ICE BREAKING 1

=Two Truths and a Lie=

This is an incredibly easy ice breaker games to play and you won't need any materials, just a group of people. It is ideal for 10 to 15 people, but if you have a larger gathering, divide people up into teams so it doesn't take longer than 15 to 20 minutes to get through everyone.

To get started, give out the instructions to the group by letting them know that each person will introduce themselves by stating two truths and one lie. They don't have to be intimate, life-revealing things, just simple hobbies, interests, or past experiences that make each person unique. The lie can be outrageous, wacky, or sound like a truth, making it even harder for the other participants who have to guess which statement is a lie. 

Each person goes one at a time, and the group has to guess which statements are true, and which statement is a lie. It's up to your group if you wish to keep score and see who correctly guesses the lies, or just play for fun to get to know each other.

For example, "Hi, I'm Mary. My hair was almost to my waist in high school, I talked to Cher in an airport coffee shop, and I speak four languages." Many people might assume that talking to Cher in an airport would be most unlikely, and choose that as the lie. However, Mary also might not speak four languages, or maybe her hair was never that long. 

When giving your own two truths and one lie, to help increase the difficulty for the others who have to guess the lie, be sure to speak slowly and clearly on all three statements. Some players opt to stick with three short and simple statements to avoid giving away too much information with tone or body language. Others choose a theme to stick with for their statements. "Hi, I'm John. I used to have blue hair, I drive a blue car, and I love blueberries."

When guessing the lies of the others in your group, watch for changes in tone, rate of speech, voice changes, and nervous body language, all of which could be signs that the statement someone is giving is a lie. You can always ask them to repeat their statements, as well. 

In the instance that you're in a group with someone you know well, don't give it away and rob the other players of a chance to get to know that person. Hold your comments and speak up only at the end if not one else gets it. And, share how you know that person.  

Once you get started, it's super easy and can be very funny. You'll often find that some people's truths are more unbelievable than their lie. 

By : Deb Peterson

reference: www.thoughtco.com

The development of learning theory has been a long and complex process that has involved numerous scholars over the years. The study of learning theory seeks to understand how people acquire knowledge, skills, and behaviors through various forms of experience. This essay will explore the history of learning theory and its evolution over time, from early philosophical views to modern-day psychological research.

One of the earliest theories of learning can be traced back to the ancient Greeks. Plato believed that knowledge was innate and that it simply needed to be recollected. In other words, he believed that all people have knowledge already inside them and that it just needs to be awakened through experiences. Aristotle, on the other hand, believed that knowledge comes from experience and observation. He was one of the first to emphasize the importance of observation and experimentation in learning.

Fast forward several centuries to the 17th and 18th centuries, when John Locke and David Hume emerged as prominent philosophers in the field of learning theory. Locke's famous "tabula rasa" theory suggested that people are born as blank slates, with no innate knowledge or abilities. He argued that all knowledge comes from experience, and that the mind is like a blank slate that is gradually filled with knowledge over time. Similarly, Hume believed that all knowledge comes from sensory experience, and that people learn through association.

Behaviourism

In the 19th century, the concept of behaviorism emerged as a prominent theory in learning. Behaviorism emphasizes the importance of observable behavior, rather than internal mental processes, in learning. Behaviorism is a theory of learning that emphasizes the role of external factors in shaping behavior. It is a perspective that focuses on observable, measurable behavior rather than internal mental processes such as thoughts and feelings. The theory emphasizes the importance of environmental stimuli and consequences in shaping behavior, and it has had a significant impact on the field of psychology.

The foundations of behaviorism can be traced back to the work of the Russian physiologist Ivan Pavlov in the late 1800s. Pavlov's experiments on classical conditioning, in which he conditioned dogs to salivate at the sound of a bell, demonstrated the role of environmental stimuli in shaping behavior. Pavlov's work was later expanded upon by American psychologist John Watson, who is often considered the father of behaviorism.

Watson argued that behavior is shaped by the environment, and that any behavior can be trained or conditioned. He believed that behaviorism offered a more objective, scientific approach to psychology than previous perspectives, which he saw as being too focused on internal mental processes that could not be directly observed or measured. Watson's influential 1913 article "Psychology as the Behaviorist Views It" helped to establish behaviorism as a dominant perspective in psychology.

B.F. Skinner, another major figure in the development of behaviorism, expanded upon Watson's ideas and developed the concept of operant conditioning. Skinner believed that behavior is shaped by the consequences that follow it. Behaviors that are reinforced are more likely to be repeated, while behaviors that are punished are less likely to be repeated.

Skinner also developed the concept of the Skinner box, a controlled environment in which an animal's behavior can be studied and manipulated. The Skinner box allowed researchers to study the relationship between behavior and consequences in a controlled, experimental setting.

