Projective Modules Research Articles

Analisis Implementasi Kurikulum Merdeka di SMP Kota Mataram

This study was conducted to evaluate curriculum implementation in 12 public junior high schools in Mataram City, focusing on the role of teachers in the dynamics of learning. Using descriptive method and quantitative approach, this study details the features of curriculum implementation, including planning, flow of learning objectives, learning and assessment, use of teaching materials, and Pancasila learning project. The evaluation shows that most parts of the curriculum have been realized, but further adjustments are needed to the guidelines provided by the Ministry of Education and Culture and the Ministry of Research and Technology. Certain areas, such as the use of project modules, require improvement in the utilization of existing resources. Collaboration between teachers, with parents/community/industry, and evaluation/reflection on the curriculum are important aspects of this implementation. However, more structured evaluation is needed to improve the quality and effects of Merdeka Curriculum. Although the implementation stage has gone well, the evaluation highlights that there is room to improve skills and more optimal effects in the learning process. This research provides an overview of the curriculum implementation after one year and identifies areas that require further attention to improve the student learning experience

Kesiapan Pendidik dan Tenaga Kependidikan dalam Mengimplementasikan Kurikulum Merdeka

Curriculum Merdeka is a diverse intracurricular learning system, allowing students to have sufficient time to understand concepts and improve their competencies. Its implementation requires major contributions from educators and education personnel. This study aims to describe their readiness to implement Curriculum Merdeka. The research method used is quantitative descriptive. The data collection technique used is to use questionnaire deployment. The results show that overall, teachers are adequately prepared in the implementation of Curriculum Merdeka, although some still experience obstacles in compiling learning materials. This is evidenced by a yield percentage of 56%. For school principals, overall, the principal is able and ready to implement the Curriculum Merdeka. The ability to know the characteristics and participation in the Curriculum Merdeka training reached a percentage of 80%. School supervisors who have an important role show that they are capable enough in implementing the Curriculum Merdeka. One thing to note, that the ability to master curriculum material, basic framework to the preparation of teaching modules and project modules occupies a percentage of 60%.

Materi Modul Projek Kurikulum Merdeka PAUD Berbasis Budaya Kearifan Lokal Melalui Pengenalan Alat Musik Gong Gumbeng Ponorogo

The independent PAUD curriculum has been implemented since 2020 and is used to introduce material for the Strengthening Pancasila Student Profile Project. There are 2 scopes of the Merdeka Curriculum, namely Teaching Modules and Project Modules. This curriculum is used in accordance with the local wisdom context of each region, especially in Ponorogo and the implementation of this project module aims to analyze the material of the Merdeka PAUD Curriculum project module based on local wisdom culture through the introduction of the Ponoragan Gong Gumbeng musical instrument. The research method used is through a qualitative approach. descriptive. From the results of the analysis, the researchers found material for the Ponorogo Gong Gumbeng Project Module which included: (1) outing class to see a performance in Wringinanom village, (2) STEAM activity where we carried out painting gong gumbeng art tools from bamboo, (3) a book with a series of pictures of related activities with gong gumbeng, (4) exhibition of exhibition works related to gong gumbeng performances at schools.

Multi-modal fusion architecture search for camera-based semantic scene completion

Camera-based Semantic scene completion (SSC) aims to infer the 3D volumetric occupancy and semantic categories of a scene simultaneously from a single RGB image. The main challenge of camera-based SSC is the lack of geometry information compared with RGB-D SSC. Although the estimated depth from RGB image will help SSC to some extent, the depth prediction quality is far from the demand of SSC. To solve this problem, we propose a NAS-based multi-modal fusion method to incorporate the semantic and geometry information from other intermediate representations (predicted depth and predicted 2D segmentation) to form a more robust 2D feature representation. A key idea of this design is that explicit 2D semantic information could alleviate the misleading information of 3D distortions introduced by estimated depth. Specifically, we propose the Confidence-Block to automatically learn an optimal architecture for routing and obtaining the depth prediction confidence. We propose the two-level fusion search space by decomposing the fusion search space into fusion stage search space and fusion operation search space. Moreover, we propose a confidence-aware 2D–3D projection module to alleviate the 3D projection error. Extensive experiments show that our method outperforms the state-of-the-art method by a large margin using a single RGB image on NYU and NYUCAD datasets.

