Pesan-pesan budaya lagu-lagu pop dangdut dan pengaruhnya terhadap perilaku sosial remaja kota

Kesempatan untuk membicarakan maupun mempopulerkan lagu pop dangdut cukup luas. Bisa melalui penayangan di televisi baik swasta maupun pemerintah, melalui mass media surat kabru;majalah,tabloid, pagelaran langsung, hasil penelitian, seminru; bahkan akhir-akhir ini melaui popularitas pejabat-pejabat pemerintahan. Hal ini dapat dibenarkan, timbulnya niat seperti itu bukan ingin menyelaraskan diri dengan zaman, melainkan adanya keinginan untuk menyelamatkan maupun mengembangkan sebagian besar unsur budaya tradisional. Walaupun kenyataannya, sekarang musik dangdut sudah dipengaruhi oleh berbagai musik etnik lokal dan negara luar: Adanya penambahan unsur yang berasal dari luar dimaksudkan, agar persepsi orang tentang musik dangdut yang berbau kampungan mulai bekurang. Ahir-akhir ini orang masih melestarikan pendapat itu, bahwa musik dangdut adalah musik pinggiran kota atau musik orang yang status sosial ekonominya dari menengah ke bawah

The others’ voice: Availing other disciplines’ knowledge about sustainable impact of professional development programmes

This paper deals with the sustainable impact of innovations and professional development programmes. While research on this issue is rather scarce in educational disciplines (and in particular in mathematics teacher education), some other domains like health care or development aid are well grounded in research results regarding this topic. This article gives an insight into the other disciplines’ knowledge concerning the impact of innovations and professional development programmes and the respective fostering and hindering factors. Moreover, possible implications for (mathematics) teacher education are discussed

An Action Day for First-Semester Students, fostering Self-Reflection, Networking and many other Skills

[EN] Over the years, we observed that students have difficulties when moving from school to university. In order to support our first-semester students,we designed and performed an action day at the beginning of their first semester. This day is designed to create identification with the subject, to get them actively engaged, and to let students get in contact with each other in an unstressed atmosphere. Furthermore, we intend to assess students’ initial level of competences relevant for studying successfully. The first four applications achieved good results. Passive students turned to a more active attitude, as they understood that they are responsible for their academic success right from the beginning. In a survey the majority of students agreed that the action day helped to get in contact with their fellow students. Interviews with lecturers confirmed this statement. Moreover, through the assessments, lecturers get insights into their students’ competences at a very early stage. This helps to adjust the teaching to students’ needs or offer additional support to them. Taken together, we designed an approach that offers our students a better start into their life at our university and we will continue performing this action day.Zehetmeier, D.; Thurner, V.; Böttcher, A. (2017). An Action Day for First-Semester Students, fostering Self-Reflection, Networking and many other Skills. En Proceedings of the 3rd International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 549-557. https://doi.org/10.4995/HEAD17.2017.528854955

Designing Lectures as a Team and Teaching in Pairs

[EN] A technique that is frequently used in modern software development is the so-called pair programming. The proven idea behind this technique is that innovative work in a highly complex environment can benefit from the synergy between two persons working together with well-defined roles. The transfer of this technique as a metaphor for teaching has repeatedly been reported as a successful teaching strategy called pair teaching. In this paper, we describe our experiences with designing and teaching a complete lecture on software development as a pair. Our contribution is the definition of patterns for role-assignments to both persons. These include patterns for the design of the lecture as well as patterns for the teaching in class itself. Our experience shows that there also exists a couple of anti-patterns namely role distributions that should be avoided. First evaluation results are promising in the sense that the reception of structure and content as well as students' satisfaction increased significantly with the introduction of pair design and pair teaching. http://ocs.editorial.upv.es/index.php/HEAD/HEAD18Zehetmeier, D.; Böttcher, A.; Brüggemann-Klein, A. (2018). Designing Lectures as a Team and Teaching in Pairs. Editorial Universitat Politècnica de València. 873-880. https://doi.org/10.4995/HEAD18.2018.8103OCS87388

About Students’ Abstractions - Evaluation of Items Requiring Abstract Thinking Competence

[EN] Abstract thinking is one of the most important competences in computer science. When starting my research, there was no complete definition of the competence nor was there a tool to assess first-semester students’ competence level. Thus, I developed a competence model of abstract thinking, which allowed me to derive an assessment tool. In this work, I will present first insights gained by analyzing the tests of 134 incoming students of computer science and scientific computing. The analysis confirms the assumption that incoming students often lack in this essential competence. Moreover, the overemphasis of the data aspect of classes in object oriented programming can be confirmed for university level education. Further investigations will follow. In the future, the insights gained can be used to develop teaching units or whole teaching concepts.This work was supported by the German Federal Ministry of Education and Research (BMBF), grant no. 01PL16025, as part of the “Qualit¨atspakt Lehre” (“Teaching Quality Initiative”) program. Thank you for your support.Zehetmeier, D. (2019). About Students’ Abstractions - Evaluation of Items Requiring Abstract Thinking Competence. En HEAD'19. 5th International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 1297-1303. https://doi.org/10.4995/HEAD19.2019.9393OCS1297130

Analysing mathematical modelling tasks in light of citizenship education using the COVID-19 pandemic as a case study

