptops should be available by late 2006 or 2007. The laptops, sold at cost, will enable developing countries to give their children a digital education, and to close the digital divide across the world.

In Africa, NEPAD has launched an "e-school programme" to provide all 600,000 primary and high schools with computer equipment, learning materials and internet access within 10 years. Private groups, like The Church of Jesus Christ of Latter-day Saints, are working to give more individuals opportunities to receive education in developing countries through such programs as the Perpetual Education Fund. An International Development Agency project called nabuur.com, started with the support of American President Bill Clinton, uses the Internet to allow co-operation by individuals on issues of social development.

Internationalizations

Education is becoming increasingly international. Not only are the materials becoming more influenced by the rich international environment, but exchanges among students at all levels are also playing an increasingly important role. In Europe, for example, the Socrates-Erasmus Programme stimulates exchanges across European universities. Also, the Soros Foundation provides many opportunities for students from central Asia and eastern Europe. Some scholars argue that, regardless of whether one system is considered better or worse than another, experiencing a different way of education can often be considered to be the most important, enriching element of an international learning experience.[27]

Kesimpulan dan Penutup


Kita tidak perlu takut untuk bermimpi dan berharap bahwasannya di Kota Banjar suatu hari nanti berdiri tegak sebuah sekolah international yang handal dan diakui dunia karena kualitasnya. permasalahnnya adalah bukan bisa atau tidak bisa tapi mau atau tidak mau dan Kita harus mau.

“KITA SUDAH LAMA TAKUT UNTUK BERMIMPI, SEKARANG SAATNYA MENGANYAM BENANG-BENANG HARAPAN ITU”

-H2O-

Hubungan

Menanti: Banjar International School, amin.

Referensi:

http://banjarcyberschool.blogspot.com/

^ educating - Definition from the Merriam-Webster Online Dictionary

^ UNESCO, Education For All Monitoring Report 2008, Net Enrollment Rate in primary education

^ Swassing, R. H., Barbe, W. B., & Milone, M. N. (1979). The Swassing-Barbe Modality Index: Zaner-Bloser Modality Kit. Columbus, OH: Zaner-Bloser.

^ Varied Learning Modes

^ Barbe, W. B., & Swassing, R. H., with M. N. Milone. (1979). Teaching through modality strengths: Concepts and practices. Columbus, OH: Zaner-Bloser.



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