Blasius Boli Lasan
Advances in Social Science, Education and Humanities Research, volume 2693rd International Conference on Education Management and Administration (CoEMA 2018)Blended BibliocounselingBlasius Boli LasanDepartment of Guidance and CounselingState University of Malang, Indonesiablasiusbolilasan@yahoo.co.idAbstract: Blended bibliocounseling is a new discourse in the world of guidance and counseling compared to blendedlearning discourse. Bibliocounseling implementation so far can be said to be monotonous because it is only based onreading material from a book. Now, bibliocounseling can be mixed from both the type and source of the material andthe delivery method. Bibliocounseling material sources are taken from books, magazines, newspapers, journals,online web, cinema, songs, and poems. Delivery methods can be done by reading books, expressive writing, watchingeducational cinema, reading poetry, playing roles, even singing. This paper will discuss learning in the 21st centuryand the stages of developing blended counseling: analysis, design and evaluation.Keywords: blended bibliocounseling, 21st centuryI. INTRODUCTIONWhat is the fastest changing world? Manyfactors certainly. But one of the most important isengineering including information technology.Information technology has caused the information tobe collected on a large scale and can be accessedanytime and anywhere, not in schools or libraries.Thousands of books in multilevel libraries can besummarized in several flash disks.Therefore information technology has formedlearning networks, universal intelligence, anddemocracy in education and science. Scholarship in thesense that a number of scientific information has beenobtained in one area may have become a mereformality because other people are diligent in accessinginformation in a field and training themselves evenmore than a scholar who only reads a few books.BIBLIOCOUNSELING IN THE 21stCENTURYThe sophistication of information technologynot only accesses the amount of information but formsa new way of learning in the 21st century which alsoinfluences the implementation of bibliocounseling.Trilling and Fadel (2009) mention 4 characteristics of21st century learning are knowledge work, thinkingtools, digital life styles, and learning research.Knowledge work (works based on knowledge) is ateacher or counselor who has been trained to rely onthe power of thought and digital tools. They workcollaboratively or on a team using cell phones, internetprotocol communication, teleconferencing, WEBconferences, laptops, personal digital assistance andsocial networking media. Thinking tools are digitaltools that can help a person to learn, think, and becreative.Digital life styles are a pattern of life thatutilizes many digital tools in life because their liveshave been surrounded by digital devices sincechildhood. These users are called digital natives, netgeners, Z generations, netizens, homo zapiens.Learning research that involves authentic learning,namely learning to experience directly in a context,developing a mental model that is changing the oldII.mental model with a new mental model, internalmotivation that is motivating oneself to learn, doubleintelligence that is utilizing plural intelligence for learnvarious things, and social learning namely learningfrom others, learning to develop social skills and crosscultural skills.According to Joice and Calhoun (2012), therewere three major changes due to the influence ofinformation technology. First is a new library. With theexistence of information technology, a large number ofbooks are available which can be accessed for 24hours. This means that clients can read any bookaccording to their needs, anytime and anywhere.Libraries throughout the world will be connected toeach other through information technology so that it isno longer referred to as a particular college library butis called a world library. That’s where there arewebsites, Wikipedia articles, maps, scientific studiesand theories. And there also bibliocon counseling canuse it as a source of material and delivery methods. Ourcellphones can record information using sophisticatedcyber assistance. Therefore many conventional librariesand museums are connected to one in the newelectronic home.Second, distance learning. With the existenceof information technology that can provide massiveinformation and online courses, anyone can learnsomething without having to enter a school building.Therefore online homeschooling can be foundeverywhere. Statistics show that 3% of Americanchildren now study at home or attend homeschooling.This means that bibliocounseling only by readingbooks without having to meet with counselors can beeasily implemented.Third, new courses. With the existence ofcyberspace in schools, the opportunity to learnsomething outside the material the curriculum is wideopen. Likewise counselors and teachers can alsoprovide courses through structured learning materials.In the course, counselors direct their students throughactivities designed to shape certain types of knowledgeand skills so that they form the new behaviors theyexpect.Copyright 2018, the Authors. Published by Atlantis Press.This is an open access article under the CC BY-NC license 10
