This document provides a biography of Prof. Dr. H. Zulkardi, M.I. Komp., M.Sc., a professor of mathematics education at Sriwijaya University in Palembang, Indonesia. It details his educational background, career history, areas of expertise, and accomplishments. He has over 30 years of experience in mathematics education and has held several leadership roles, including as the head of the PMRI program at Sriwijaya University. He is considered an expert in developing new curricula and teaching methods in mathematics education.
Developing Educational Computer Animation Based on Human Personality TypesRushan Ziatdinov
Computer animation in the past decade has become one of the most noticeable features of technology-based learning environments. By its definition, it refers to simulated motion pictures showing movement of drawn objects, and is often defined as the art in movement. Its educational application known as educational computer animation is considered to be one of the most elegant ways for preparing materials for teaching, and its importance in assisting learners to process, understand and remember information efficiently has vastly grown since the advent of powerful graphics-oriented computers era. Based on theories and facts of psychology, colour science, computer animation, geometric modelling and technical aesthetics, this study intends to establish an inter-disciplinary area of research towards a greater educational effectiveness. With today’s high educational demands as well as the lack of time provided for certain courses, classical educational methods have shown deficiencies in keeping up with the drastic changes observed in the digital era. Generally speaking, without taking into account various significant factors as, for instance, gender, age, level of interest and memory level, educational animations may turn out to be insufficient for learners or fail to meet their needs. Though, we have noticed that the applications of animation for education have been given only inadequate attention, and students’ personality types of temperaments (sanguine, choleric, melancholic, phlegmatic, etc.) have never been taken into account. We suggest there is an interesting relationship here, and propose essential factors in creating educational animations based on students’ personality types. Particularly, we study how information in computer animation may be presented in a more preferable way based on font types and their families, colours and colour schemes, emphasizing texts, shapes of characters designed by planar quadratic Bernstein-Bézier curves. The study has found out that both choleric-melancholic and phlegmatic-sanguine gained the lowest and the highest percentages in selection of different colour groups as cool, warm, and achromatic. We have experimentally confirmed the theory of Nabiyev & Ziatdinov (2014) which reports that planar quadratic Bernstein-Bézier curves with monotonic curvature function may be not aesthetic. Finally, based on the survey results, we have clarified how school students understand the fundamental principles of computer animation. We look forward that this study is likely to have wide benefits in the field of education. Developing educational materials with the aid of obtained empirical results, while considering the personality types of students’ temperament, seems to be a promising avenue to improve, enrich and deepen the learning process in order to achieve its maximum effectiveness.
Providing Cognitive Scaffolding within Computer-Supported Adaptive Learning E...Olga Maksimenkova
Presenation at ICL-2018 by Fedor Dudyrev, Olga Maksimenkova, and Alexey Neznanov. The paper deals with adaptive learning system which provides cognitive scaffolding in Vygotsky meaning and based on FCA and descriptive logic foundation.
Developing Educational Computer Animation Based on Human Personality TypesRushan Ziatdinov
Computer animation in the past decade has become one of the most noticeable features of technology-based learning environments. By its definition, it refers to simulated motion pictures showing movement of drawn objects, and is often defined as the art in movement. Its educational application known as educational computer animation is considered to be one of the most elegant ways for preparing materials for teaching, and its importance in assisting learners to process, understand and remember information efficiently has vastly grown since the advent of powerful graphics-oriented computers era. Based on theories and facts of psychology, colour science, computer animation, geometric modelling and technical aesthetics, this study intends to establish an inter-disciplinary area of research towards a greater educational effectiveness. With today’s high educational demands as well as the lack of time provided for certain courses, classical educational methods have shown deficiencies in keeping up with the drastic changes observed in the digital era. Generally speaking, without taking into account various significant factors as, for instance, gender, age, level of interest and memory level, educational animations may turn out to be insufficient for learners or fail to meet their needs. Though, we have noticed that the applications of animation for education have been given only inadequate attention, and students’ personality types of temperaments (sanguine, choleric, melancholic, phlegmatic, etc.) have never been taken into account. We suggest there is an interesting relationship here, and propose essential factors in creating educational animations based on students’ personality types. Particularly, we study how information in computer animation may be presented in a more preferable way based on font types and their families, colours and colour schemes, emphasizing texts, shapes of characters designed by planar quadratic Bernstein-Bézier curves. The study has found out that both choleric-melancholic and phlegmatic-sanguine gained the lowest and the highest percentages in selection of different colour groups as cool, warm, and achromatic. We have experimentally confirmed the theory of Nabiyev & Ziatdinov (2014) which reports that planar quadratic Bernstein-Bézier curves with monotonic curvature function may be not aesthetic. Finally, based on the survey results, we have clarified how school students understand the fundamental principles of computer animation. We look forward that this study is likely to have wide benefits in the field of education. Developing educational materials with the aid of obtained empirical results, while considering the personality types of students’ temperament, seems to be a promising avenue to improve, enrich and deepen the learning process in order to achieve its maximum effectiveness.