One of the key features of behaviorism is its emphasis on observable behavior. This means that behaviorists do not focus on internal mental processes such as thoughts and feelings, but instead focus on the relationship between stimuli and responses. Behaviorists believe that any behavior can be trained or conditioned through the use of environmental stimuli and consequences.

Behaviorism has had a significant impact on the field of psychology and has been applied in a variety of settings. In education, behaviorism has been used to develop strategies for teaching and classroom management. For example, teachers can use reinforcement techniques to encourage positive behavior in students, such as praising students who complete their work on time.

Behaviorism has also been applied in therapy settings. Behavior therapy, which is based on the principles of behaviorism, is a type of therapy that focuses on changing behavior through the use of reinforcement and punishment. For example, a therapist may use token economies, in which patients earn tokens for positive behavior, which can then be exchanged for rewards.

Despite its contributions to the field of psychology, behaviorism has been criticized for its focus on observable behavior to the exclusion of internal mental processes. Some critics argue that behaviorism oversimplifies the complexity of human behavior and ignores the role of thoughts and feelings in shaping behavior.

In conclusion, behaviorism is a theory of learning that emphasizes the role of external factors in shaping behavior. It has had a significant impact on the field of psychology and has been applied in a variety of settings, including education and therapy. While it has been criticized for its focus on observable behavior to the exclusion of internal mental processes, behaviorism remains an important perspective in the study of human behavior.

Social Cognitive Theory

Social cognitive theory is a psychological perspective that emphasizes the importance of both environmental and personal factors in shaping human behavior. The theory is rooted in the belief that people learn by observing others and the outcomes of their behaviors, and that individuals can also exercise control over their own behavior through self-regulation.

The key concept of social cognitive theory is observational learning, which occurs when individuals learn by observing the behavior of others and the consequences of that behavior. This process involves three main components: attention, retention, and reproduction. First, individuals must pay attention to the behavior being modeled. Second, they must retain that information in their memory. Finally, they must be able to reproduce the behavior when given the opportunity.

One of the most famous experiments demonstrating the power of observational learning was conducted by Albert Bandura in 1961. In the study, children watched an adult model either aggressive or non-aggressive behavior towards a Bobo doll, a toy that bounces back when knocked down. The children who watched the aggressive model were more likely to imitate the behavior than those who watched the non-aggressive model. This experiment demonstrated that children could learn new behaviors through observation and that the consequences of those behaviors could influence their likelihood of reproducing them.

Another key component of social cognitive theory is self-regulation, which refers to an individual's ability to regulate their own behavior through self-monitoring, goal-setting, and self-reinforcement. Self-regulation is critical for achieving long-term goals, and it requires individuals to have a strong sense of self-efficacy, or belief in their own ability to succeed.

Self-efficacy is a central component of social cognitive theory and refers to an individual's belief in their own ability to perform a particular task or achieve a particular goal. People with high self-efficacy are more likely to set challenging goals for themselves and to persist in the face of obstacles, while those with low self-efficacy may be more likely to give up or avoid challenging tasks.

One of the key ways in which self-efficacy can be increased is through the use of modeling, or observing others who have successfully achieved the same goal. For example, a person who is trying to quit smoking may be more likely to succeed if they observe someone else who has successfully quit smoking. Similarly, a student who is struggling in a particular subject may be more likely to succeed if they have a teacher or mentor who models successful strategies for learning and studying.

Finally, social cognitive theory also emphasizes the importance of environmental factors in shaping behavior. People do not exist in a vacuum, and their behavior is influenced by a wide range of environmental factors, including social norms, cultural values, and situational factors. For example, a person's decision to engage in risky behavior, such as drug use or unprotected sex, may be influenced by peer pressure, societal norms, and situational factors such as stress or boredom.

In conclusion, social cognitive theory is a powerful psychological perspective that emphasizes the importance of both personal and environmental factors in shaping human behavior. By understanding how people learn through observation, how they regulate their own behavior, and how they are influenced by their environment, researchers and practitioners can develop more effective strategies for promoting behavior change and achieving long-term goals.

Constructivism

Constructivism is a learning theory that emphasizes the active role of the learner in the process of knowledge acquisition. According to constructivism, learning is an active process of constructing meaning through a combination of prior knowledge, experiences, and new information. This essay will explore the key concepts and principles of constructivism, as well as its applications in education.

The key principles of constructivism are that learning is an active process, learners construct knowledge based on their prior experiences and knowledge, and new knowledge is built upon existing knowledge. In other words, learning is not simply the transfer of information from the teacher to the learner, but rather an active process of constructing meaning based on prior knowledge and experiences.

One of the key figures in the development of constructivism was Jean Piaget, a Swiss psychologist who developed a theory of cognitive development. Piaget believed that children actively construct their own understanding of the world through their experiences and interactions with the environment. According to Piaget, cognitive development occurs through a series of stages, each characterized by different ways of thinking and understanding the world. During this stage, infants learn about the world through their senses and actions. They develop object permanence, which means they understand that objects continue to exist even when they are out of sight.

