28 april 26 selasa

 

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kampus meeting

wgr tiena

pul makan

kampus sampah

perpus

ngantar anisa ke tokobuah

wrg gorengan

allahuakbar

The SCAMPER method

 

The SCAMPER method is a creative thinking technique used to generate new ideas or improve existing products, processes, or solutions. It works by prompting you to look at an idea from seven different angles:

1. S – Substitute

Replace one part of the idea with another.

• What can be substituted?
• Example: Replace plastic packaging with biodegradable materials.

2. C – Combine

Merge two or more elements to create something new.

• What can be combined?
• Example: Combine learning apps with games to make education more engaging.

3. A – Adapt

Adjust or tweak the idea to fit another context.

• What can be adapted?
• Example: Adapt classroom teaching methods for online learning.

4. M – Modify (or Magnify/Minify)

Change the size, shape, or attributes.

• What can be modified?
• Example: Make lessons shorter and more interactive.

5. P – Put to another use

Use the idea in a different way or for a different purpose.

• What else can it be used for?
• Example: Old textbooks used as recycled craft materials.

6. E – Eliminate

Remove unnecessary parts.

• What can be removed?
• Example: Eliminate repetitive exercises in a lesson plan.

7. R – Reverse (or Rearrange)

Change the order or direction.

• What can be reversed or reorganized?
• Example: Let students teach first, then the teacher explains (flipped classroom).

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In short:

SCAMPER helps you think creatively by asking structured questions that push you to change, improve, and reimagine ideas systematically.

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Here’s a clear application of SCAMPER in an EFL writing classroom, designed for collaborative writing (e.g., argumentative or descriptive essay).

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🌱 SCAMPER in EFL Writing Activity

🎯 Learning Goal

Students improve their writing ideas, creativity, and coherence by using SCAMPER before drafting an essay.

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🧠 Classroom Activity: “Improve School Learning System”

📝 Task:

Students are asked to write an essay on:

“How can we improve learning in English classes at university?”

Before writing, they use SCAMPER to generate ideas.

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✏️ SCAMPER Application in Writing Stage

S – Substitute

Students replace common elements in learning.

• Replace teacher-centered learning → student-centered learning
• Replace textbooks → digital interactive materials
  👉 Writing idea: “Students can learn better using interactive apps instead of traditional textbooks.”

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C – Combine

Students merge ideas to create innovation.

• Combine games + vocabulary learning
• Combine AI tools + peer discussion
  👉 Writing idea: “Learning English becomes more effective when games are combined with AI-based feedback.”

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A – Adapt

Students adapt ideas from other contexts.

• Adapt YouTube learning style for classroom use
• Adapt social media for writing practice
  👉 Writing idea: “Short-form video platforms can be adapted to practice English speaking and writing summaries.”

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M – Modify

Students change intensity or form of learning.

• Make assignments shorter but more frequent
• Increase visual support in lessons
  👉 Writing idea: “Short weekly writing tasks can improve consistency and reduce student anxiety.”

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P – Put to another use

Students rethink the function of tools or activities.

• ChatGPT used not only for answers but for feedback
• Group chat used for peer editing
  👉 Writing idea: “AI tools can be used as writing tutors to give instant feedback on grammar and structure.”

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E – Eliminate

Students remove barriers or unnecessary elements.

• Eliminate memorization-only tests
• Remove redundant grammar drills
  👉 Writing idea: “Reducing repetitive grammar exercises allows more time for creative writing practice.”

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R – Reverse

Students change the learning sequence or roles.

• Students teach first, then teacher explains
• Write first, then learn grammar rules
  👉 Writing idea: “Students can write essays first and learn grammar through reflection and correction afterward.”