Providing Cognitive Scaffolding within Computer-Supported Adaptive Learning E...Olga Maksimenkova
Presenation at ICL-2018 by Fedor Dudyrev, Olga Maksimenkova, and Alexey Neznanov. The paper deals with adaptive learning system which provides cognitive scaffolding in Vygotsky meaning and based on FCA and descriptive logic foundation.
This was a brief presentation to introduce myself at the beginning of a week-long workshop at the Department of Foreign Languages at the University of Sonora in August of 2007.
The Effect of CALL on VocabularyLearning and Reading Comprehension of Iranian...iosrjce
This study aimed at investigating the effect of a computerized program on developing vocabulary and
reading comprehension of Iranian EFL learners. For this aim, the researcher chose a representative sample of
sixty first grade female high school students in Bushehr, south of Iran. The participants were divided into two
equivalent groups and each group consisted of 30 students. The researcher used three instruments: 1) an
achievement test for reading comprehension 2) vocabulary test 3) a computerized program for vocabulary and
reading texts included in the English book 1 of high school. The results of the study revealed that the
computerized program was effective to develop the vocabulary and reading comprehension skills for first
grade high school students. In the light of these findings, the researcher recommends that EFL Iranian teachers
should use CALL as a tool for enhancing students' vocabulary and reading comprehension in particular and
learning the language in general.
Barriers and Motivators for Using Open Educational Resources in Schools (Rich...Richter Thomas
Pre-Publish Version of: Richter, T., & Ehlers, U.D. (2011). Barriers and Motivators for Using Open Educational Resources in Schools. eLearning Papers, No. 23, 03/2011. Accessible at http://www.elearningpapers.eu
Enculturating Self-Directed Mobile Assisted Language Learning (MALL) and Seam...engedukamall
Looi, C., & Wong, L. (2014, September). Enculturating self-directed mobile assisted language learning (MALL) and seamless language learning (SLL). Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Recent characterization of mobile learning recognizes that it enables learning
environments that transcend physical settings, emphasizing the “mobility” of
learning in context. With mobile learning, the learning environment is no
longer fixed to one particular location (e.g., physical classroom) or digital
context (e.g., e-learning portal), but moves to wherever the learner is, hence
enabling the surroundings to transform into the learning environment. Indeed,
this perspective presents many opportunities for supporting the learning of
languages which is often contextual. This talk reviews the various research
efforts in the field mobile-assisted language learning. A productive framework
for informing the design of language learning is the notion of seamless
learning which refers to the synergistic integration of the learning experiences
across a range of dimensions, such as spanning formal and informal learning
contexts, individual and social learning, and across time, location and learning
media. The basic premise of seamless learning is that it is not feasible nor
productive to equip learners with all the knowledge and skills they need
based on specific snapshots of an episodic time frame, location, scenario or
setting, which is what happens in much of formal education or instruction.
Designing for seamless learning requires enabling and supporting learners to
be self-directed – to learn whenever they are curious and to seamlessly switch
between the different contexts. Learning can be facilitated or scaffolded by
teachers, peers or others in one context; yet at other times it could be
student-initiated, impromptu, and emergent. Thus, in the design of seamless
language learning, we tap on the enablement and the coherence of
continuous learning activities in different contexts. Such an advanced language
learning model is congruent with the sociocultural perspective and the
communicative approach of language learning, where learner autonomy,
contextualization, social interactions and learner reflection are foregrounded. We conclude the talk with posing some promising research directions in
Mobile- Assisted Seamless Language Learning.
3. vol 11 no 1 m zaini miftah_utilization of edmodo_29.45 - copyFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
This was a brief presentation I gave to the faculty of the Foreign Languages Department at the University of Sonora. A friend invited me to propose the project and see if there was enough interest to get it started. This meeting kicked off our successful three year project to implement eLearning in the department.