1. Preoperational Stage: This stage occurs from approximately two years of age to seven years of age. During this stage, children learn to use symbols to represent objects and ideas, but they still struggle with logical reasoning. They also tend to have an egocentric view of the world, meaning they have difficulty understanding other people's perspectives.

2. Concrete Operational Stage: This stage occurs from approximately seven years of age to twelve years of age. During this stage, children begin to develop logical reasoning abilities and understand basic mathematical concepts. They also begin to think more flexibly and are able to understand the perspectives of others.

3. Formal Operational Stage: This stage occurs from approximately twelve years of age to adulthood. During this stage, individuals are able to think abstractly and reason logically about hypothetical situations. They are able to engage in complex problem-solving and can think critically about complex ideas.

Another important figure in the development of constructivism was Lev Vygotsky, a Russian psychologist who emphasized the role of social interaction in learning. Vygotsky believed that learning is a social activity and that knowledge is constructed through interactions with others. He also developed the concept of the zone of proximal development, which refers to the range of tasks that a learner can perform with the assistance of a more knowledgeable other.

Lev Vygotsky's theory of cognitive development focuses on the role of social interaction and cultural factors in shaping children's cognitive development. One of the key concepts in Vygotsky's theory is the Zone of Proximal Development (ZPD).

The ZPD refers to the range of tasks that a child can perform with the assistance of a more knowledgeable other (MKO), but cannot yet perform independently. In other words, it is the gap between what a child can do on their own and what they can achieve with the help of someone who knows more than they do. The MKO can be a teacher, parent, or peer who has more knowledge or experience in a particular area than the child.

Vygotsky believed that learning occurs through social interactions, particularly those in which a child is working with an MKO in the ZPD. The MKO's assistance helps the child to achieve a task that would be beyond their current level of development if they were to try it alone. The child's understanding of the task is gradually internalized through this process, and they become able to perform the task independently.

The ZPD is a dynamic concept, meaning that it changes as the child's cognitive abilities develop. As the child's understanding and skills improve, the range of tasks they can perform within the ZPD also expands. Vygotsky emphasized that the goal of education should be to help children move towards more complex levels of understanding and skill by scaffolding their learning through the ZPD.

Overall, the ZPD is a crucial concept in Vygotsky's theory because it emphasizes the importance of social interaction and collaboration in cognitive development. By working with an MKO within their ZPD, children are able to access new levels of understanding and skill that they would not be able to achieve on their own.

The principles of constructivism have numerous applications in education. In a constructivist classroom, the teacher acts as a facilitator of learning rather than a transmitter of information. Students are encouraged to be active participants in the learning process, using their prior knowledge and experiences to construct new knowledge. Students are also encouraged to work collaboratively, engaging in social interactions and sharing their knowledge with others.

Technology has also had a significant impact on the application of constructivism in education. With the rise of digital learning platforms, students can now access a vast array of resources and interact with others from all over the world. Online discussion forums, virtual simulations, and interactive multimedia can all be used to enhance the learning experience and encourage active engagement with the material.

One of the criticisms of constructivism is that it can be difficult to assess student learning outcomes. Because learning is an active process of constructing meaning, it can be difficult to measure exactly what a student has learned. Additionally, some educators have argued that the constructivist approach can be too open-ended and that students may not learn important facts and information.

Despite these criticisms, constructivism remains a popular and influential learning theory. Its emphasis on active learning and social interaction has had a significant impact on education, shaping teaching practices and curriculum design. By encouraging students to be active participants in the learning process, constructivism has the potential to foster a love of learning and a deeper understanding of the world around us.

In conclusion, constructivism is a learning theory that emphasizes the active role of the learner in the process of knowledge acquisition. By building on prior knowledge and experiences, students are able to construct new meaning and develop a deeper understanding of the world around them. The principles of constructivism have numerous applications in education, and the rise of digital learning platforms has only increased their potential. By embracing the principles of constructivism, educators can help students to become active, engaged learners who are able to construct their own understanding of the world.

Constructionism

Constructionism is a learning theory developed by Seymour Papert in the 1980s. Papert, a mathematician and computer scientist, believed that people learn best when they actively construct their own knowledge and understanding of the world around them. He viewed learning as a process of creating meaning through experience, rather than just the acquisition of information.

According to Papert, constructionism emphasizes the importance of hands-on, experiential learning that engages learners in the creation of something tangible. He believed that when learners are given the opportunity to create something, whether it be a physical object or a computer program, they are able to develop a deep understanding of the concepts and skills involved in the creation process.

One of the key principles of constructionism is that learning should be driven by the interests and passions of the learner. Papert argued that when learners are motivated by their own interests, they are more likely to engage deeply with the material and to persist in the face of challenges. This principle is reflected in Papert's work with the Logo programming language, which was designed to be accessible and engaging for young learners.