Implementasi projek penguatan profil pelajar pancasila di sekolah dasar

<em>This study aims to think about (1) the planning of the Pancasila Student Profile Strengthening Project in Class IV co-curricular activities at SD Ta'mirul Islam Surakarta, (2) its implementation, and (3) evaluation of the products produced. This study uses a case study methodology and is qualitative in nature. The data sources of this study include school principals, IVB class teachers and IVB class students of SD Ta'mirul Islam Surakarta. The subject retrieval technique used in this study is purposive sampling technique. Data collection is carried out by observation techniques, interviews, and document studies. The validity test of data used is the data triangulation technique (source) and the triangulation technique. The data analysis used is qualitative data analysis proposed by Cresswell. The results of this study are as follows: First, P5 planning is contained in a project module that has been designed by modification by the teacher together with a team of facilitators with components that are in accordance with the guidelines of the Ministry of Education and Culture. Second, the implementation of P5 is in accordance with the planned flow in the project module, namely from the stage of introduction, contextualization, action, reflection on action. Third, the evaluation is carried out by teachers on students through an assessment of the development of the dimensions of the Pancasila student profile with the results of reaching the level of development as expected and very developed as well as an assessment of the results of ecoprint products with an average value of 3.58 in the good category.</em> <em>Thus, it can be inferred that P5, a new paradigm in Indonesian education, can be used to cultivate character in accordance with the character dimensions of the Pancasila student profile, but only when P5 activities are conducted.</em>

Project module for strengthening the profile of Pancasila students in the perspective of 21st-century learning design microsoft

The objective of this study is to identify and evaluate the content of the module in terms of 21st-century learning design (21 CLD) dimensions. This study adopts a qualitative approach by applying the content analysis method of Krippendorff's model. The object of content analysis is the project module for strengthening the profile of Pancasila students with the theme of local wisdom for phase A of elementary school. The researcher is the primary tool employed in this study. The content analysis instrument uses a rubric that microsoft developed to determine the dimension level of each learning activity in the module. The data is collected using six phases to analyze the content, explicitly unitizing, sampling, recording, reducing, abductively inferring, and narrating. The project module for strengthening the profile of Pancasila students was identified as containing 5 of the six dimensions of microsoft's 21 CLD.

Assistance in Making Project Modules for Strengthening Pancasila Student Profile for Teachers of SD 2 Puyoh Kudus Regency

The project of strengthening the profile of Pancasila students is a new flagship activity in the Merdeka curriculum. This project is a learning activity through various disciplines where students can observe and solve problems in the school environment or the surrounding environment. SD 2 Puyoh is one of the elementary schools in Kudus Regency that chose the independent school path to change in the implementation of the independent curriculum. Because it is not a driving school, SD 2 Puyoh does not receive special assistance by incentive from other agencies/parties. Schools have difficulties in making project modules to strengthen the profile of Pancasila students. Thus, special assistance is needed to create project modules so that project activities to strengthen the profile of Pancasila students can run smoothly according to the expected results. Thus, the general purpose of this service activity is to provide assistance for teachers at SD 2 Puyoh to design and create project modules to strengthen the profile of Pancasila students by the topics, themes, and dimensions determined by the school. The method chosen in service activities is in the form of lectures, discussions/questions answers, and assignments. The result of this service activity is that teachers at Sd 2 Puyoh can design and make project modules to strengthen the profile of Pancasila students by the themes, topics, and dimensions that have been determined as well as the characteristics of the school environment.

Cross-Level Multi-Modal Features Learning With Transformer for RGB-D Object Recognition

Object recognition, one of the main goals of robot vision, is a vital prerequisite for service robots to perform domestic tasks. Thanks to the rich sense of information provided by RGB-D sensors, RGB-D-based object recognition has received increasing attention. However, the existing works focus on collaborative RGB and depth data for object recognition, while ignoring the influence of depth image quality on recognition performance. Moreover, in real-world scenarios, there are many objects with strong similarity from certain observation angles, which poses a challenge for the service robot to recognize objects accurately. In this paper, we propose CNN-TransNet, a novel end-to-end Transformer-based architecture with convolutional neural networks (CNNs) for RGB-D object recognition. In order to deal with the effect of high inter-class similarity, discriminative multi-modal feature representations are generated by learning and relating multi-modal features at multiple levels. Besides, we employ a multi-modal fusion and projection (MMFP) module to reweight the contribution of each modality to address the problem of poor-quality depth image. Our proposed approach achieves state-of-the-art performance on three datasets (including Washington RGB-D Object Dataset, JHUIT-50, and Object Clutter Indoor Dataset), with accuracy of 95.4%, 98.1%, and 94.7%, respectively. The results demonstrate the effectiveness and superiority of the proposed model in RGB-D object recognition task.