February 2024 - Top 10 Read Articles in International Journal on Integrating ...IJITE
This journal is an interdisciplinary form for educators who wish to improve the quality of instruction through the use of computers and how to implement it effectively into instruction. This forum also aims to provide a platform for exchanging ideas in new emerging trends that needs more focus and exposure and will attempt to publish proposals that strengthen our goals.
This was a brief presentation to introduce myself at the beginning of a week-long workshop at the Department of Foreign Languages at the University of Sonora in August of 2007.
The Effect of CALL on VocabularyLearning and Reading Comprehension of Iranian...iosrjce
This study aimed at investigating the effect of a computerized program on developing vocabulary and
reading comprehension of Iranian EFL learners. For this aim, the researcher chose a representative sample of
sixty first grade female high school students in Bushehr, south of Iran. The participants were divided into two
equivalent groups and each group consisted of 30 students. The researcher used three instruments: 1) an
achievement test for reading comprehension 2) vocabulary test 3) a computerized program for vocabulary and
reading texts included in the English book 1 of high school. The results of the study revealed that the
computerized program was effective to develop the vocabulary and reading comprehension skills for first
grade high school students. In the light of these findings, the researcher recommends that EFL Iranian teachers
should use CALL as a tool for enhancing students' vocabulary and reading comprehension in particular and
learning the language in general.
Barriers and Motivators for Using Open Educational Resources in Schools (Rich...Richter Thomas
Pre-Publish Version of: Richter, T., & Ehlers, U.D. (2011). Barriers and Motivators for Using Open Educational Resources in Schools. eLearning Papers, No. 23, 03/2011. Accessible at http://www.elearningpapers.eu
Enculturating Self-Directed Mobile Assisted Language Learning (MALL) and Seam...engedukamall
Looi, C., & Wong, L. (2014, September). Enculturating self-directed mobile assisted language learning (MALL) and seamless language learning (SLL). Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Recent characterization of mobile learning recognizes that it enables learning
environments that transcend physical settings, emphasizing the “mobility” of
learning in context. With mobile learning, the learning environment is no
longer fixed to one particular location (e.g., physical classroom) or digital
context (e.g., e-learning portal), but moves to wherever the learner is, hence
enabling the surroundings to transform into the learning environment. Indeed,
this perspective presents many opportunities for supporting the learning of
languages which is often contextual. This talk reviews the various research
efforts in the field mobile-assisted language learning. A productive framework
for informing the design of language learning is the notion of seamless
learning which refers to the synergistic integration of the learning experiences
across a range of dimensions, such as spanning formal and informal learning
contexts, individual and social learning, and across time, location and learning
media. The basic premise of seamless learning is that it is not feasible nor
productive to equip learners with all the knowledge and skills they need
based on specific snapshots of an episodic time frame, location, scenario or
setting, which is what happens in much of formal education or instruction.
Designing for seamless learning requires enabling and supporting learners to
be self-directed – to learn whenever they are curious and to seamlessly switch
between the different contexts. Learning can be facilitated or scaffolded by
teachers, peers or others in one context; yet at other times it could be
student-initiated, impromptu, and emergent. Thus, in the design of seamless
language learning, we tap on the enablement and the coherence of
continuous learning activities in different contexts. Such an advanced language
learning model is congruent with the sociocultural perspective and the
communicative approach of language learning, where learner autonomy,
contextualization, social interactions and learner reflection are foregrounded. We conclude the talk with posing some promising research directions in
Mobile- Assisted Seamless Language Learning.
3. vol 11 no 1 m zaini miftah_utilization of edmodo_29.45 - copyFaisal Pak
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
This was a brief presentation I gave to the faculty of the Foreign Languages Department at the University of Sonora. A friend invited me to propose the project and see if there was enough interest to get it started. This meeting kicked off our successful three year project to implement eLearning in the department.
February 2024 - Top 10 Read Articles in International Journal on Integrating ...IJITE
This journal is an interdisciplinary form for educators who wish to improve the quality of instruction through the use of computers and how to implement it effectively into instruction. This forum also aims to provide a platform for exchanging ideas in new emerging trends that needs more focus and exposure and will attempt to publish proposals that strengthen our goals.
