Let's use video to reinvent education | Salman Khan

Translator: Pei Fang Ng Reviewer: Sam HK

Akademi Khan sangat terkenal

Khan Academy is most known for its collection of videos,

kerana koleksi videonya,

so before I go any further,

jadi sebelum saya teruskan,

let me show you a little bit of a montage.

biar saya tunjukkan sebuah montaj kepada anda.

(Video) Salman Khan: So the hypotenuse is now going to be five.

(Video) Salman Khan: Jadi, hipotenus akan menjadi 5.

This animal's fossils are only found in this area of South America --

Fosil haiwan ini hanya ditemui di kawasan ini di Amerika Selatan --

bahagian ini --

a nice clean band here --

and this part of Africa.

dan bahagian ini di Afrika.

We can integrate over the surface,

Kita boleh mengintegrasikan permukaannya,

dan biasanya notasinya ialah sigma dalam huruf besar.

and the notation usually is a capital sigma.

National Assembly: They create the Committee of Public Safety,

Perhimpunan Kebangsaan wujudkan Jawatankuasa Keselamatan Awam,

ia kedengaran sebuah jawatankuasa yang baik.

which sounds like a very nice committee.

Perhatikan, ini aldehid, ia merupakan alkohol.

Notice, this is an aldehyde, and it's an alcohol.

Perhatikan, ini aldehid, ia merupakan alkohol.

Start differentiating into effector and memory cells.

Mula membezakan kepada efektor dan sel memori.

Hei, galaksi yang lain! Lihat, sebuah galaksi yang lain!

A galaxy. Hey! There's another galaxy. Oh, look! There's another galaxy.

Hei, galaksi yang lain! Lihat, sebuah galaksi yang lain!

And for dollars, is their 30 million,

Dan untuk dolar, iaitu 30 juta,

plus the 20 million dollars from the American manufacturer.

dan 20 juta dolar daripada pengilang dari Amerika.

If this does not blow your mind,

Jika ini tidak membuat anda teruja,

then you have no emotion.

maka anda tidak mempunyai emosi.

(Laughter)

(Gelak ketawa)

(Applause)

(Tepukan)

(Live) SK: We now have on the order of 2,200 videos,

SK: Kini, kami mempunyai

2,200 buah video

covering everything from basic arithmetic, all the way to vector calculus,

yang meliputi semuanya daripada aritmetik asas hingga kalkulus vektor

yang meliputi semuanya daripada aritmetik asas hingga kalkulus vektor

dan sebahagian topik yang anda lihat di situ.

and some of the stuff that you saw up there.

We have a million students a month using the site,

Setiap bulan, sejuta orang pelajar menggunakan laman itu,

watching on the order of 100 to 200,000 videos a day.

menonton 100 hingga 200,000 buah video setiap hari.

But what we're going to talk about in this is how we're going to the next level.

Tapi apa yang kami mahu jelaskan di sini ialah

bagaimana kami bergerak ke tahap seterusnya.

But before I do that,

Tapi sebelum saya jelaskannya,

I want to talk a little bit about really just how I got started.

saya mahu bercakap sedikit tentang bagaimana saya mulakannya.

And some of you all might know,

Sesetengah daripada anda mungkin tahu,

about five years ago, I was an analyst at a hedge fund,

5 tahun lalu, saya juruanalisis bagi sebuah dana lindung nilai,

and I was in Boston,

dan saya berada di Boston.

Saya menjadi tutor sepupu saya di New Orleans, secara jarak jauh.

and I was tutoring my cousins in New Orleans, remotely.

Saya mula memuat naik video YouTube yang pertama

And I started putting the first YouTube videos up,

really just as a kind of nice-to-have,

sebagai sesuatu yang berguna,

just kind of a supplement for my cousins,

sebagai bahan tambahan untuk sepupu saya --

something that might give them a refresher or something.

sesuatu yang mungkin merangsang mereka.