Advances in Social Science, Education and Humanities Research, volume 269KnowledgeworksThinking tools21st CenturyLearningLearningresearchDigital life styleFigure 1Components of 21st Century Learning Characteristics( Trilling and Fadel, 2009)Bibliocounseling certainly also utilizes theinfluence of information technology. In the past,bibliocounseling was to hear stories from books readdeveloping into each participant reading a book,hearing explanations about the contents of the bookboth verbally and with power points, audio visual ineducational cinema, reading books and beingconfirmed to a web, even the material could bepackaged in a mobile form so that it can be carriedeverywhere. So blended bibliocounseling now includesbooks, film shows, concept visualizations, electronicinformation, web use and not only by reading butlistening, seeing, demonstrating, telling, and playingdrama, reading poetry, writing, and singing.In addition, the delivery method can be doneby: a. read selected prose, such as novels,autobiographies, and self-help books, b. reading poetryworks, such as classical or modern poetry, c. writejournals or write autobiographies in whatever formthey want such as telegraphic, poetry, reflectivethinking, and description of events, d. pay attention tothe way the client literature by expressing himself incounseling such as using selected metaphors, anddeveloping new ones, e. write memory books thatinclude ceritra narratives, anecdotes, poems as well assongs, photography and genograms (Glading, 2011;Pennebaker, 2016; Adams, 2014). This is what is calledblended or hybrid bibliocounseling.III. STAGES OF BIBLIOCOUNSELINGDEVELOPINGBasically, blended bibliocounseling stages isthe same as blended biblioconstruction blendedlearning even though it has different nuances.Therefore, the development of blended bibliographycounseling follows the stages of blended learningdevelopment by Dwiyogo (2016) abstracted in thefollowing model (Figure 2). In this model, there are 3main stages namely the analysis stage, the design stage,and the evaluation stage. However, in this paper,adjustments are made in accordance with the natureand procedures of bibliocounseling.Analysis PhaseThere are three activities carried out in theanalysis phase, namely the analysis of problem solvingneeds, analysis of learning resources and constraints,identification of the characteristics of the counselee.Problem Solving Needs AnalysisOf course, the counselor first needs to knowthe problems faced in doing bibliocon counseling andtherefore need to solve problems. The problemexperienced in face-to-face counseling is the limitedinformation in bibliocounseling material. For example,the book used has been published for a long time sothat information or language is difficult to understand.Therefore problem solving is planning a blendedbibliocounseling. Second, identify the competenciesthat counselors need to have so they can run blendedcounseling properly. He should have certainknowledge, skills and attitudes related to blendedcounseling, for example he needs to know whatequipment (equipment) needs to be prepared, how tooperate it, and how he should behave. Even a newproblem needs to be anticipated, such as whether allstudents can operate the web smoothly.Based on the needs analysis, the booksneeded, for example, which discuss: (1) prevention andcontrol of dangerous diseases in behavior; (2) personalmental health and welfare; and (3) services related tosocial and emotional intelligence, d. Problems relatedto lack of skills that have an impact on thedevelopment of developing skills that have an impacton healthy behavior. Likewise the provision of booksrelated to basic services: biblioedukasi about literacyawareness in the era of information technology,components of individual planning programs: knowingand developing themselves, responsive components:healthy living without cigarettes and drugs s: how to develop digital library and so on(Antila, 2009).Learning Source Analysis and ConstraintsBased on the problems that have beenidentified such as limited bibliocounseling sources, it isnecessary to analyze learning resources. If the web as asource of learning, it is necessary to analyze webnames that can be used for certain types of problems.Then it is necessary to analyze the aspects that exist inthe web, the scope of the material coverage, the qualityof the material in the sense that it can be trusted, theease of the language used. In addition, the obstaclesthat need to be analyzed are the easy access to the web,the use of language such as foreign languages orIndonesian, and whether the writing is systematic ornot.111