In addition to being learner-centered, constructionism is also a social learning theory. Papert believed that learners should be encouraged to work collaboratively, sharing their ideas and experiences with one another. He saw this as a way to promote deep learning and to create a sense of community and shared ownership of the learning process.

Another important aspect of constructionism is the use of technology as a tool for learning. Papert believed that technology could be a powerful means of supporting constructionist learning, by allowing learners to create and manipulate digital objects and environments. He saw the computer as a "mind tool" that could help learners to think in new ways and to explore complex ideas through simulation and modeling.

Finally, constructionism emphasizes the importance of reflection and metacognition in the learning process. Papert believed that learners should be encouraged to reflect on their experiences and to think about how their learning can be applied in real-world contexts. He saw this as a way to promote deeper understanding and to help learners to develop the skills and dispositions needed for lifelong learning.

Overall, constructionism is a powerful learning theory that emphasizes the importance of active, experiential learning driven by learners' interests and passions. By providing learners with opportunities to create and explore in a social and collaborative environment, constructionism supports the development of deep understanding and critical thinking skills. With its focus on technology as a tool for learning and the importance of reflection and metacognition, constructionism is a valuable framework for designing effective and engaging learning experiences.

References:

Schunk, D.H., 2012. Learning theories an educational perspective. Pearson Education, Inc.

Learning Theory in Digital Age Material. School of Education.University of Nottingham.2022

Galuh: make me 500 words about phenomena of chatGPT in educational field

ChatGPT: 

The emergence of artificial intelligence and natural language processing technologies has opened up new possibilities for education. One such technological advancement is the ChatGPT, a large language model trained by OpenAI, based on the GPT-3.5 architecture. ChatGPT is a conversational AI system that uses machine learning to interact with humans in natural language. It is designed to learn from its interactions with users and improve its responses over time.

The use of ChatGPT in the educational field has gained momentum in recent years due to its ability to provide personalized learning experiences and real-time feedback to students. It has the potential to transform the traditional classroom setting by offering a more interactive and engaging learning experience.

One of the key advantages of ChatGPT is its ability to understand and respond to natural language, which makes it easier for students to communicate and receive feedback. This technology can help students who struggle with traditional teaching methods, such as those with learning disabilities, by providing a more interactive and personalized learning experience. Additionally, ChatGPT can help teachers and educators by automating certain tasks, such as grading assignments and quizzes, which frees up time for more important tasks like lesson planning and individual student support.

Another benefit of ChatGPT is its ability to provide real-time feedback to students, which is essential for effective learning. This technology can analyze student responses and provide feedback instantly, which helps students to understand their mistakes and improve their learning outcomes. Additionally, ChatGPT can track student progress and provide insights into areas where students need more support, which can help teachers to identify gaps in their teaching and adjust their methods accordingly. However, there are also concerns about the use of ChatGPT in the educational field. One concern is the potential for ChatGPT to replace human teachers, which could have negative consequences for the quality of education. While ChatGPT can provide personalized learning experiences and real-time feedback, it cannot replace the experience and expertise of a human teacher. Therefore, it is important to ensure that ChatGPT is used as a complementary tool to support teachers and enhance the learning experience.

In conclusion, the emergence of ChatGPT in the educational field has the potential to transform traditional teaching methods and provide students with personalized and engaging learning experiences. However, it is important to ensure that ChatGPT is used as a complementary tool to support teachers and enhance the learning experience, rather than as a replacement for human teachers. With proper implementation and management, ChatGPT can be a powerful tool for improving the quality of education and preparing students for the future.

