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Slide-Sesi 1-Workshop CT-PANDAI-Ema Rachmawati-23 Januari 2021-Shared
Slide-Sesi 1-Workshop CT-PANDAI-Ema Rachmawati-23 Januari 2021-Shared
Gerakan PANDAI
Ema Rachmawati
Disampaikan pada
Workshop “PANDAI dengan Computational Thinking untuk Guru”
Sabtu, 23 Januari 2021
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Seorang petani menanam pohon apel dalam
suatu pola kotak. Dalam rangka melindungi
pohon apel dari angin, petani menanam
pohon konifer di sekeliling kebunnya.
✓ Wing (2011) revisited the topic and clarified, “Computational thinking is the thought processes involved in
formulating problems and their solutions so that the solutions are represented in a form that can be
effectively carried out by an information-processing agent.”
✓ Aho (2012) simplified this further by defining CT as the thought processes involved in formulating
problems so “their solutions can be represented as computational steps and algorithms”
✓ Royal Society (2012): “Computational thinking is the process of recognising aspects of computation in the
world that surrounds us, and applying tools and techniques from Computer Science to understand and
reason about both natural and artificial systems and processes”
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Operational definition of CT: International Society for Technology in Education
(ISTE) & Computer Science Teachers Association (CSTA)
5
COMPUTATIONAL THINKING
Can
effectively
Thought Formulating Expressing
carry it out
process.. a problem.. its solution..
by human or
machine
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Aspects in CT
Decomposition Pattern Abstraction Algorithm
• Breaking a Recognition • Identify • Develop step
complex specific by step
problem down • Identifying
patterns or similarities and instruction for
into smaller, differences solving a
more trends
among similar problem
manageable
problems,
parts
toward a
solution
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Seorang petani menanam pohon apel dalam
suatu pola kotak. Dalam rangka melindungi
pohon apel dari angin, petani menanam
pohon konifer di sekeliling kebunnya.
Decomposition
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Tentukan formula yang dapat digunakan untuk
PROBLEM menghitung jumlah pohon apel dan jumlah pohon konifer
untuk pola yang ditunjukkan pada gambar
Decomposition
10
Tentukan formula yang dapat digunakan untuk
PROBLEM menghitung jumlah pohon apel dan jumlah pohon konifer
untuk pola yang ditunjukkan pada gambar
Decomposition
11
Tentukan formula yang dapat digunakan untuk
PROBLEM menghitung jumlah pohon apel dan jumlah pohon konifer
untuk pola yang ditunjukkan pada gambar
Decomposition
12
Tentukan formula yang dapat digunakan untuk
PROBLEM menghitung jumlah pohon apel dan jumlah pohon konifer
untuk pola yang ditunjukkan pada gambar
Decomposition
13
Tentukan formula yang dapat digunakan untuk
PROBLEM menghitung jumlah pohon apel dan jumlah pohon konifer
untuk pola yang ditunjukkan pada gambar
Decomposition
n Jumlah Jumlah
pohon apel pohon
konifer Pattern
1 1 8
2 4 16
Recognition
3 9 24
4
5
16
25
32
40
Abstraction
14
Tentukan formula yang dapat digunakan untuk
PROBLEM menghitung jumlah pohon apel dan jumlah pohon konifer
untuk pola yang ditunjukkan pada gambar
Decomposition
n Jumlah Jumlah
pohon apel pohon
konifer Pattern
1
2
1
4
8
16
Recognition
3 9 24
4 16 32 Abstraction
5 25 40
15
Tentukan formula yang dapat digunakan untuk
PROBLEM menghitung jumlah pohon apel dan jumlah pohon konifer
untuk pola yang ditunjukkan pada gambar
Decomposition
n Jumlah Jumlah
pohon apel pohon
konifer
Pattern
1 1 8
2 4 16
Recognition
3 9 24
4 16 32
5 25 40
Abstraction
16
Key concepts
CT practices:
✓ Problem decomposition
CT concepts: ✓ Creating computational
❑ Logic and logical thinking artefacts
❑ Algorithms and algorithmic ✓ Testing and debugging
thinking ✓ Incremental development
❑ Patterns and pattern ✓ Collaboration & creativity
recognition
❑ Abstractions and
generalization
❑ Evaluation
❑ Automation
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Key points
❑CT: A key 21st century skill that helps students both to understand and take
advantage of computing in various domains
❑Learning CT: learning to think like a computer scientist → developing a
specific set of problem-solving skills that can be applied in any domain to
creating solutions that can be executed by a ‘computer’ (machine or human)
❑Although programming is a key vehicle to teach and learn CT, it can be
taught in the classroom with or without a computer or programming
❑Bringing CT into STEM classroom: will better prepare students for the
modern landscape of the STEM disciplines; computational modelling and
creating simulations are concrete mechanisms for integrating computing and
STEM
❑Role of CT in non-STEM subjects: promising, but still underdeveloped 18
CT encourages student asking:
❑ Can this problem be better, or more easily, solved by a human or
a computer?
❑ Is there a pattern between this problem and similar problems we
have tackled before?
❑ How can data be organized to solve this problem?
❑ How can I create a general solution that works for a range of
inputs?
❑ What is a step-by-step procedure I can articulate to solve this?
❑ What computational strategies might be employed?
❑ What are the limitations, trade-offs and constraints related to
solving this problem?
19
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CT for CS, Math, Science, Social Studies, Language, Arts
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CT for CS, Math, Science, Social Studies, Language, Arts
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Bebras dan CT?
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International initiative aiming to promote Informatics
and Computational Thinking among school students
at all ages
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Seperti apa sih soal CT?
25
A C
B D
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Berapa banyak pola berikut
ditemukan pada kertas kado?
Informatics: optimization
CT: systematic evaluation
Membantu
menciptakan
merdeka belajar
34
Materi Pelatihan pada PANDAI
Pengenalan lebih lanjut: Computational Thinking dan
1 Informatika
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Materi Pelatihan pada PANDAI
https://csfirst.withgoogle.com/s/en/home
https://csunplugged.org/en/
4 resource CT https://golabz.eu
https://code.org/curriculum/unplugged
•Mengajarkan hasil
5 pelatihan ke siswa ajar
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Rangkaian Kegiatan Workshop
• Sabtu, 23 Januari 2021, 08.30-12.00 WIB
Webinar • Sabtu, 30 Januari 2021, 08.30-12.00 WIB
Pembelajaran • Materi
di elearning • Eksplorasi & Penugasan
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Video conference
MEDIA
PELATIHAN
Diskusi:
elearning.telkomuniversity.ac.id
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