And as soon as I put those first YouTube videos up,

Setelah saya memuat naik video yang pertama itu,

sesuatu yang menarik berlaku --

something interesting happened.

Actually, a bunch of interesting things happened.

sebenarnya beberapa perkara yang menarik berlaku.

Yang pertama ialah maklum balas sepupu saya.

The first was the feedback from my cousins.

They told me that they preferred me on YouTube than in person.

Mereka beritahu saya

mereka lebih suka saya di YouTube berbanding bersemuka dengan saya.

(Laughter)

(Gelak ketawa)

And once you get over the backhanded nature of that,

Jika anda lupakan sindirannya,

sebenarnya terdapat sesuatu yang penting di situ.

there was actually something very profound there.

Mereka mengatakan

They were saying that they preferred the automated version of their cousin

mereka lebih suka sepupu mereka dalam bentuk automatik berbanding bentuk manusia.

mereka lebih suka sepupu mereka dalam bentuk automatik berbanding bentuk manusia.

to their cousin.

At first it's very unintuitive,

Pada mulanya, ia tidak munasabah

but when you think about it from their point of view, it makes a ton of sense.

tapi jika anda memikirkannya dari sudut pandangan mereka, ia munasabah.

Kini, mereka boleh hentikan dan mengulang sepupu mereka,

You have this situation where now they can pause and repeat their cousin,

Kini, mereka boleh hentikan dan mengulang sepupu mereka,

without feeling like they're wasting my time.

tanpa merasakan mereka membuang masa saya.

Jika mereka perlu mengulang kaji sesuatu

If they have to review something

that they should have learned a couple of weeks ago,

yang telah dipelajari beberapa minggu lalu,

atau beberapa tahun lalu,

or maybe a couple of years ago,

they don't have to be embarrassed and ask their cousin.

mereka tidak perlu berasa malu dan tanya saya.

They can just watch those videos; if they're bored, they can go ahead.

Mereka cuma perlu tonton video itu. Jika bosan, mereka boleh teruskannya.

Mereka boleh menontonnya mengikut masa dan kemampuan diri.

They can watch at their own time and pace.

Mungkin perkara yang paling tidak diharapkan

Probably the least-appreciated aspect of this

berlaku pada kali pertama,

is the notion that the very first time

pada kali pertama

that you're trying to get your brain around a new concept,

di mana anda cuba belajar sebuah konsep baru,

the very last thing you need

anda tidak mahu

is another human being saying, "Do you understand this?"

orang lain tanya, "Awak faham?"

And that's what was happening

Itulah yang berlaku semasa interaksi saya dengan sepupu saya.

with the interaction with my cousins before,

and now they can just do it in the intimacy of their own room.

Tapi kini, mereka boleh belajar

secara peribadi di dalam bilik mereka.

The other thing that happened is --

Perkara lain yang berlaku ialah --

I put them on YouTube just --

Saya memuat naik video ke YouTube untuk --

I saw no reason to make it private,

Saya rasa tiada sebab untuk sembunyikannya,

so I let other people watch it,

jadi saya benarkan orang lain menontonnya.

and then people started stumbling on it,

Kemudian, orang ramai mula terjumpanya,

and I started getting some comments and some letters

dan saya mula menerima komen dan surat

and all sorts of feedback

dan maklum balas

daripada orang ramai di seluruh dunia.

from random people around the world.

These are just a few.

Semua ini hanya beberapa daripadanya.

This is actually from one of the original calculus videos.

Ini maklum balas untuk sebuah video kalkulus.

Seseorang menulis di YouTube --

Someone wrote it on YouTube, it was a YouTube comment:

Ia sebuah komen di YouTube:

"First time I smiled doing a derivative."

"Inilah kali pertama saya tersenyum semasa membuat terbitan."

(Laughter)

(Gelak ketawa)

Mari kita berhenti seketika.

Let's pause here.

Orang ini membuat terbitan

This person did a derivative,

and then they smiled.

dan dia tersenyum.