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✍️ Final Writing Outcome

After SCAMPER brainstorming, students write:

• A more creative essay
• With richer ideas
• Better coherence and originality

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🎓 Why SCAMPER Works in EFL Writing

• Improves idea generation (critical for writing anxiety)
• Enhances lexical resource and content richness
• Supports collaborative brainstorming
• Aligns with creative problem solving (CPS) frameworks

 

Creative problem solving

Creative problem solving is about approaching challenges in flexible, imaginative, and effective ways—especially when standard methods don’t work. It combines logic with originality, helping you generate novel ideas and practical solutions.

What it really means

At its core, creative problem solving involves:

• Understanding the problem deeply (not just the surface issue)
• Thinking beyond obvious solutions
• Connecting unrelated ideas
• Testing and refining solutions

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A simple framework you can use

1. Clarify the problem
Ask: What’s really going on? What are the constraints?

2. Generate ideas (diverge)
Brainstorm freely—quantity over quality at first. No judging.

3. Evaluate and refine (converge)
Pick promising ideas and improve them.

4. Test and adapt
Try it out. Learn from what works and what doesn’t.

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Popular techniques

• Brainstorming – rapid idea generation without criticism
• Mind mapping – visually connecting ideas
• SCAMPER method – Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, Reverse
• Lateral thinking (coined by Edward de Bono) – solving problems through indirect, non-linear thinking
• 5 Whys – repeatedly asking “why” to find root causes

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Example

Problem: Students are bored in class

• Obvious solution: Make lectures more interesting
• Creative solutions:
  • Turn lessons into games or challenges
  • Let students teach parts of the lesson
  • Use real-world problem scenarios

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Tips to get better at it

• Expose yourself to different fields (science, art, business)
• Challenge assumptions (“What if the opposite were true?”)
• Take breaks—insight often comes when you step away
• Collaborate with others for fresh perspectives

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Berikut contoh penerapan Creative Problem Solving (CPS) dalam EFL (English as a Foreign Language) classroom, dibuat dalam konteks pembelajaran yang realistis dan bisa langsung diterapkan.

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🔷 Topik: “Reducing Plastic Waste on Campus” (Writing & Speaking Class)

🎯 Tujuan Pembelajaran

Mahasiswa mampu:

• Menggunakan bahasa Inggris untuk memecahkan masalah nyata
• Mengembangkan ide kreatif dalam diskusi
• Menulis solusi dalam bentuk paragraf argumentatif atau proposal sederhana

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🧠 Tahapan CPS dalam EFL Class

1. Problem Clarification (Understanding the Problem)

Guru memberikan stimulus:

“Our campus produces too much plastic waste every day. What problems does this cause?”

Siswa:

• Menonton video pendek tentang sampah plastik
• Diskusi dalam kelompok kecil
• Mengidentifikasi masalah dalam bahasa Inggris sederhana

📌 Output bahasa:

• “Plastic waste pollutes the environment.”
• “Students use too many single-use bottles.”

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2. Idea Generation (Brainstorming Solutions)

Siswa diminta menghasilkan sebanyak mungkin ide tanpa evaluasi.

Contoh aktivitas:

• Brainstorming dengan sticky notes / Google Jamboard
• Teknik “Yes, and…”

📌 Contoh ide siswa:

• “Bring your own bottle campaign”
• “Plastic-free cafeteria”
• “Reward system for recycling”

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3. Evaluation & Selection (Choosing Best Ideas)

Setiap kelompok:

• Mendiskusikan kelebihan & kekurangan ide
• Memilih 1 solusi terbaik

Guru bisa memberi panduan bahasa:

• “This idea is more practical because…”
• “We think this solution is effective since…”

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4. Elaboration (Developing the Solution)

Siswa mengembangkan ide menjadi:

• Poster
• Proposal singkat (writing task)
• Presentasi (speaking task)

📌 Contoh writing output:

“Our group proposes a ‘Bring Your Own Bottle’ program to reduce plastic waste. Students will receive points for using reusable bottles…”

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5. Presentation & Reflection

• Kelompok mempresentasikan solusi
• Kelas memberikan feedback dalam bahasa Inggris sederhana
• Refleksi: apa yang mereka pelajari dari proses CPS