Advances in Social Science, Education and Humanities Research, volume ysis forproblemsolving4Decide oflearninggoals7Tryout2Identification oflearning sourceand obstacle5Choice learningstrategy8Revision3Identification ofstudentcharacteristic6Develop learningsources: off line on line mobile9Prototype oflearning designbased blendedlearningFigure 2The Bibliocounseling Blended Design Model(Dwiyogo, 2016)Thus the bibliocounseling becomes blendedbecause . used of written materials or computerprograms, or the listening / viewing of audio /videotapes for the purpose of gaining understandingproblems relevant to developmental or therapeuticneeds (Marrs, 1995; Apodaca and Miller, 2003).Blending is located in computer programs, listening /seeing audio / videotypes that previously were onlybased on reading material. Likewise, Shechtman(2009) emphasized that bibliotherapy entails the use ofliterature for therapeutic purposes and it includeslistening to stories and poems, watching films, andlooking at pictures. It is a playful, engaging, and funprocess.Identify the Characteristics of the CounseleeIn general, it is necessary to know whetherthis bibliocounseling is for elementary, middle, highschool, vocational high school students or other typesand levels of school. In addition to these generalcharacteristics, it is necessary to identify thecounselee’s reading ability. If elementary and juniorhigh school students, it is necessary to prepare a webwhose contents are easily understood. Another featurethat needs to be considered is interest in reading. If thecounselee is interested in a material, he will be happyto enjoy the reading.Design of the BibliocounselingIn the bibliocounseling plan by following theWiyogo mentioned above, there are three things thatneed to be designed as follows.1.Establish Bibliocounseling GoalsThe purpose here is not the generalbibliocounseling purpose but the purpose of designinga blended bibliocounseling. The goals are: (1)counselees can confirm their understanding with othersources; (2) counselees broaden their horizons aboutsolving a problem from other sources; and (3)counselees are not bored with the source of the book.While the curricular objectives of the counseleecertainly can understand, analyze, appreciate thecontent of good reading contained in the material offline and on line.2.Choose and Establish a BibliocounselingStrategyBlended bibliocounseling is a mixture ofmethods, stages and learning resources. This is in linewith the opinion of Bower, Richard and Lovell (inRickwood and Bradford, 2012) that bibliocounseling isa therapeutic intervention that is packaged throughmanuscripts, audio, video, or computer scripts, orthrough group meetings or personal training such astherapeutic writing and especially designed to becarried out independently of professional contact.Likewise according to Forgan (2012), thatbefore bringing a ceritra (prabaca stage), it’s good to begiven an introduction as a background (Forgan, 2002)such as showing pictures on a cover and askingstudents to guess what happened in ceritra, introducingcharacters in in the book and discuss studentexperiences related to the character. Therefore, ablended bibliocounseling strategy can be developedaspects: the biliary counseling stage, the delivery112
Advances in Social Science, Education and Humanities Research, volume 269method and the source of the material as in thefollowing Table 1.Develop Bibliocounseling ResourcesLearning resources are things that are used aslearning media. Learning resources can come frompeople (man of resource), environment (environment ofresource), printed materials such as books, magazines,newspaper articles, documents, electronic books,articles in the web, films or cinema and etc. Dwiyogo(2016) distinguishes learning resources in blendedlearning there are two, namely offline and online.Furthermore Dwiyogo (2016) mentions 4stages of developing learning resources: (1) theBiblio-counseling StagesPre-readingGuided ReadingReading (Offline)ExplanationConnect to web (On line)DiscussionWatch cinemaWritingSing a song (if need)Conclusion (if need)ReflextionCommitmenTreatmentstoryboarding stage which describes the process ofpresenting the material to clarify the program to beproduced; (2) the production stage which is to preparesuccessfully every component of the program so that itbecomes one program as one unity; (3) testing andreview phases: (a) editorial review that is checkingword writing