(Laughter)

In response to that same comment --

Balasan kepada komen itu pula --

this is on the thread, you can go on YouTube and look at the comments --

Anda boleh melayari YouTube dan membaca komen ini --

Orang lain pula menulis: "Begitu juga di sini.

someone else wrote: "Same thing here.

I actually got a natural high and a good mood for the entire day,

Angin saya sangat baik sepanjang hari ini.

Saya pernah lihat

since I remember seeing all of this matrix text in class,

teks-teks matriks ini di kelas,

and here I'm all like, 'I know kung fu.'"

tapi di sini saya seperti tahu berkung fu."

(Laughter)

(Gelak ketawa)

We get a lot of feedback along those lines.

Kami mendapat banyak maklum balas seperti ini.

This clearly was helping people.

Jelasnya, ia membantu banyak orang.

But then, as the viewership kept growing and kept growing,

Apabila jumlah penonton semakin meningkat,

saya mula menerima surat daripada orang ramai.

I started getting letters from people,

and it was starting to become clear

Ia mula menjadi jelas

that it was more than just a nice-to-have.

bahawa ia bukan sekadar sesuatu yang berguna.

This is just an excerpt from one of those letters:

Ini sebuah cabutan

daripada salah satu surat.

"My 12 year-old son has autism,

"Anak saya berumur 12 tahun; dia menderitai autisme.

and has had a terrible time with math.

Dia mempunyai kesukaran dalam matematik.

Kami telah mencuba segalanya,

We have tried everything,

viewed everything, bought everything.

membaca segalanya, membeli segalanya.

We stumbled on your video on decimals, and it got through.

Kami terjumpa video anda tentang perpuluhan dan ia berkesan.

Then we went on to the dreaded fractions.

Kami meneruskan dengan pecahan. Sekali lagi, dia faham.

Again, he got it.

Kami sangat terkejut.

We could not believe it.

He is so excited."

Dia sangat teruja."

And so you can imagine,

Jadi, anda boleh bayangkan,

here I was, an analyst at a hedge fund --

saya juruanalisis bagi sebuah dana lindung nilai.

it was very strange for me to do something of social value.

Ia agak pelik kerana saya melakukan sesuatu yang bernilai sosial.

(Gelak ketawa)

(Laughter)

(Applause)

(Tepukan)

But I was excited, so I kept going.

Tapi saya sangat teruja, jadi saya teruskannya.

And then a few other things started to dawn on me;

Saya mula menyedari beberapa perkara.

that not only would it help my cousins right now,

Ia bukan saja membantu sepupu saya,

or these people who were sending letters,

atau mereka yang menghantar surat,

but that this content will never grow old,

tapi kandungan video tidak akan lapuk,

ia dapat membantu anak mereka atau cucu mereka.

that it could help their kids or their grandkids.

ia dapat membantu anak mereka atau cucu mereka.

If Isaac Newton had done YouTube videos on calculus,

Jika Isaac Newton

telah sediakan video-video tentang kalkulus,

maka saya tidak perlu lakukannya.

I wouldn't have to.

(Laughter)

(Gelak ketawa)

Assuming he was good. We don't know.

Seandainya dia pandai lakukannya. Kita tidak tahu.

(Laughter)

(Gelak ketawa)

The other thing that happened -- and even at this point, I said,

Perkara lain yang telah berlaku --

bahkan kini, saya kata, "Ia bahan tambahan yang baik.

"OK, maybe it's a good supplement. It's good for motivated students.

Ia berguna untuk pelajar yang bermotivasi.

Ia berguna untuk pelajar yang belajar di rumah."

It's good for maybe home-schoolers."

Tapi saya tidak terfikir bahawa ia akan digunakan di dalam kelas.

But I didn't think it would somehow penetrate the classroom.

Tapi saya tidak terfikir bahawa ia akan digunakan di dalam kelas.

Then I started getting letters from teachers,

Tapi, saya mula menerima surat guru-guru.

and the teachers would write, saying,

Guru-guru ini menulis bahawa,

"We've used your videos to flip the classroom.