Is the writing above interesting to read? The article above is an example of an AI creation called ChatGPT, a phenomenon that is being "hotly" discussed in the academic world today. Here are my views on this matter:
Has anyone tried chatGPT yet? Just go straight to the page, or you can watch on YouTube (look at my favourite video here too) how ChatGPT is used to make money. Actually, AI is not a new thing because it has been around since the 1950s (see: The Beginning of AI), but its current development is really "Alerting". Calm down; I'm not anti-AI.
AI, and more specifically, AI writing, is more accurate and precise in the instructions given. As written on its website, OpenAI mentions chatGPT to answer follow-up questions, admit its mistakes, challenge incorrect premises, and reject inappropriate requests. Moreover, chatGPT-4 is more creative and collaborative than ever before. It can generate, edit, and iterate with users on creative and technical writing tasks, such as composing songs, writing screenplays, or learning a user's writing style, AND accept visual input. Can you imagine what's next?
We live in an era of technology and the internet, but how do we use it? I still remember when the translator called "alp*alink" was considered cheating while learning English. Or when I introduced Grammarly to a friend of mine, he was so enthusiastic: "How come it's really good to have someone correct your sentences?" Is the translator able to replace students in order to communicate? I don't think so. Even Google Translate still has a lot of limitations, as is the case with Grammarly, and there are lots of responses that don't match what we want.
Have you ever watched a Marvel movie called M3GAN? Here, I'll give you a little spoiler: M3GAN is an artificial intelligence marvel, a lifelike doll programmed to be a child's best friend and a parent's best ally. M3GAN, designed by Gemma, a brilliant roboticist, can listen, watch, and learn while acting as a friend and teacher, playmate, and protector. When Gemma is unexpectedly entrusted with her 8-year-old niece, she decides to give the girl an M3GAN prototype, a decision that has unforeseeable consequences. What do you think—isn't it scary if there is a real incident like that?
I tested the chatGPT to review some topics. Right now, I am focusing on reviewing representational competence. Typing "write 500 words about representational competence!" The result is viola! Like the writing above [in my humble opinion because I am still learning to write], there is a conclusion with a coherent sentence structure and neatly accompanied by examples. In terms of quantity, I checked that the resulting writing was 430 words, meaning it didn't match what was requested. However, the thing that bothers me the most is that there are no key researchers who discuss this topic; Kozma and Russell MUST appear when discussing representational competence. But when I asked to review articles from Kozma and Russell, all I got were formative writings that didn't mention any of the important points in the article, such as the five levels of representational competence. I was then curious enough to ask for references. And it presented several references, which in the end I checked one by one; out of the five references, only one was valid. Basically, I tried three times; other topics are multiple representations and design-based research. The result has the same pattern as I explained earlier; sadly, my supervisor's name, Shaaron Ainsworth, doesn't appear when discussing multiple representations.

As part of the world of education, I have to be prepared for the challenges that we are facing now because technology does not always have to be used. Many things can be used as analogies, such as hob, coffee machine, bread machine, and even hair straighteners. The analogy I'm going to use is wood-fired cooking vs. cooking on a hob. For culinary enthusiasts, of course, they believe that the use of firewood will produce a different taste compared to a hob, even though it is time-consuming. Several pizza vendors in Nottingham, who may be of Italian origin, still maintain the use of wood-fired ovens. In Indonesia, maybe you can make Nasi Liwet. Even though the technology on the hob is getting more sophisticated day by day, such as being able to provide well-distributed heat and cook faster, the point is unique taste. AI is getting more sophisticated day by day, but AI is still a "big data servant," not a concoction of a special recipe called the "author" of a work. As humans, we are not the same as one another; therein lies the uniqueness that will show our quality.
We welcome the existence of ChatGPT as an advance in human civilization, but it must still be based on kindness and humanity. Even though, most concern regarding the phenomena of chatGPT in education is about integrity and fairness in assessment (Sok, S and Heng, K, 2023; Rudolph, J, Tan, S, and Tan, S, 2023). However, ChatGPT might be utilized to improve teaching and learning (Baidoo-Anu, D and Owusu Ansah, L, 2023). I argue that AI will bring benefits in human activities in the future, as long as the individual is aware of how to use it wisely. For instance, I talked to 2 Engineer master students of UoN, they realised it helps them in gaining some ideas, but they re-checked the validity. Indeed, at the University of Nottingham, any form of assignment must be subject to plagiarism checking. As a student, this phenomenon can be a catalyst for understanding something, giving new ideas, which of course you have to double check as truth. As educators, since AI "has not" been able to replace teachers, we must not close ourselves off or limit students' use of AI. Use AI to catalyse the learning process so that the activation energy for understanding concepts is lower and noble characters are still produced as humans at the end of learning. It is important that we instill in our students that their work, be it assignments, projects, or exams, is a "masterpiece" that they can be proud of. There is no use for numbers on a report or certificate; the main thing is how the process occurs: the process of getting it, the process of understanding it, and the process of applying it.

Skil satu ini tentu tidak asing di dunia pendidikan saat ini. Sebagai salah satu skil yang harus dikuasai untuk menghadapi tantangan abad 21, computational skill digadang-gadang menjadi elemen dasar untuk dapat memecahkan masalah, sehingga wajib diajarkan di setiap jenjang pendidikan. 

Salah satu defini CT yaitu menurut bbc.co.uk, computational thinking memungkinkan kita untuk mengambil masalah yang kompleks, memahami apa masalahnya dan mengembangkan solusi yang mungkin, kemudian menyajikan solusi ini dengan cara yang dapat dipahami oleh komputer, manusia, atau keduanya. Skill ini dikaitkan dengan empat terminologi khas milik computational science, antara lain decomposition, pattern recognition, abstraction, dan algorithms. 