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🧩 Integrasi EFL Skills

CPS ini mengintegrasikan:

• 🗣 Speaking: diskusi & presentasi
• ✍ Writing: proposal / paragraph
• 👂 Listening: memahami ide teman
• 📖 Reading: membaca teks/video input

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💡 Catatan Penting

Dalam EFL context, CPS sangat efektif jika:

• Bahasa tidak menjadi hambatan utama (gunakan scaffolding)
• Guru memberi sentence starters
• Aktivitas berbasis real-world problem (authentic learning)

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only a soul that keeps choosing You.

 

He returns like a shadow at noon—
uninvited, familiar,
whispering doubts in a language
I used to believe.

But today I begin with Bismillah,
a quiet flame in my chest,
a name that steadies the trembling air
and reminds my soul where to stand.

O God, make me stronger than this storm,
stronger than the echo of his words,
stronger than the version of myself
that almost agreed with him.

Protect me—not just from him,
but from the seeds he tries to plant inside me,
from the slow-growing darkness
that pretends to be truth.

Let my heart stay clear,
like morning after rain,
untouched by bitterness,
unshaken by passing shadows.

If negativity knocks again,
let it find no home here—
only light, only faith,
only a soul that keeps choosing You.

satu kelas dibagi dua

 

Itu bukan dua kelas, tapi satu kelas yang dibagi menjadi dua kelompok. Dalam metodologi penelitian, ini biasanya disebut:

1. Quasi-Experimental Design (Non-Equivalent Groups Design)

Kalau pembagian 40–40 tidak dilakukan secara acak (random), maka ini termasuk kuasi eksperimen.
→ Misalnya kamu bagi berdasarkan nomor absen, kelompok duduk, atau pertimbangan tertentu.

2. True Experimental Design (Randomized Control Group Design)

Kalau 80 mahasiswa itu dibagi secara acak (random assignment) menjadi 40 kontrol dan 40 eksperimen, maka ini disebut eksperimen murni (true experiment).

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3. Secara spesifik, desainnya bisa disebut:

• Two-group design
• Control vs Experimental Group Design
• Jika ada pretest–posttest:
  → Pretest-Posttest Control Group Design

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Ringkasnya:

• 1 kelas → dibagi 2 kelompok
• Random? → True experimental
• Tidak random? → Quasi-experimental

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Catatan penting (ini sering jadi kritik reviewer):

Meskipun praktis, membagi satu kelas bisa menimbulkan:

• Kontaminasi perlakuan (mahasiswa saling berbagi info)
• Bias interaksi sosial

Biasanya kamu perlu jelaskan di metodologi:

• bagaimana mencegah bias (misalnya tugas berbeda, waktu berbeda, dll.) 

27 april 26 senen

 

femi kopi

kampus sampah

perpus

wrg tiena

pul

kampus perpus

wrg gorengan

allahuakbar

The Organisation for Economic Co-operation and Development (OECD)

 

The Organisation for Economic Co-operation and Development (OECD) is an international organization made up of mostly high-income, developed countries that work together to promote economic growth, stability, and improved living standards worldwide.

🌍 What the OECD does

• Provides a platform where governments compare policies and share solutions
• Produces data, research, and economic forecasts
• Sets international standards (e.g., taxation, anti-corruption, education)
• Advises countries on public policy

🏛️ Key facts

• Founded: 1961
• Headquarters: Paris, France
• Members: 38 countries (including the U.S., UK, Japan, Germany, etc.)
• Origin: Evolved from the post-WWII Marshall Plan organization

📊 Well-known OECD work

• Programme for International Student Assessment (PISA): Measures student performance globally
• Economic reports and forecasts
• Tax policy frameworks (like efforts to address global corporate tax avoidance)

🎯 Main goals

• Promote sustainable economic growth
• Support job creation and higher living standards
• Encourage free trade and investment
• Help both member and non-member countries develop better policies