"Kami gabungkan video anda dalam pembelajaran pelajar.

You've given the lectures, so now what we do --"

Anda telah berikan kuliah, jadi sekarang apa yang kami lakukan ... " --

And this could happen in every classroom in America tomorrow --

Ini boleh berlaku di dalam setiap kelas di Amerika esok --

"what I do is I assign the lectures for homework,

" ... apa yang saya lakukan ialah, saya berikan kuliah sebagai kerja rumah,

dan apa yang dahulunya ialah kerja rumah,

and what used to be homework,

kini saya suruh pelajar membuatnya di dalam kelas.

I now have the students doing in the classroom."

Saya mahu berhenti --

And I want to pause here --

(Applause)

(Tepukan)

Saya mahu berhenti seketika,

I want to pause here, because there's a couple of interesting things.

kerana terdapat beberapa perkara yang menarik.

One, when those teachers are doing that,

Pertama, apabila guru-guru itu buat begitu,

there's the obvious benefit --

maka manfaatnya ialah --

the benefit that now their students

pelajar-pelajar mereka

can enjoy the videos in the way that my cousins did,

boleh menikmati semua video itu seperti sepupu saya.

Mereka boleh hentikan, mengulang mengikut kemampuan diri, mengikut masa sendiri.

they can pause, repeat at their own pace, at their own time.

Mereka boleh hentikan, mengulang mengikut kemampuan diri, mengikut masa sendiri.

But the more interesting thing -- and this is the unintuitive thing

Tapi apa yang lebih menarik ialah --

apabila anda membawa masuk teknologi ke dalam kelas --

when you talk about technology in the classroom --

dengan menyingkirkan satu kuliah untuk semua pelajar di kelas

by removing the one-size-fits-all lecture from the classroom,

dan biarkan pelajar belajar sendiri di rumah,

and letting students have a self-paced lecture at home,

dan kemudian di dalam kelas, biarkan mereka membuat kerja,

then when you go to the classroom,

letting them do work, having the teacher walk around,

guru pula menyelia,

having the peers actually be able to interact with each other,

dan biarkan pelajar saling berinteraksi;

these teachers have used technology to humanize the classroom.

guru-guru ini telah menggunakan teknologi

untuk menjadikan kelas lebih bercirikan manusia.

Dulu, pendekatan mereka tidak bercirikan manusia --

They took a fundamentally dehumanizing experience --

30 kids with their fingers on their lips,

30 orang pelajar dilarang bersuara,

dilarang saling berinteraksi.

not allowed to interact with each other.

Tidak kira betapa baiknya seorang guru,

A teacher, no matter how good,

has to give this one-size-fits-all lecture to 30 students --

dia terpaksa memberikan satu kuliah

kepada 30 orang pelajar

blank faces, slightly antagonistic --

yang tidak beremosi, berpendapat berbeza.

and now it's a human experience,

Sekarang, ia bercirikan manusia.

now they're actually interacting with each other.

Pelajar dapat saling berinteraksi.

So once the Khan Academy --

Setelah Akademi Khan --

Saya meletak jawatan

I quit my job,

and we turned into a real organization --

dan kami menubuhkan sebuah organisasi bukan untung.

we're a not-for-profit --

dan kami menubuhkan sebuah organisasi bukan untung.

the question is, how do we take this to the next level?

Soalannya, bagaimana kami membawanya ke tahap seterusnya?

How do we take what those teachers were doing to its natural conclusion?

Bagaimana kami meneruskan

setelah apa yang guru-guru itu lakukan?

And so, what I'm showing over here,

Jadi, apa yang saya tunjukkan ini,

these are actual exercises

semua ini ialah latihan sebenar

that I started writing for my cousins.

yang saya sediakan untuk sepupu saya.

The ones I started were much more primitive.

Dulu, latihan saya agak primitif.

This is a more competent version of it.

Ini versi yang lebih baik.