Adalah Jeanette Wing (2006) sebagai pencetus istilah computational thinking yang kemudian berkembang di dunia pendidikan tidak hanya computational science area. Menurut saya adalah hal yang tidak masuk akal dimana manusia malah harus memiliki sistem kerja otak yang dianalogikan dengan sistem kerja komputer ataupun setiap harus harus berpikir layaknya computer scientist. Ini adalah sebuah reversible idea. Manusia selaku pencipta komputer tentu saja pada dasarnya telah memiliki skill tersebut. Saat membahas analogi ini, pastinya kita akan teringat dengan teori pemrosesan informasi pada saat belajar psikologi kognitif. Namun kita lupa jika teori terus berkembang dan melahirkan teori-teori baru yang lebih masuk akal. Pola pikir yang benar adalah manusia menciptakan komputer dengan sistem kerja seperti otak manusia bukan sebaliknya. Komputer diciptakan untuk membantu kehidupan manusia, salah satunya belajar. 

Dalam teori constructivism Piaget, memecahkan masalah yang dihadapi adalah sebuah proses konstruksi yang sejatinya dimiliki setiap individu. Bagaimana rute dalam menyelesaikan masalah, jalan mana yang lebih efektif dan efisien tentu merupakan bagian dari konstruksi sebagai "constructing a meaningful product". Kemudian ada teori constructionism milik Seymour Papert (1980) dengan pembelajaran menggunakan LOGO jauh sebelum Wing memperkenalkan istilah computational thinking. Dengan bantuan komputer, siswa diminta mengkreasikan pola-pola tertentu berdasarkan instruksi yang diberikan. Dengan beberapa pemicu, siswa mampu mengkreasikan pola-pola baru. Ini menunjukkan istilah computational thinking memiliki arti yang lebih legit sebagai skill dasar yang telah dimiliki manusia. Dalam pandangan saya, apa yang dilakukan Seymour dalam pembelajaran juga telah menunjukkan bagaimana computational thinking bekerja dalam dirinya. Dan dalam pembelajaran yang dilakukan Saymour, menunjukkan computational thinking sebagai kemampuan menggunakan komputer untuk membantu belajar pengetahuan baru tidak sepenuhnya salah, namun fokusnya bukan pada komputernya melainkan pada pemikirannya ("My central focus is not on the machine but on the mind -S. Papert, 1980) 

Hal yang membuat saya berpikir keras adalah interpretasi computational thinking yang diejawantahkan secara eksplisit dalam RPP menggunakan empat terminologi yang saya sebutkan sebelumnya. Saya kembali teringat pada saat menjadi guru, saya membuat RPP yang selalu berganti format di setiap pergantian kurikulum. Kalau dulu membuat RPP dengan scientific approach diwajibkan harus ada tertulis tahapan-tahapan seperti mengamati, menanya, hingga mengkomunikasikan. Lah kok sekarang, untuk membelajarkan CT, kembali lagi guru diminta menuliskan tahapan decomposition, pattern recognition, abstraction, dan algorithms. Tentu hal ini menjadi beban pikiran guru. Lah wong konsep dalam tahapan menanya saja sudah beragam interpretasinya. Ada yang bilang menanya itu adalah sesi untuk siswa bertanya mengenai topik yang akan dipelajari, namun ada juga yang bilang menanya itu adalah sesi bagi guru memberikan pertanyaan-pertanyaan yang bisa men-trigger siswa untuk lebih perhatian dan siap dalam menerima pelajaran. Ini nyata terjadi di lapangan. Terbayangkan bagaimana sekarang jika RPP harus ada tahapan-tahapan CT tersebut? Ini adalah interpretasi yang salah besar menurut saya. Haruskah perkembangan pendidikan di Indonesia berkutat dalam hal administrasi? Karena saya percaya sejatinya pembelajaran yang dilakukan guru kekinian pasti sudah menerapkan pembelajaran "multi model" dengan beragam strategi dan metode yang bertujuan untuk meningkatkan kemampuan kreatifitas, kolaborasi, komunikasi, dan berpikir kritis. 

Apakah computational thinking bisa dipisahkan dari kreatifitas, kolaborasi, komunikasi, dan berpikir kritis? Bukankah dalam berpikir kritis, pembelajar juga mengalami proses identifikasi, dekomposisi masalah, hingga memutuskan apa yang terbaik sebagai solusinya. Bukankah dengan berpikir kreatif, pembelajar juga sudah mengalami proses yang unik dalam menghadapi masalah dan menciptakan solusinya. Saya hanya berharap ke depan pelaku pendidikan di Indonesia bisa lebih bebas berkreasi dalam memajukan kualitas pendidikan, tidak sebatas FOMO akan topik-topik yang sedang tren dalam diskusi ilmiah global namun diterjemahkan dalam konteks administratif semata.