On exactness and splitting

In this paper, we study the concepts of exactness and splitting in exact sequences of modules over a ring. We review some basic definitions and properties of exact sequences, and introduce the notions of short exact sequences, split exact sequences, projective modules, injective modules, and semisimple modules. We prove some important results relating these concepts, such as the splitting lemma. We also give some examples and applications of these results.

Implementasi proyek penguatan profil pelajar pancasila (P5) di sekolah dasar

This research aims to determine the implementation of the project to strengthen the Pancasila student profile (P5) in Elementary school. This research method uses qualitative research. Primary data from this study were the results of interviews with class I and IV subject teachers and students. While secondary data is in the form of research photo documentation, project implementation photo documentation, and project modules. Data collection techniques used are interviews and documentation. Test the validity of the data using technique and source triangulation. The data analysis technique used is the Miles and Huberman technique. The results of this study indicate that the implementation of the Pancasila student profile strengthening project (P5) is to the guidelines. However, several components have not been implemented / attitude of learners. Barriers to students are mood swings, disruptive behavior in class, making dummy pancakes, and lack of self-motivation in learning. The solution to teacher barriers is to cooperate with IOM and teacher fees, carry out extra supervision, form team groups, and maintain emotional self-esteem. The student's solution is to ask for help from the project teacher and accompanying parents and to distribute tasks evenly within the group.

Curves in the disc, the type $B$ braid group, and a type $B$ zigzag algebra

We construct a finite-dimensional quiver algebra from the non-simply laced type B Dynkin diagram, which we call type B zigzag algebra. This leads to a faithful categorical action of the type B Artin (braid) group {\mathcal A}(B) , acting on the homotopy category of its projective modules. This categorical action is also closely related to the topological action of {\mathcal A}(B) , viewed as mapping class group of the punctured disc – hence, our exposition can be seen as a type B analogue of Khovanov–Seidel's work.

Pendidikan Karakter melalui Pelaksanaan Projek Penguatan Profil Pelajar Pancasila (P5) di Jenjang SMK

<p><em>This study aims to determine: (1) preparation of P5 implementation in SMK Negeri 1 Surakarta, (2) implementation of P5 in SMK Negeri 1 Surakarta (3) evaluation of P5 implementation in SMK N 1 Surakarta (4) supporting and inhibiting factors of P5 implementation in SMK Negeri 1 Surakarta. This research is a descriptive qualitative method with a case study approach. Sources of research data were obtained from informants, documents, and observations. The sampling technique uses purposive sampling and snowball sampling. Data collection techniques with interviews, observation, and document analysis. Data validity uses triangulation of sources and techniques. The data analysis techniques use an interactive model. The results showed that: (1) preparation for the implementation of P5 includes (a) forming a team coordinator, (b) forming a team of facilitators, (c) determining dimensions, themes, and time allocations, (d) designing project modules, (e) socializing the project. (2) implementation of P5 in the form of integration in intracurricular learning and project implementation. (3) evaluation is carried out in two parts, namely, (a) intracurricular learning evaluation, and (b) project evaluation. (4) Supporting factors for the implementation of P5 include (a) collaboration between students, (b) adequate facilities and infrastructure, and (c) support from various parties. The inhibiting factors for the implementation of P5 are (a) differences in perceptions between facilitators, (b) boredom arising from students, and (c) budget limitations.</em></p><p> </p>

On w-copure projective modules

Let R be a commutative ring. An R-module M is said to be w-split if Ext R 1 ( M , N ) is a GV-torsion R-module for all R-modules N. It is known that every projective module is w-split, but the converse is not true in general. In this paper, we study the w-split dimension of a flat module. To do so, we introduce and study the so-called w-copure (resp., strongly w-copure) projective modules, which is in some way a generalization of the notion of copure (resp., strongly copure) projective modules. An R-module M is said to be w-copure projective (resp., strongly w-copure projective) if Ext R 1 ( M , N ) (resp., Ext R n ( M , N ) ) is a GV-torsion R-module for all flat R-modules N and any n ≥ 1 .