But the paradigm here is, we'll generate as many questions as you need,

Kami sediakan sebanyak soalan yang anda perlukan

sehingga anda menguasai konsepnya,

until you get that concept, until you get 10 in a row.

sehingga anda menjawab 10 soalan berturut-turut.

And the Khan Academy videos are there.

Video-video Khan Akademi telah tersedia.

You get hints, the actual steps for that problem,

Anda diberikan kunci jawapan dan langkah penyelesaian

if you don't know how to do it.

jika anda tidak tahu selesaikannya.

The paradigm here seems like a very simple thing:

Paradigma ini agak mudah:

10 in a row, you move on.

10 soalan berturut-turut, anda teruskan.

But it's fundamentally different

Ia berbeza dengan apa yang sedang berlaku di dalam kelas sekarang.

than what's happening in classrooms right now.

Bagi kelas tradisional,

In a traditional classroom,

you have homework, lecture, homework, lecture,

anda diberikan kerja rumah,

kerja rumah, kuliah, kerja rumah, kuliah;

and then you have a snapshot exam.

kemudian, anda diberikan ujian.

And that exam, whether you get a 70 percent, an 80 percent,

Sama ada anda dapat 70, 80, 90, atau 95 markah,

Sama ada anda dapat 70, 80, 90, atau 95 markah,

a 90 percent or a 95 percent,

the class moves on to the next topic.

kelas tetap akan masuk ke topik seterusnya.

And even that 95 percent student --

Bagi pelajar yang dapat 95 markah,

what was the five percent they didn't know?

bahagian mana yang tidak difahami?

Maybe they didn't know what happens when you raise something to the zeroth power.

Mungkin mereka tidak faham apabila anda bercakap tentang kuasa sifar.

Kemudian, anda bercakap lagi berdasarkan konsep itu.

Then you build on that in the next concept.

Ia seperti belajar menunggang basikal.

That's analogous to -- imagine learning to ride a bicycle.

Ia seperti belajar menunggang basikal.

Saya memberikan kuliah dahulu,

Maybe I give you a lecture ahead of time,

and I give you a bicycle for two weeks, then I come back after two weeks,

dan memberikan basikal kepada anda selama 2 minggu.

Kemudian, saya kembali selepas 2 minggu,

and say, "Well, let's see. You're having trouble taking left turns.

dan kata, "Anda tidak pandai membelok ke kiri. Anda tidak pandai berhenti.

dan kata, "Anda tidak pandai membelok ke kiri. Anda tidak pandai berhenti.

You can't quite stop. You're an 80 percent bicyclist."

Anda dapat 80 markah.

Jadi, saya berikan anda gred C.

So I put a big "C" stamp on your forehead --

(Laughter)

and then I say, "Here's a unicycle."

Kemudian saya kata, "Ini ekasikal."

(Laughter)

But as ridiculous as that sounds,

Walaupun ia kedengaran karut,

that's exactly what's happening in our classrooms right now.

tapi itulah yang sedang berlaku

di kelas kita sekarang.

And the idea is you fast forward

Jika anda melangkau ke depan,

and good students start failing algebra all of the sudden,

anda dapati pelajar cemerlang gagal dalam algebra,

and start failing calculus all of the sudden,

dan gagal dalam kalkulus secara tiba-tiba,

despite being smart, despite having good teachers,

walaupun mereka bijak dan guru mereka cemerlang.

and it's usually because they have these Swiss cheese gaps

Ia seperti ruang dalam keju Switzerland kerana asas mereka tidak kukuh.

Ia seperti ruang dalam keju Switzerland kerana asas mereka tidak kukuh.

that kept building throughout their foundation.

Jadi, model kami ialah, belajar matematik seperti anda belajar apa-apa pun,

So our model is: learn math the way you'd learn anything,

Jadi, model kami ialah, belajar matematik seperti anda belajar apa-apa pun,

seperti anda belajar menunggang basikal.

like riding a bicycle.

Stay on that bicycle. Fall off that bicycle.