Referensi:

Trivium dan quadrivium membentuk tujuh seni liberal. Sejak sekitar 500 SM, pendidikan Seni Liberal mulai terbentuk di Yunani Kuno. Pertama-tama, Pythagoras berpendapat bahwa ada harmoni matematis dan geometris pada kosmos atau alam semesta (Pythagoras menghabiskan waktu bertahun-tahun di Mesir, dan mungkin mendapatkan banyak idenya dari matematika, kosmologi, dan filsafat Mesir).

Pythagoras berpendapat bahwa matematika dan keindahan angka, rasio, dan proporsi adalah prinsip pertama dari segala sesuatu yang ada. Para pengikutnya menghubungkan empat seni astronomi, matematika, geometri, dan musik menjadi satu bidang studi yang disebut Quadrivium. Studi tentang angka khususnya dianggap memurnikan jiwa dengan menempatkannya dalam keselarasan matematis dengan alam semesta. Di sini mikrokosmos – jiwa manusia – menyatu dengan makrokosmos – kosmos. Plato menempatkan ilmu matematika di jantung rancangannya untuk Republik baru.

Di Athena abad ke-4, pemerintah polis, atau negara kota, menghormati kemampuan retorika atau berbicara di depan umum di atas hampir semua hal lainnya. Kaum Sofis mengaku mampu mengajarkan keterampilan retorika kepada mereka yang mampu membayarnya, dan ilmu pidato mulai berkembang. Sukses membutuhkan pengetahuan tata bahasa dan dialektika; tata bahasa untuk menghasilkan kefasihan, dan dialektika untuk membuat argumen seseorang cukup kuat untuk memenangkan perdebatan. Belakangan, retorika, tata bahasa, dan dialektika menjadi program pendidikan Trivium. Sampai Renaisans Eropa, trivium dan quadrivium adalah dasar pendidikan Barat.

Hugh dari St. Victor berkata (c. 1130-an), 'tata bahasa adalah pengetahuan tentang bagaimana berbicara tanpa kesalahan; dialektika adalah argumen berpandangan jernih yang memisahkan yang benar dari yang salah; retorika adalah disiplin membujuk untuk setiap hal yang cocok. '

Dalam mnemonik tentang tujuh seni liberal ini, tata bahasa memiliki prioritas di atas yang lain:

Gram loquitur; Dia vera docet; Rhet verba colorat;

Mus canit; Ar numerat; Ge ponderat; Asti colit astra.

Grammar speaks; dialectic teaches truth; rhetoric adorns words;

Music sings; arithmetic counts; geometry measures; astronomy studies stars.

Pada Abad Pertengahan, Seni Liberal menjadi wadah peleburan bagi toleransi intelektual Pagan, Yahudi, Kristen, dan Islam pada abad-abad sebelum Renaisans Eropa. Tetapi pada abad ke-14 semangat Seni Liberal telah hilang dari tulisan instrumentalisme preskriptif dari ringkasan Skolastik. Ini ditentang di Renaisans oleh Petrarch dan lainnya, dan bentuk humanistik baru dari Seni Liberal muncul yang mencakup seluruh jajaran seni. Trivium dan Quadrivium menjadi kurang penting bagi Seni Liberal selama beberapa ratus tahun berikutnya, digantikan oleh model pendidikan Seni Liberal yang berbeda.

Diterjemahkan dari: https://liberalarts.online/trivium-and-quadrivium/

Pernah dengar istilah VARK, singkatan dari Visual, Auditory, Read/Write, Kinesthetics? Empat gaya belajar yang dicetuskan oleh Fleming (1987) ini tentu tidak asing ditelinga para pendidik. Memang di era 70'an, istilah gaya belajar sedang populer dalam diskusi aademis global. Seorang peserta didik dianggap memiliki kecenderungan untuk mengadaptasi strategi tertentu dalam hal menyerap, mengatur, dan mengelola informasi yang diterimanya. Masing-masing gaya belajar dikatakan memiliki ciri masing-masing, sehingga diharapkan seorang guru mampu memahami dan menentukan strategi yang tepat dalam mengajarkan masing-masing gaya belajar siswanya. Pemahaman seperti ini saya rasa sudah berlangsung cukup lama, hingga muncullah kritik terhadap gaya belajar ini. Saya sendiri sebelumnya menyakini hal tersebut, tersadar ketika berdiskusi dengan supervisor saya di Nottingham. Karena fokus penelitian saya mengenai multiple representations, yang sedikit banyak bersinggungan dengan multi-modalities. Beliau menyatakan "saya tidak percaya dengan gaya belajar VARK, lack of evidence about it, terlebih gaya belajar dalam memberikan keuntungan dalam belajar". Lalu saya tergerak untuk mengkajinya lebih jauh lagi dengan membaca beberapa hasil penelitian atau kritik terhadap gaya belajar ini.   

