visualization

 

For academic presentations, visualization is key to making your content clear, engaging, and memorable. Here’s a comprehensive guide to different types of visualizations and best practices:

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1. Types of Visualization

A. Charts & Graphs

• Bar Chart: Compare discrete categories. Great for showing differences between groups.

• Line Chart: Show trends over time. Useful for longitudinal studies.

• Pie Chart: Display proportions. Use sparingly—only for a few categories.

• Scatter Plot: Show relationships or correlations between two variables.

• Box Plot (Whisker Plot): Show distribution, median, quartiles, and outliers.

• Histogram: Show frequency distribution for continuous data.

B. Tables

• Use when exact values matter.

• Keep tables simple, with minimal colors.

• Avoid overloading with too many rows/columns.

C. Diagrams & Flowcharts

• Concept Maps: Visualize relationships between ideas or concepts.

• Flowcharts: Show processes or sequences in research methodology.

• Venn Diagrams: Show overlaps between sets or categories.

D. Infographics

• Combine text, icons, and visuals to summarize results or key ideas.

• Useful for summarizing complex findings for conferences.

E. Heatmaps & Geographical Maps

• Heatmaps: Visualize intensity, correlations, or density (e.g., survey results, gene expression).

• Maps: For spatial data, e.g., population studies or geographical distributions.

F. Images & Figures

• Photos of experiments, fieldwork, or study samples.

• Ensure high resolution; label clearly.

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2. Best Practices for Academic Visualization

1. Clarity First

   • Every figure should communicate one main point.

   • Avoid cluttered visuals—white space is your friend.

2. Consistency

   • Use consistent colors, fonts, and styles across slides.

   • Maintain scale and axes labeling.

3. Use Color Wisely

   • Color should highlight differences, not decorate.

   • Consider color-blind friendly palettes (e.g., ColorBrewer).

4. Label Everything

   • Titles, axes, legends, units.

   • Always provide a short description of the figure in your talk.

5. Data Integrity

   • Don’t distort axes or manipulate visuals to exaggerate findings.

   • Use error bars when appropriate.

6. Keep it Simple

   • One key point per slide.

   • Avoid text-heavy slides—visuals are meant to supplement your speech.

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3. Tools for Creating Visualizations

• Excel / Google Sheets: Simple charts and graphs.

• Tableau / Power BI: Advanced interactive visualizations.

• R (ggplot2) / Python (Matplotlib, Seaborn, Plotly): Custom, publication-quality plots.

• Canva / PowerPoint / Keynote: Infographics, diagrams, and polished visuals.

• BioRender: Scientific diagrams for biology/medicine.

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4. Example Slide Layout

Slide Title: “Impact of AI on Student Learning Outcomes”
Left: Bar chart showing performance across control vs experimental groups
Right: Short bullet points summarizing key insights
Bottom: Citation or note if data is adapted

“God Help Me, Please”

 

“God Help Me, Please”

If there’s no her,
things could really spiral—
oh… it’s just too much,
everything feels so heavy,
like a long road
with no end in sight.

I just want this to be over,
I want my heart to stop trembling,
I want my breath to feel light,
I want my life to feel bright again.

God… hear me tonight,
hold my weary hand,
erase the fear gnawing at my chest,
strengthen my faltering steps.

If this is a test,
let me pass it peacefully.
If this is a storm,
let me endure until the light returns.

God… help me please,
I don’t want to fall again,
I want to rise—
slowly, painfully,
even if the world feels heavy,
I still believe
You’ve never left.

me

 

me

 

5 sep 23 selasa

 

5 sep 23 selasa

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me

 

karimunjawa

 

A Socratic dialogue

 

A Socratic dialogue is a style of conversation where one person (usually a teacher) asks guiding questions to help another person think deeply, analyze ideas, and discover answers by themselves.

It is not about giving direct answers — it is about leading someone to find the truth through questioning.

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Key Features of a Socratic Dialogue

1. Uses Questions Instead of Answers

The teacher asks questions like:

• “Why do you think so?”

• “What evidence supports your idea?”

• “Is there another possibility?”

2. Encourages Critical Thinking

The goal is to make the learner analyze, evaluate, and reflect.

3. Helps the Student Discover Their Own Reasoning

Instead of telling the student the answer, the teacher guides them to find it.

4. Avoids Argument — Focuses on Understanding

It is not a debate.
It is a calm, slow, reflective conversation.

5. Comes from Socrates (Ancient Greek philosopher)

Socrates used questioning to teach his students about truth, morality, logic, and knowledge.

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Simple Example

Teacher: What is courage?
Student: Being brave.
Teacher: Does being brave mean you are not afraid?
Student: No, maybe being brave means acting even when you are afraid.
Teacher: Good. So is courage the absence of fear or something else?
Student: I think courage means doing the right thing even if you are scared.