The Development of Edmodo-Based E-learning in Mathematics for Class V at Dr. ...IJAEMSJORNAL
This study aims to produce an Edmodo-based e-learning development product in mathematics class V at Dr. Wahidin Sudirohusodo Primary School and to know the feasibility and effectiveness of the developed Edmodo-based e-learning media. This study uses a Research and Development (R&D) approach with ADDIE model where each stage is interconnected and in stages in producing development products. The research subjects in this study are the design, media, learning material experts, the teacher, and the students. The hypothesis proposed of this study is that the development media products on Edmodo-based e-learning are feasible and effective for use in the learning process of mathematics. The data is collected through questionnaire by research subject assessment instrument and posttest from learning outcome instrument. The feasibility of the media is obtained through the validation and testing by research subjects where the average percentage of the results of the assessment of design, media, and learning material experts is 89.3%, while the average percentage of the results of teacher and student assessments in the trial of individual and groups of students is 90.5% who fall into the “Very Appropriate” category. The product effectiveness test from the learning outcome test data on the research hypothesis test through one-party test obtained tcount > ttable (2.3798 > 1.66980), which means that students’ mathematics learning outcomes with Edmodo-based e-learning were higher than students who studied conventional truth-tested. Thus development media products on Edmodo-based e-learning are feasible and effective for use in the learning process and can improve student learning outcomes compared to conventional learning.
Digital literacy is essential in writing research articles for publication in today's digital age, particularly for novice english as a foreign language (EFL) teacher trying to publish their research articles. This qualitative research explores the digital literacy practices of novice EFL teachers in writing research articles for publication, including the digital tools they use, their purposes for using these tools, and the challenges they face in using them. The data were collected using a questionnaire and interview. The study found that novice EFL teachers conceptualized digital literacy as the ability to search and evaluate credible online sources, using word processing and digital editing tools, collaborating online, and publishing their work digitally. Novice EFL teachers use various digital tools, such as word processing software, reference management software, and online academic databases, to improve their research and writing process. They use these tools for various purposes, such as collaborating with peers, improving their writing skills, and publishing their work online. However, novice EFL teachers face limited technical issues, limited access, inadequate technology infrastructure, and time management. It is recommended that academic institutions provide support to help novice EFL teachers develop their digital literacy skills, including technical support services, and training programs.
Scientix 8th SPWatFCL Brussels 16-18 October 2015: Promoting STEM in the inte...Brussels, Belgium
Presentation of the workshop "Promoting STEM in the international offices in schools" by nanotec for schools - Switzerland, held during the 8th Science Projects Workshop in the Future Classroom Lab, Brussels, 16-18 October 2015
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. Prof. Dr. H. Zulkardi, M.I. Komp., M.Sc.
Prof. Dr. H. Zulkardi, M. I. Komp., M. Sc. adalah
seorang Guru Besar Pendidikan Matematika di
Universitas Sriwijaya (UNSRI) Palembang. Beliau
mengabdikan diri untuk mengembangkan dunia
pendidikan di Indonesia, khususnya dalam bidang
Pendidikan Matematika. Beliau adalah salah seorang
dosen yang sabar, motivator, inovatif, cerdas, friendly,
dan memberikan peluang kepada mahasiswa untuk terus berkreasi dan berprestasi.
Pada tahun 1980 – 1984, beliau menempuh studi di Fakultas Keguruan dan
Ilmu Pendidikan (FKIP) UNSRI pada program studi Pendidikan Matematika.
Selanjutnya, sejak tahun 1986, beliau diangkat menjadi Dosen di FKIP UNSRI.
Tugas belajar pada S2 Ilmu Komputer di Universitas Indonesia sandwich
with University of Maryland, USA 1989-1990 (1 tahun di UI dan 1 tahun di UM,
USA), dan meraih gelar M. I. Komp. Kemudian pada tahun 1994 – 1998, beliau
diberikan amanah menjadi Ketua Program Studi Pendidikan Matematika FKIP
UNSRI.
Tugas belajar pada International M.Sc (Master of Science) program at the
Faculty of Education Technology (ICT in mathematics education) University of
Twente, the Netherlands (1998-1999). Tugas belajar pada S3 program on
Mathematics education University of Twente dan the Freudenthal Institute
University of Utrecht, the Netherlands (1999-2002). Setahun setelah beliau
menyelesaikan studi S3, beliau diberikan amanah menjadi Kepala kantor
informasi dan komunikasi provinsi Sumatera Selatan pada tahun 2003-2005.