Tunggang basikal itu. Terjatuh dari basikal itu.

Do it as long as necessary, until you have mastery.

Teruskan sehingga anda menguasainya.

The traditional model,

Bagi model tradisional,

it penalizes you for experimentation and failure,

ia menghukum anda kerana mencuba dan gagal, tapi ia tidak menjangkakan penguasaan.

but it does not expect mastery.

ia menghukum anda kerana mencuba dan gagal, tapi ia tidak menjangkakan penguasaan.

We encourage you to experiment. We encourage you to fail.

Kami galakkan anda mencuba dan gagal, tapi kami menjangkakan penguasaan.

But we do expect mastery.

Kami galakkan anda mencuba dan gagal, tapi kami menjangkakan penguasaan.

Ini salah satu daripada modul kami.

This is just another one of the modules.

Ini tentang trigonometri.

This is trigonometry.

This is shifting and reflecting functions.

Ini tentang anjakan dan menggambarkan fungsi.

And they all fit together.

Semuanya saling berkaitan.

We have about 90 of these right now.

Terdapat 90 buah video sekarang.

You can go to the site right now,

Anda boleh melayari laman itu sekarang. Semuanya percuma.

it's all free, not trying to sell anything.

But the general idea is that they all fit into this knowledge map.

Pada dasarnya, semuanya terdapat dalam peta ilmu ini.

Titik teratas ialah kira-kira campur satu digit.

That top node right there, that's literally single-digit addition,

Contoh: 1 + 1 = 2.

it's like one plus one is equal to two.

The paradigm is, once you get 10 in a row on that,

Setelah menjawab 10 soalan berturut-turut,

it keeps forwarding you to more and more advanced modules.

anda akan dibawa ke modul selanjutnya.

Jika anda melihat ke bahagian bawah peta ilmu,

Further down the knowledge map,

anda akan menemui aritmetik lanjutan.

we're getting into more advanced arithmetic.

Further down, you start getting into pre-algebra and early algebra.

Semakin bawah pula, anda akan menemui pra-algebra dan algebra awal.

Further down, you start getting into algebra one, algebra two,

Semakin bawah lagi, anda akan menemui algebra 1, algebra 2,

a little bit of precalculus.

sebahagian pra-kalkulus.

And the idea is, from this we can actually teach everything --

Idea kami ialah, kami boleh mengajar apa-apa saja --

well, everything that can be taught in this type of a framework.

Apa-apa saja yang boleh diajar

berdasarkan kerangka ini.

So you can imagine -- and this is what we are working on --

Anda boleh bayangkan -- Ini apa yang kami sedang usahakan --

Dalam peta ilmu ini,

from this knowledge map, you have logic, you have computer programming,

terdapat logik, pengaturcaraan komputer,

you have grammar, you have genetics,

tatabahasa, genetik;

all based off of that core of, if you know this and that,

semuanya berdasarkan sebuah teras,

jika anda tahu ini dan itu, maka anda telah bersedia untuk konsep seterusnya.

now you're ready for this next concept.

jika anda tahu ini dan itu, maka anda telah bersedia untuk konsep seterusnya.

Now that can work well for an individual learner,

Ia berkesan untuk pelajar yang belajar sendiri.

and I encourage you to do it with your kids,

Saya galakkan anda mencubanya bersama anak anda.

but I also encourage everyone in the audience to do it yourself.

Saya juga galakkan anda mencubanya sendiri.

Ia akan mengubah topik perbualan di meja makan.

It'll change what happens at the dinner table.

But what we want to do

Apa yang kami mahu lakukan ialah,

is use the natural conclusion of the flipping of the classroom

gunakan hasil pembelajaran dalam talian

that those early teachers had emailed me about.

yang guru-guru itu beritahu saya melalui e-mel.

And so what I'm showing you here,

Ini ialah data sebuah projek perintis di Los Altos.

this is data from a pilot in the Los Altos school district,

Ini ialah data sebuah projek perintis di Los Altos.

where they took two fifth-grade classes and two seventh-grade classes,

Mereka pilih 2 kelas Gred 5 dan 2 kelas Gred 7

dan singkirkan kurikulum lama matematik.

and completely gutted their old math curriculum.