errors, (b) technical tests to check thefunctioning of technical matters in programimplementation, (c) technical review to ensure that thetechnical matters that have been repaired havefunctioned properly or not; and (4) the implementationphase namely the application of the media inbibliocounseling.Table 1A Blended Bibliocounseling StrategyActivityMethod1. Select books or other readingSelect book, web, cinemamaterial, choose the web,cinema that fits the counselee’sproblems2. Inviting counse-lees to readGuide studentwhat parts and what needs tobe done when and after reading3. Reading Silent reading Reading aloud Reading alternately Reading by scaning4. Discussing material content Explanation by power point Story Telling5. Scafolding (if need) Remedial to counselee who notyet understand6. Reading the content Idem to number 3 above7. Discussing the content of Explanationmaterials Mind mapping of materials8. Scafolding (if need) Explanation9. Discussions about the content Explore events in the story /of reading both offline andreading so that there is aonline, by giving the counseleetransfer of feelings to thean opportunity:counselee Identify the same situation inhis real life Explore the consequences ofcertain actions or feelings Determine the desire/plan ofaction after this.10. Audio-visual Listen Involved Received11. Writing AbsractionWriting Absraction12. Writing poem/songWriting poem13. Sing a song that well known orSing a song by guitar or acapelathe song that created by yourself14. Counselee conclude theConclusioncontent of materialsThink aloud15. Pick the meaning for toPick the meaningdevelop his or her self16. Open the mobile material fromOpen the hand phonehandphone, sing the song forSingdevelop his or her selfEvaluation PhaseEvaluation begins with product trials in theform of a bibliocounseling design that has beenproduced in the previous step. If there are deficienciesin the trial, the bibliocounseling product will be revisedto obtain a blended bibliocounseling prototype. Thedetails of these three things are as follows.SourceBooks, reading materials availablein bibliocounseling, web andcinema rooms related to counseleeissuesGuidebook and or explanation ofhow to read materialOffline: books or readingmaterialsPower point (If reading materialfrom story book, novel,biographyidemConnect Online to web situsCounselorMind mapping of materialsIdemOffline and onlineEducational cinemaBibliocounseling materialsSong------PonselGuitar1.Try OutThe trial means that the bibliocounselingblended product is applied as an experiment against thecounselee both individually and in groups. Trialsshould be given several times to a number of groups sothat conclusions about their effectiveness are more113
Advances in Social Science, Education and Humanities Research, volume 269trusted, not only limited to a counselee or a group ofstudents. These products should be tried in severalschools that are spread over several characteristics:schools in big cities, schools in rural areas, favoriteschools and traditional schools, and several otherfeatures.2.RevisionThe trial results show the advantages anddisadvantages of a blended bibliocounseling product.These strengths are maintained or enhanced but theirweaknesses are revised. If counselees find it difficult tounderstand the offline material, the counselor needs torewrite the material in a language that is easilyunderstood and accompanied by examples. It couldalso be that the material contains foreign concepts thatare difficult to understand, so the term should bereplaced or added with information in Indonesian.Scafolding can also be needed to understand thematerial. Likewise, online material does not all matchthe needs of the counselee’s problem solving. Thematerial can also be shared, but the counselor fails tomake an explanation, fails to bring students toidentification, fails in speech, and fails to transferbehavior. So all these deficiencies require revision.[3]Apodaca, T. R., & Miller, W. R. 2003. A Meta-Analisis of theEffectiveness of Bibliotherapy for Alcoholic Problems.Journal of Clinical Psychology, 59(3), 289-304.[4]Dwiyogo, D. W. 2016. Blended Learning. Malang: Wineka.[5]Forgan, J. W. 2002. Using Bibliotherapy to Teach ProblemSolving. Journal of Intervention in Schools and Clinic, 38(2),75-82.[6]Gladding, S. T. 2011. The Creative Arts in Counseling. NewYork: American Counseling Association.[7]Joyce, B., & Calhoun, E. 2012. Realizing the Promise of 21stCentury Education. United States Of America. Library ofCongres Cataloging.[8]Marrs, R. W. 1995. A Meta-Analysis of Bibliotherapy Studies.American Journal of Community Psychology, 23(6).[9]Pennebaker, J. W., & Smith, J. M. 2016. Opening Up byWriting it Down How Expressive Writing Improves Health andEases Emotional Pain. New York: Guildford Press.