Unlocking the Innovative and Commercialization Potential of the Undergraduate Final Year ‘Design and Make’ Research Projects

Innovation and commercialization are viewed as key drivers of any country’s economy. Individuals normally start commercial enterprises with an innovative and entrepreneurial mindset. Universities worldwide are regarded as centers of knowledge creation and are expected to play a key role in the industrialization of a country’s economy. For undergraduate engineering students, the capstone ‘design and make’ research module is best placed to unlock their innovative and commercialization potential. Capstone modules are typically about applying what the student has learned during the entire course of studies, thereby presenting a rich setting for innovation and entrepreneurial skills learning. In Zimbabwean universities, the final year capstone project is offered where the student fabricates a product as a possible solution to a problem in industry. However, very few of the ideas from the module have found their way into the real world as goods or services. The study’s main question was to establish the extent of the impact of the projects module on agricultural engineering undergraduate students’ innovative and commercial-mindedness. Using the case study research design, data was collected on implementing the capstone module at the Chinhoyi University of Technology’s Department of Agricultural Engineering. Data was collected on the parameters potentially impacting the student’s innovativeness and commercial mindedness. The study findings showed that in its present form, the research project module improves the students’ design and innovative skills. At the same time, equipping the same scholars with entrepreneurial skills is inadequate.

Project P5: How is assistance in implementing the independent curriculum in elementary schools?

Schools in SD 4 Gulang, Kudus Regency, currently need help in implementing the independent curriculum due to instructors' difficulties in setting themes, selecting sub-themes, determining activities, compiling project modules, and assessing their implementation. This mentoring method consists of seven in-person and online meetings. The results of the assistance demonstrated that SD 4 Gulang was able to modify the project module to strengthen the Pancasila profile of grade 1 students. Project 1's theme and topic were Entrepreneurship and Entrepreneurship Processing Waste, while Project 2's theme was Local Wisdom. My Snacks, My Culture is the topic. Each project's activity phase is divided into the introduction, contextualization, follow-up action, and reflection stages, respectively. Class IV project implementation for Project 1 has the theme of entrepreneurship, with the topic of turning trash into a blessing, and Project 2 has the theme of local knowledge, with the topic of consuming Kudus-style snacks. Strengthening the implementation of the Pancasila Student Profile The project activities at SD 4 Gulang are conducted in accordance with the prepared activity flow, and the assessment is based on the dimensions, elements, and sub-elements that have been determined. Teachers and students' comprehension and proficiency in implementing the Pancasila Student Profile Strengthening increased following mentoring. The Project

Ethnomathematics-Based Pancasila Student Profile Strengthening Project Module in the Merdeka Curriculum Phase A in Elementary Schools

The transformation of education in Indonesia after Covid-19 has experienced quite significant changes, namely the latest Merdeka Belajar curriculum. The Merdeka Curriculum develops learning according to interests, learning styles and abilities that are connected to the competence of teachers and students. There are six competencies in Pancasila students formulated as key dimensions that are interrelated and strengthen each other, namely 1) faith, devotion to God Almighty and noble character, 2) global diversity, 3) mutual cooperation, 4) independence, 5) critical reasoning , and 6) creativity which then requires module development. This research aims to produce a product, namely a project module for strengthening the profile of Pancasila students which includes ethnomathematics. Etonmathematics means a module developed by integrating curriculum, pedagogy, mathematics and local wisdom. The use of local wisdom as an integrated module for the project to strengthen the profile of Pancasila students makes students trained and able to explore mathematical concepts that exist in their cultural environment. In this research, the context is local ethnomathematics wisdom in Tuban Regency, East Java. This research is Research and Development (R&D) research with a 4D model. 4D model design consists of four flows, namely Define, Design, Develop, and Desseminase. This development research was validated with 3 validators, namely design validator, language validator and material validator. The validation results from the design validation were 88%, which means it is suitable for use, the language validator is 94%, which means it is suitable for use, and the material validator is 90%, which means it is suitable for use. Then the module was tested on 48 phase A students. The average pretest result from trial 1 was 62.75, then in trial 2 it was 63.75. Followed by the posttest results from trial 1, namely 90.33 and trial 2, namely 91.58. After carrying out the pre-test and post-test at the trial stage, the researcher calculated the N-Gain Score value, namely N-Gain trial 1, namely getting a score of 0.76 which means high and getting an interpretation of N-Gain effectiveness of 76.78% which means effective. Then students filled out a student response questionnaire, and obtained presentation results of 85% in the very satisfied category. So it can be concluded that the project module for strengthening the profile of Pancasila students based on ethnomathematics in the Phase A independent curriculum in elementary schools that was developed is suitable for use and effective in learning mathematics.