Let Karma Speak

 

Let Karma Speak

Acting like a teacher,
as if they know the wind,
as if they understand life better than anyone,
when their own steps stumble
over a foolishness they refuse to see.

Sometimes my heart wants to shout,
to look them in the eyes and say,
“Enough. Stop.”

But I’m learning to calm the storm,
learning not to plant dark thoughts
in the garden of my own heart.

Let it be…
let their words drift away with the wind,
let their path lead them
to whatever truth they must face.

For every action,
a shadow always follows,
and God never forgets
to write the ending of every story.

If karma must arrive,
let it come on its own—
without my wish,
without staining my heart.

I simply want peace.

 

IBL Model POEE untuk Mata Kuliah Bahasa Inggris

📌 Topik Contoh: Present Continuous Tense

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1. P — Predict (Memprediksi)

Mahasiswa membuat prediksi tentang aturan atau makna suatu bentuk bahasa sebelum dijelaskan oleh dosen.

Aktivitas:

• Dosen menampilkan beberapa kalimat tanpa memberi penjelasan:

  • She is cooking right now.

  • They are studying in the library.

  • I am not working today.

• Dosen bertanya:
  “Menurut kalian, apa kesamaan kalimat-kalimat ini? Kapan bentuk ini digunakan?”

Output Mahasiswa:

• Menuliskan prediksi seperti:

  • “It describes actions happening now.”

  • “The structure seems to be ‘be + verb-ing’.”

  • “Maybe it’s used for temporary actions.”

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2. O — Observe (Mengamati)

Mahasiswa melakukan pengamatan melalui contoh, video, dialog, atau aktivitas nyata.

Aktivitas:

• Dosen memutar video pendek (10–20 detik) tentang orang yang sedang melakukan aktivitas (cooking, reading, cleaning).

• Mahasiswa mengamati dan menuliskan kalimat deskriptif berdasarkan video.

Contoh Output:

• “The boy is cleaning the room.”

• “The woman is cooking dinner.”

Mahasiswa membandingkan hasil pengamatan dengan prediksi mereka.

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3. E — Explain (Menjelaskan)

Mahasiswa menjelaskan mengapa struktur tersebut digunakan lalu menyimpulkan pola bahasa.

Aktivitas:

• Dalam kelompok kecil, mahasiswa berdiskusi tentang:

  • Fungsi present continuous

  • Pola gramatikal

  • Perbedaan dengan present simple

Mahasiswa Menyimpulkan:

• Fungsi: “To describe actions happening right now.”

• Struktur:
  Subject + am/is/are + verb-ing

Dosen meluruskan konsep yang kurang tepat.

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4. E — Evaluate (Mengevaluasi)

Mahasiswa mengevaluasi pemahaman sendiri dan menerapkan ke konteks baru.

Aktivitas:

• Menulis 5 kalimat original tentang apa yang sedang terjadi di kelas.

• Mengerjakan mini-quiz:

  • “Write the correct form: She ____ (study) English now.”

• Refleksi:

  • “Apakah prediksi awal saya benar?”

  • “Apa yang saya pahami setelah observasi dan penjelasan?”

 

Model IBL POEE (Predict – Observe – Explain – Evaluate)

1. P — Predict (Memprediksi)

Siswa membuat dugaan awal tentang suatu fenomena berdasarkan pengetahuan sebelumnya.

• Guru memberi stimulus (gambar, video, masalah nyata).

• Siswa menuliskan prediksi mereka.

• Tujuan: membangkitkan rasa ingin tahu dan aktivasi pengetahuan awal.

Contoh: “Apa yang akan terjadi jika garam dicampur ke dalam air hangat?”

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2. O — Observe (Mengamati)

Siswa melakukan pengamatan langsung melalui eksperimen, demonstrasi, atau simulasi.

• Siswa mencatat fakta yang terlihat.

• Guru memfasilitasi, bukan memberi jawaban.

• Tujuan: membandingkan prediksi dengan kenyataan.

Contoh: Siswa benar-benar mencampurkan garam ke air hangat dan melihat proses pelarutannya.

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3. E — Explain (Menjelaskan)

Siswa menjelaskan hasil pengamatan dengan menggunakan konsep ilmiah.

• Diskusi kelompok dan penjelasan logis.

• Guru membantu menghubungkan konsep dengan hasil.

• Tujuan: mengembangkan pemahaman ilmiah melalui refleksi.

Contoh: “Garam lebih cepat larut di air hangat karena partikel air bergerak lebih cepat.”

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4. E — Evaluate (Mengevaluasi)

Siswa menilai kembali pemahaman, membandingkan prediksi–observasi–penjelasannya.

• Menilai kesesuaian konsep dengan hasil eksperimen.

• Guru memberi umpan balik dan klarifikasi.

• Tujuan: memperkuat berpikir kritis dan metakognisi.

Contoh: Siswa meninjau kembali prediksi awal dan menuliskan apa yang berubah dan mengapa.

24 nov 25 senen

 

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