Salah satunya dari peneliti Swansea University menyatakan, gaya belajar dikatakan tidak efektif dan berbahaya bagi pembelajar. Sebagai contoh, "a student categorized as an auditory learner may end up thinking there is no point in pursuing studies in visual subjects such as art, or written subjects like journalism and then be demotivated during those classes". Tambahnya lagi, dari sisi pendidik tentu akan menjadi masalah karena sangat tidak efektif dan menghabiskan waktu untuk menganalisis gaya belajar siswa dalam satu kelas. Telebih lagi memikirkan strategi yang tepat dalam memfasilitasi masing-masing gaya belajar. Dalam situsnya, british council juga menyatakan beberapa poin mengapa pendidik perlu menghindari gaya belajar. Diantaranya:

1. Hasil penelitian neurosiantis menyatakan ide ini tidak masuk akal. Hal ini dikarenakan beragam informasi akan diproses di bagian otak yang berbeda-beda, akan tetapi di dalam otak semuanya saling terkait maka jika salah satu aktif demikian halnya yang lain akan ikut aktif. Sehingga "penampakan" gaya belajar tidak ada hubungannya dengan bagaimana otak bekerja. Contoh sederhana yang bisa saya pikirkan adalah saat guru memberikan tayangan audio visual, maka informasi baik secara visual maupun audio akan masuk ke dalam otak untuk diproses, mengenai informasi yang bagaimana yang akan dilanjutkan ke dalam long term memory tentu berkaitan dengan banyak faktor. Namun yang pasti keduanya bekerja.

2. Gaya belajar bukan atribut yang konsisten. Hal ini sejalan dengan hasil penelitian Krätzig and Arbuthnott, yang berjudul "http://medsci.indiana.edu/c602web/tbl/reading/Kratzig_learningstyles_edpsych_2006.pdfPerceptual Learning Style and Learning Proficiency: A Test of the Hypothesis". Hasil menunjukkan tidak adanya kecocokan kedua metode yang digunakannya. 

3. Tidak ada cukup bukti yang menunjukkan bahwa gaya belajar dapat membantu siswa dalam belajar. Dalam pandangan saya, mungkin banyak artikel ilmiah yang menunjukkan adanya signifikasi gaya belajar dalam meningkatkan pembelajaran, seperti di Indonesia bisa ditemukan di google scholar. Atau seperti dalam artikel ini: Learning styles and teacher training: are we perpetuating neuromyths?. Akan tetapi banyak akademisi lebih setuju menyatakan gaya belajar sebagai meshing hypothesis.

4. Ada kepentingan bisnis dibalik meshing hypothesis ini. Dengan tertanamnya pemahaman tersebut maka akan banyak pengeluaran dana untuk mengukur atau mengkategorikan gaya belajar siswa. 

Saya sendiri pernah berpikir pada saat saya belajar mengenai peran visualisasi dalam pembelajaran. Saya melihat kemustahilan penggolongan gaya belajar dalam meningkatkan hasil belajarnya. VARK ( visual, auditory, read/write, kinesthetics), dari kepanjangannya saja kita bisa melihat ada kesamaa antara visual dan read/write. Representasi visual dapat berupa gambar ataupun tulisan. Representasi visual juga bisa bersifat dinamis (animasi) maupun statis (gambar). Seorang siswa lebih suka menulis daripada berbicara tidak mengindikasikan bahwa siswa tersebut memiliki gaya belajar read/write semata. Dalam prosesnya, informasi yang dia terima beragam, dan di proses di otak. Sehingga apa yang mau ia tampilkan sebagai output tidak serta merta menunjukkan hanya satu modalitas saja yang diproses. Contoh sederhananya pada saat belajar bahasa baru seperti saya memberikan gambar orang sedang makan seperti gambar di bawah. 

Apakah siswa dapat paham terjemahan makan dalam beragam bahasa jika hanya diberikan gambar?/ gambar dan pengucapan?. Imitating dilakukan untuk informasi yang diberikan. Jika diberikan suara mungkin siswa bisa melafalkan. Akan tetapi jika diberikan lengkap baik gambar, suara pelafalan, dan tulisannya maka siswa akan lebih memahami, Apalagi untuk bahasa yang aksaranya unik-unik macam arab, china, jepang, korea ya.  Ini menunjukkan multi representasi/multi modalitas bekerja dalam otak untuk menghasilkan hal baru. Adapun nantinya siswa akan lebih pandai dalam hal berbicara/menulis itu adalah preferensi own representation. 

Jadi menurut saya, pengelompokan gaya belajar VARK pada siswa tidak semestinya dilakukan karena tidak membawa benefit baik kepada pendidik maupun siswa itu sendiri.  

Referensi:

https://vark-learn.com/

https://www.swansea.ac.uk/press-office/news-events/news/2021/01/new-review-says-ineffective-learning-styles-theory-persists-in-education-around-the-world-.php

https://www.britishcouncil.org/voices-magazine/four-reasons-avoid-learning-styles-one-alternative