In this paper, we discuss the theoretical background of mathematical modelling and its connection to citizenship education. Citizenship education in this context means that young people are equipped with competencies to respond as responsible citizens in situations relevant for society. To outline the connection between mathematical modelling and citizenship education in theory, we discuss the aims of mathematical modelling, modelling competences and the connection between numeracy and modelling. Based on these reflections we present an extended modelling cycle that specifically highlights modelling steps relevant to citizenship education. To show how the theoretical connection between mathematical modelling and citizenship education can be used in teaching practice, we describe three different examples of modelling tasks and analyse them with the help of the extended modelling cycle. We argue that the three tasks support different learning aims in relation to citizenship education and require modellers to carry out different steps of the extended modelling cycle. As an example of context, we used the pandemic caused by COVID-19, as it affected the quality of human life greatly, as all students in the Western world experienced

Defining the Competence of Abstract Thinking and Evaluating CS-Students\u27 Level of Abstraction

Although it is commonly agreed that the competence of abstraction and abstract thinking is one of the most important competences in Computer Science, only a few of these sources define this competence and its processes in a precise manner. Furthermore there is a lack of instruments to test the competence of abstract thinking and to integrate it into teaching. This work will start to close the gap concerning the competence of abstract thinking by deriving a theoretical description of the competence construct of abstract thinking, focusing on a Computer Science perspective. Furthermore, we will present a coding manual based on the model, which can be used to evaluate student assignments. This coding manual is applied to examples of our teaching practice in order to demonstrate its validity

A case study of the carbon footprint of milk from high-performing confinement and grass-based dairy farms

Life cycle assessment (LCA) is the preferred methodology to assess carbon footprint per unit of milk. The objective of this case study was to apply a LCA method to compare carbon footprints of high performance confinement and grass-based dairy farms. Physical performance data from research herds were used to quantify carbon footprints of a high performance Irish grass-based dairy system and a top performing UK confinement dairy system. For the USA confinement dairy system, data from the top 5% of herds of a national database were used. Life cycle assessment was applied using the same dairy farm greenhouse gas (GHG) model for all dairy systems. The model estimated all on and off-farm GHG sources associated with dairy production until milk is sold from the farm in kg of carbon dioxide equivalents (CO2-eq) and allocated emissions between milk and meat. The carbon footprint of milk was calculated by expressing the GHG emissions attributed to milk per t of energy corrected milk (ECM). The comparison showed when GHG emissions were only attributed to milk, the carbon footprint of milk from the IRE grass-based system (837 kg of CO2-eq/t of ECM)¬ was 5% lower than the UK confinement system (877 kg of CO2-eq/t of ECM) and 7% lower than the USA confinement system (898 kg of CO2-eq/t of ECM). However, without grassland carbon sequestration, the grass-based and confinement dairy systems had similar carbon footprints per t of ECM. Emission algorithms and allocation of GHG emissions between milk and meat also affected the relative difference and order of dairy system carbon footprints. For instance, depending on the method chosen to allocate emissions between milk and meat, the relative difference between the carbon footprints of grass-based and confinement dairy systems varied by 2-22%. This indicates that further harmonization of several aspects of the LCA methodology is required to compare carbon footprints of contrasting dairy systems. In comparison to recent reports that assess the carbon footprint of milk from average Irish, UK and USA dairy systems, this case study indicates that top performing herds of the respective nations have carbon footprints 27-32% lower than average dairy systems. Although, differences between studies are partly explained by methodological inconsistency, the comparison suggests that there is potential to reduce the carbon footprint of milk in each of the nations by implementing practices that improve productivity

Teaching Abstraction

[EN] Many technical disciplines require abstraction skills, such as the ability to deduce general rules and principles from sets of examples. These skills are the basis for creating solutions that address a whole class of similar problems, rather than merely focusing a single specific instance. Experience shows that many freshmen students are ill equipped with these skills. Therefore, we developed an intervention that systematically teaches abstraction skills to students, and applied our approach to a cohort of freshmen students in computer science.Böttcher, A.; Schlierkamp, K.; Thurner, V.; Zehetmeier, D. (2016). Teaching Abstraction. En 2nd. International conference on higher education advances (HEAD'16). Editorial Universitat Politècnica de València. 357-364. https://doi.org/10.4995/HEAD16.2015.2770OCS35736

Development of a Classification Scheme for Errors Observed in the Process of Computer Programming Education

[EN] Every semester, we observe more or less the same principal difficulties among our students who are striving to learn the intricacies of software development. Basically, they run into the same kind of errors throughout their learning process as previous student generations. Based on this fact, we suspect that there is a set of underlying problems which are causing these errors. Our goal is to identify and tackle these basic problems, in order to deal with errors effectively in our teaching and coaching activities, rather than merely treating observable symptoms. To achieve this, we develop a comprehensive and topic-independent error classification scheme and employ this to classify errors found in literature and in our own courses. This classification scheme is mainly based on the cognitive dimensions of the revised Bloom’s taxonomy for educational objectives. Each error is based on a deficiency in certain competencies. Therefore, it is possible to develop a set of interventions for each error class, which focuses on the specific deficits that are the main cause for all the errors of this class.Zehetmeier, D.; Böttcher, A.; Brüggemann-Klein, A.; Thurner, V. (2015). Development of a Classification Scheme for Errors Observed in the Process of Computer Programming Education. En 1ST INTERNATIONAL CONFERENCE ON HIGHER EDUCATION ADVANCES (HEAD' 15). Editorial Universitat Politècnica de València. 475-484. https://doi.org/10.4995/HEAd15.2015.35647548