Pelajar ini tidak gunakan buku teks, tiada satu kuliah untuk semua pelajar.

These kids aren't using textbooks, or getting one-size-fits-all lectures.

Pelajar ini tidak gunakan buku teks, tiada satu kuliah untuk semua pelajar.

They're doing Khan Academy, that software, for roughly half of their math class.

Mereka gunakan perisian Akademi Khan;

1/2 daripada waktu matematik digunakan.

I want to be clear: we don't view this as a complete math education.

Kami tidak anggapnya pendidikan matematik yang lengkap.

Inilah yang berlaku di Los Altos.

What it does is -- this is what's happening in Los Altos --

Ia berikan masa bebas.

it frees up time -- it's the blocking and tackling,

Inilah sekatan dan penyelesaian masalah;

making sure you know how to move through a system of equations,

ia pastikan anda tahu menyelesaikan persamaan.

Ia berikan masa untuk simulasi, permainan, mekanik, pembinaan robot,

and it frees up time for the simulations, for the games,

Ia berikan masa untuk simulasi, permainan, mekanik, pembinaan robot,

for the mechanics, for the robot-building,

menganggar ketinggian bukit berdasarkan bayang-bayangnya.

for the estimating how high that hill is based on its shadow.

Paradigma kami ialah, guru masuk ke dalam kelas,

And so the paradigm is the teacher walks in every day,

every kid works at their own pace --

pelajar belajar mengikut kemampuan diri.

this is actually a live dashboard from the Los Altos school district --

Ini papan pemuka untuk sekolah di Los Altos;

mereka akan melihatnya.

and they look at this dashboard.

Every row is a student.

Setiap baris mewakili seorang pelajar.

Every column is one of those concepts.

Setiap lajur mewakili sebuah konsep.

Green means the student's already proficient.

Hijau bermakna pelajar itu sudah mahir.

Blue means they're working on it -- no need to worry.

Biru: Mereka sedang usahakannya.

Red means they're stuck.

Merah: Mereka hadapi kesukaran.

And what the teacher does is literally just say,

Guru hanya perlu kata,

"Let me intervene on the red kids."

"Biar saya bantu pelajar merah."

Or even better, "Let me get one of the green kids,

Atau lebih baik, "Biar saya suruh pelajar yang sudah menguasai konsep itu ke baris depan

Atau lebih baik, "Biar saya suruh pelajar yang sudah menguasai konsep itu ke baris depan

who are already proficient in that concept,

Atau lebih baik, "Biar saya suruh pelajar yang sudah menguasai konsep itu ke baris depan

to be the first line of attack, and actually tutor their peer."

dan mengajar kawan-kawan mereka."

(Applause)

(Tepukan)

Now, I come from a very data-centric reality,

Saya menggunakan data;

so we don't want that teacher to even go and intervene

jadi, kami tidak mahu guru campur tangan dan tanya pelajar,

jadi, kami tidak mahu guru campur tangan dan tanya pelajar,

and have to ask the kid awkward questions:

"Apa yang kamu tidak faham?" atau "Apa yang kamu faham?" dan sebagainya.

"What don't you understand? What do you understand?" and all the rest.

"Apa yang kamu tidak faham?" atau "Apa yang kamu faham?" dan sebagainya.

So our paradigm is to arm teachers with as much data as possible --

Jadi, kami mahu berikan sebanyak data yang mungkin kepada guru,

data that, in any other field, is expected,

iaitu data yang dijangkakan dalam bidang lain:

in finance, marketing, manufacturing --

kewangan, pemasaran, pembuatan,....

so the teachers can diagnose what's wrong with the students

Jadi, guru boleh analisis masalah pelajar

so they can make their interaction as productive as possible.

agar interaksi mereka berikan kesan yang produktif.