Finite direct projective modules

In this paper, we introduce the notion of finite direct projective modules, which is a generalization of direct projective modules; counter-example is given. We study the properties of finite direct projective modules with respect of their summands. We characterized von Neumann regular rings in terms of the endomorphism ring of finite direct projective modules. Also, we find connections among Rickart modules, [Formula: see text] modules, direct projective modules, finite direct projective modules and endoregular modules.

Geometric tool kit for higher spin gravity (Part II): An introduction to Lie algebroids and their enveloping algebras

These notes provide a self-contained introduction to Lie algebroids, Lie-Rinehart algebras and their universal envelopes. This review is motivated by the speculation that higher-spin gauge symmetries should admit a natural formulation as enveloping algebras of Lie algebroids since rigid higher-spin algebras are enveloping algebras of Lie algebras. Nevertheless, the material covered here may be of general interest to anyone interested in the description of gauge symmetries, connections and covariant derivatives, in terms of Lie algebroids. In order to be self-contained, a concise introduction to the algebraic characterization of vector bundles as projective modules over the algebra of functions on the base manifold is provided.

Cross-View Outdoor Localization in Augmented Reality by Fusing Map and Satellite Data

Visual positioning is the task of finding the location of a given image and is necessary for augmented reality applications. Traditional algorithms solve this problem by matching against premade 3D point clouds or panoramic images. Recently, more attention has been given to models that match the ground-level image with overhead imagery. In this paper, we introduce AlignNet, which builds upon previous work to bridge the gap between ground-level and top-level images. By making multiple key insights, we push the model results to achieve up to 4 times higher recall rates on a visual position dataset. We use a fusion of both satellite and map data from OpenStreetMap for this matching by extending the previously available satellite database with corresponding map data. The model pushes the input images through a two-branch U-Net and is able to make matches using a geometric projection module to map the top-level image to the ground-level domain at a given position. By calculating the difference between the projection and ground-level image in a differentiable fashion, we can use a Levenberg–Marquardt (LM) module to iteratively align the estimated position towards the ground-truth position. This sample-wise optimization strategy allows the model to align the position better than if the model has to obtain the location in a single step. We provide key insights into the model’s behavior, which allows us to increase the model’s ability to obtain competitive results on the KITTI cross-view dataset. We compare our obtained results with the state of the art and obtain new best results on 3 of the 9 categories we look at, which include a 57% likelihood of lateral localization within 1 m in a 40 m × 40 m area and a 93% azimuth localization within 3∘ when using a 20∘ rotation noise prior.

Back projection deep unrolling network for handwritten text image super resolution

Current super-resolution (SR) methods have demonstrated exceptional advancements in the domain of natural image processing. Nevertheless, these approaches do not fully address the open issues of edge blurring and distortion. In order to address the aforementioned challenges, we propose a novel deep unrolling model, coined back projection deep unrolling network (BPDUN), for super-resolution of handwritten text images leveraging the Algorithm Unrolling paradigm. We design the network model of BPDUN by unfolding and truncating the traditional iterative back projection algorithm (IBPA). We unroll IBPA into a cascade operation of three building blocks (deep denoising module, low-frequency reconstruction module, and residual projection module). BPDUN inherits the interpretability of the iterative optimization algorithm and is also designed to make the reconstructed text image more realistic and natural. Moreover, we propose a new benchmark dataset to address challenging SR problems of handwritten text image (HDT300). Extensive experiments show that BPDUN obtains an enhanced balance between the performance (quantified by PSNR and SSIM) and the cost (as measured by network parameters). Notably, BPDUN sets new benchmarks on the HDT300 dataset, surpassing previous state-of-the-art approaches by achieving up to 0.2 dB gains in PSNR.