[10] Rickwood, D., & Bradford, S. 2012. The Role of Self-Help inthe Treatment of Mild Anxiety Disorders in Young People: AnEvidence-Based Review. Psychology Research and BehaviorManagement, 5, 25-36.[11] Shechtman, Z. 2009. Treating Child and Adolescent AgressionThrough Bibliotherapy. New York: Springer.[12] Trilling, B., & Fadel, C. 2009. 21st Century Skills Learning forLife in Our Times. San Fransisco: Jossey-Bass.3.Bibliocounseling Blended ProductsArrived at the end of the blendedbibliocounseling prototype that has gone throughvarious stages. But this prototype is not a product thatis always good when and wherever and by anyone. No!This prototype is a kind of general guideline that needsto be adjusted to the type of problem, the type of client,and where the place is carried out by a blendedbibliocounseling. If at one time and in a place requiresadjustments and even changes, the counselor needs tofollow back from the beginning to the end, namelyanalysis, design and evaluation.IV. CONCLUSIONThe conclusion that can be drawn is asfollows. First, there are 4 characteristics of learning inthe 21st century that can be used by bibliocounseling:knowledge work, thinking tools, digital life styles, andlearning research. Both bibliokoseling can utilizeinformation technology as a source of material and as adelivery method.Thethreeblendedbibliocounselingdevelopments include 3 stages: analysis, design, andevaluation. At the analysis stage identified the needs ofstudents to get services from bibliocounseling. At thedesign stage: set goals, choose and designbibliocounseling, develop bibliocounseling resources.During the evaluation phase, the trial, revision, andfinal product are held.REFERENCES[1][2]Adams, K. E. 2014. Expressive Writing: Classroom andComunity. Lanham: Brown & Littlefield.Antila, R. D. 2009. Bibliotherapy and the K-5 MichiganModel for the Health Curriculum. Thesis not published.Michigan: Northern Michigan University.114
by: a. read selected prose, such as novels, autobiographies, and self-help books, b. reading poetry works, such as classical or modern poetry, c. write journals or write autobiographies in whatever form they want such as telegraphic, poetry, reflective thinking, and description of events, d. pay attention to
Initial solutions of the Blasius equation: f"(0) vs B for various f'(O). 5. Solution of the Blasius equation for the cases listed in Table IL LIST OF TABLES I. Summary of the constants used with tne analog circuit shown in Fig. 2. IL Summary of the initial solutions the Blasius equation. Page 4 17 20 21 24 18 19 VAuthor: K. W. RaglandPublish Year: 1967
TABLE NO. TITLE PAGE 4.1 Solution of the Blasius equation (4.14), i.e., when gg′ 1/2 using the Blasius series 51 4.2 Solution of the Blasius equation (4.16), i.e., when gg′ 1 using the Blasius series 52 4.3 Iterated application of Shanks transformation to the series (4.35), as β 1 63
Figure 8.15 Comparison Velocity u between Stokes near-field with 0.664115 solution and Blasius solution by Runge-Kutta method at 1 and Re 103. 147 Figure 8.16 The profile velocity u solution of Oseen-Blasius, Blasius solution by Runge-Kutta
Table 1: Table to indicate the time of the Blasius pressure solver convergence breakdown, for a flWitch . Although not displayed in the tables, for both the free slip and the no slip models, a convergent Blasius solution is obtained for a 275m high hill (max gradient " 0.78). For the no slip simulation, the time step,
Blasius solution Assumption for Blasius solution: 1. The flow is steady, incompressible and two-dimensional in the xy-plane. 2. The Reynolds number is high enough that the boundary layer approximation is reasonable. 3. The boundary layer remains laminar over the range of interest. 4. No pressure gradient remain in the x-direction boundary layer.
Valori normale 3WBC 4.500-11.000 / 1 mm de sange Creste In toate bolile insotite de febra (infectii, boli ale sangelui) Scade In anemii (pierderi mari de sange, boli infectioase, lipsa de fier si vitamine, intoxicatii cu substante chimice, subnutritie etc.) 1. Granulocite neut
malaking baha. Dalawang pares ng mag-asawa ang binigyan ng babala ng kanilang diyosang si Dwata kung kaya nakasakay sila sa isang malaking kawayan at hindi nalunod sa baha. Sa unang pares ng mag-asawa nagmula ang mga T'boli at iba pang mga katutubo, o Lumad, ng Mindanao, at ang mga pan
Analisis Real 2 Arezqi Tunggal Asmana, S.Pd., M.Pd. i ANALISIS REAL 2: TERJEMAHAN DAN PEMBAHASAN Dari: Introduction to Real Analysis (Fourt Edition) Oleh: Robert G. Bartle dan Donald R. Sherbert Oleh: Arezqi Tunggal Asmana, S.Pd., M.Pd. Bagi: Para Mahasiswa Para Guru atau Dosen Tahun 2018 . Analisis Real 2 Arezqi Tunggal Asmana, S.Pd., M.Pd. ii KATA PENGANTAR Puji syukur kami haturkan .