Kemudian, pada tahun 2005, beliau menjadi Guru Besar Pendidikan Matematika
(Profesor).
Pada tahun 2006, beliau diberikan amanah menjadi Ketua Program
Studi Pendidikan Matematika S2 Program Pascasarjana (PPS) UNSRI. Kemudian
sejak tahun 2009, beliau menjadi Head of International Master Program on
Mathematics Education (IMPoME) in collaboration between UNSRI-Utrecht
1
2. University, Netherlands. Pada tahun itu juga (2009 – 2010), beliau dipercayakan
menjadi Rektor Universitas Indo Global Mandiri (IGM) Palembang. Berkat
prestasi dan kegigihan beliau, beliau diberikan amanah oleh matematikawan
Indonesia menjadi Wakil Ketua Himpunan Matematika Indonesia atau Indonesian
Mathematical Society(IndoMS) bidang Pendidikan selama tiga periode yaitu
periode 2008-2010, 2010-2012, dan 2012-2014.
Selanjutnya, lebih dari satu dekade terakhir ini, beliau termasuk salah satu
tim Institut Pengembangan Pendidikan Matematika Realistik Indonesia (IP
PMRI). Beliau dan tim lainnya aktif mensosialisasikan bagaimana matematika
diajarkan agar lebih bermakna dalam kehidupan sehari-hari siswa melalui
penerapan pembelajaran PMRI.
Berikut ini beberapa website yang dikembangkan oleh beliau yaitu:
1. http://zulkardi.wordpress.com/ , the development research page.
2. http://projects.edte.utwente.nl/cascade/imei/ – Learning environment
berisi publication and dissertation online.
3. www.p4mri.net – jaringan informasi dan komunikasi tim PMRI di
seluruh LPTK di Indonesia.
4. www.pmri.or.id – Institut pengembangan PMRI di Indonesia.
5. http://p4mriunsri.wordpress.com/ – pusat kajian PMRI di UNSRI
(Center of excellence PMRI in UNSRI).
6. http://impomeunsri.wordpress.com - Internasional Master Program on
Mathematics Education – kerjasama UNSRI dan University of Utrecht
beserta blog mahasiswanya.
7. http://reocities.com/ratuilma/ , the RME learning environment.
8. http://reocities.com/zulkardi/ , the ‘old’ personal page.
9. http://reocities.com/zulkardi/DR.html/ , the development research course
and books review.
2
3. CURRICULUM VITAE
1. Family name: ZULKARDI
2. First names: ZULKARDI
3. Date of birth: APRIL, 20TH, 1961
4. Nationality: INDONESIAN
5. Education:
Institution: FACULTY OF TEACHER TRAINING, UNIVERSITY OF
SRIWIJAYA from/to: 1980 - 1984
Degrees or Diplomas: DOCTORANDUS (Drs.) IN MATHEMATICS
EDUCATION
Institution: UNIVERSITY OF INDONESIA SANDWICH WITH
UNIVERSITY OF MARYLAND, USA from/to: 1989 - 1990
Degrees or Diplomas: MASTER OF COMPUTER SCIENCE
(M.I.Komp.)
Institution: UNIVERSITY OF TWENTE, THE NETHERLANDS
from/to: 1998-1999
Degrees or Diplomas: MASTER OF SCIENCE (M.Sc) IN
EDUCATION SCIENCE & TECHNOLOGY
Institution: UNIVERSITY OF TWENTE & FREUDENTHAL
INSTITUTE, UU, THE NETHERLANDS from/to: 1999-2002
Degrees or Diplomas: DOCTOR (Ph.D) in MATHEMATICS
EDUCATION
6. Language skills: (rate from 5 = excellent to 1 = very poor)
Language Reading Speaking Writing
Bahasa Indonesia 5 5 5
English 5 4 4
Dutch 2 2 1
3
4. 7. Membership of professional bodies:
INDONESIAN MATHEMATICS SOCIETY (INDOMS), VICE
PRESIDENT (2008-2010).
8. Other professional skills:
INDONESIAN EXPERT IN PMRI (INDONESIAN REALISTIC
MATHEMATICS EDUCATION)
RESEARCHER IN SOME NATIONAL PROJECTS FUNDED BY DG
INDONESIAN HIGHER EDUCATION in AREA OF MATHEMATICS
EDUCATION and ICT IN MATHEMATICS EDUCATION
9. Present position:
HEAD OF P4MRI UNIVERSITY OF SRIWIJAYA (SINCE 2006)
HEAD OF MATHEMATICS EDUCATION DEPARTMENT
GRADUATE PROGRAM UNIVERSITY OF SRIWIJAYA (SINCE
2006)
PROFESSOR IN MATHEMATICS EDUCATION AT THE
UNIVERSITY OF SRIWIJAYA
10. Years within firm:
LECTURER AT UNIVERSITY OF SRIWIJAYA SINCE 1986
11. Key Qualifications (relevant to the program):
I am an expert in developing curricula and teaching methods as well as
an expert in implementing new mathematics curricula.
I am an expert in implementing ICT (web-based) in mathematics
education
4
5. 12. Specific experience abroad:
1990 (12 months) – Following Master program with research Computer
Assisted Instruction (CAI) in school mathematics, at the University of
Maryland, College Park, USA
1994 (3 months) – Training for Trainers of Primary Teacher Training
(PGSD) Lecturers at the University of Houston, USA.
1998-2002 - Following Master and PhD program at the university of
Twente, the Netherlands.
2009 - Curriculum Development of International Master Program on
Mathematics Education Collaboration with University of Utrecht, Unesa
Surabaya, University Sriwijaya at the Freudenthal Institute, Utrecht,
University
13. Professional experience record:
From/To : 2006 - 2009
Location : ITB Bandung, Indonesia
Company: International Project Dissemination of PMRI (DO-PMRI)
Position : Indonesia Expert on PMRI.
Description : This project funded by Dutch and Indonesian Government
in disseminating PMRI all over Indonesia. Main activities are curriculum
development, workshops, professional development of mathematics
teachers, and use of web technology. Here, much experiences gained
from Dutch consultants and experts.
14. Other relevant information : attended conferences with presentation:
2001 - PME 25, Presenter, University of Utrecth, the Netherlands
2001 - ICTMT 5, Presenter, Klagenfurt, Austria
2001 - MES 3, Presenter, Denmark
2002 - ICTM2, Presenter, Creta Island, Greece
2006 - KNM13, Semarang, Presenter
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6. 2007 - ICSEI, Presenter, Slovenia
2007 - EARCOME 4, Presenter, Penang Malaysia
2009 - KNPM3, keynote speaker, State university of Medan, Medan
2009 - IICMA1, Keynote speaker, Univeristy of Gajah Mada, Jogyakarta
15. Publications and reports
Scientific articles:
2001. Designing, evaluating and implementing an innovative learning
environment for supporting mathematics reform in Indonesia :the
CASCADE-IMEI study. Prosiding pada International Conference on
Mathematics Education and Society (MES-3). Helsingor, Denmark.
2002. Implementing a European approach to mathematics education in
Indonesia. Prosiding pada International Conference of Teaching Math.
at teacher education level (ICTM-2).Crete, Yunani. Juli 2002.
Developing a ”rich” learning environment on Realistic Mathematics
Education (RME) for student teachers in Indonesia. Majalah Ilmiah
Himpunan Matematika Indonesia (MIHMI), Vol 8. No. 4, 2002 ISBN
0854-1380. Diterbitkan oleh P4M ITB Bandung
2006. Mari membuat sendiri soal kontekstual (Let’s make our own
context problems). Prosiding Konferensi Nasional Matematika ke-13, 24-
27 Juli 2006, Semarang
2007. PMRI: An Innovation Approach For Developing A Quality Of
Mathematics Education In Indonesia, Proceeding Earcome4, 16-20 Juni
2007, Penang Malaysia 2009. ICT in Mathematics Education: Web
Support for teacher and students learning mathematics.. Prosiding
Konferensi Nasional Pendidikan Matematika ke-3, 24-27 Juli 2009,
Medan
Reports
Yearly local Workshops on PMRI since 2006
Quality Booz on PMRI 2008
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7. Publications - PMRI Magazine since 2006
Jurnal Pendidikan Matematika University of Sriwijaya since 2007
Articles (in Dutch)
Dutch Summary of Doctoral thesis, 2002
Text books on Mathematics
2002. Development a Learning environment on Realistic Mathematics
Education (RME) For Indonesian student teacher. Dissertation
(Published). University of Twente, Enschede. The Netherlands.
2008. Editor of Prosiding Konferensi Nasional Matematika ke-14
(Proceeding 14th National Conference on mathematics). Palembang.
(1000 pages).
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