Now teachers know exactly what the students have been up to,

Jadi, guru benar-benar tahu tahap pelajar,

how long they've spent each day, what videos they've watched,

jumlah masa pembelajaran, video yang ditonton,

masa dan bahagian video yang dihentikan,

when did they pause the videos, what did they stop watching,

latihan yang dibuat, fokus mereka.

what exercises are they using, what have they focused on?

latihan yang dibuat, fokus mereka.

The outer circle shows what exercises they were focused on.

Bulatan di luar menunjukkan latihan yang difokuskan.

The inner circle shows the videos they're focused on.

Bulatan di dalam menunjukkan video yang difokuskan.

Data itu berbutir-butir;

The data gets pretty granular,

so you can see the exact problems the student got right or wrong.

anda boleh lihat jawapan pelajar yang betul atau salah.

Red is wrong, blue is right.

Merah adalah salah; biru betul.

The leftmost question is the first one the student attempted.

Soalan di kiri ialah soalan pertama yang dicuba.

Mereka menonton video di situ.

They watched the video over there.

Akhirnya, mereka menjawab 10 soalan berturut-turut.

And you can see, eventually they were able to get 10 in a row.

Ia seperti anda boleh lihat mereka mencuba semua soalan itu.

It's almost like you can see them learning over those last 10 problems.

Mereka juga semakin pantas.

They also got faster -- the height is how long it took them.

Ketinggian menunjukkan masa yang diambil.

When you talk about self-paced learning, it makes sense for everyone --

Jadi, apabila bercakap tentang pembelajaran mampu diri,

ia agak munasabah -- Dari segi pendidikan, pembelajaran pembezaan --

in education-speak, "differentiated learning" --

but it's kind of crazy, what happens when you see it in a classroom.

Ia agak menarik apabila anda lihatnya di dalam kelas.

Setiap kali kami lakukannya di dalam sebuah kelas,

Because every time we've done this, in every classroom we've done,

Setiap kali kami lakukannya di dalam sebuah kelas,

over and over again, if you go five days into it,

jika kami lakukannya 5 hari,

there's a group of kids who've raced ahead

terdapat sekumpulan pelajar yang pantas

dan terdapat sekumpulan pelajar yang agak perlahan.

and a group who are a little bit slower.

In a traditional model, in a snapshot assessment,

Dalam model tradisional, setelah ujian,

anda akan kata, "Mereka ini sangat pintar; mereka ini perlahan.

you say, "These are the gifted kids, these are the slow kids.

Mungkin mereka patut dinilai secara berbeza.

Maybe they should be tracked differently.

Mungkin kita patut masukkan mereka ke dalam kelas yang berbeza."

Maybe we should put them in different classes."

Tapi jika anda biarkan setiap pelajar belajar mengikut kemampuan diri --

But when you let students work at their own pace --

Tapi jika anda biarkan setiap pelajar belajar mengikut kemampuan diri --

we see it over and over again --

you see students who took a little bit extra time

Bagi pelajar yang perlukan masa yang lebih lama untuk sebuah konsep,

Bagi pelajar yang perlukan masa yang lebih lama untuk sebuah konsep,

on one concept or the other,

but once they get through that concept,

setelah mereka faham konsep itu, mereka akan menjadi pantas.

setelah mereka faham konsep itu, mereka akan menjadi pantas.

they just race ahead.

And so the same kids that you thought were slow six weeks ago,

Pelajar yang dianggap perlahan 6 minggu yang lalu,

you now would think are gifted.

akan dianggap sangat pintar sekarang.

And we're seeing it over and over again.

Kami melihatnya berlaku berkali-kali.

It makes you really wonder

Ia membuat anda tertanya-tanya,

how much all of the labels maybe a lot of us have benefited from

berapa banyak pujian yang kita terima

were really just due to a coincidence of time.

sebenarnya hanya merupakan kebetulan?

Now as valuable as something like this is in a district like Los Altos,

Bagi sesuatu yang bernilai di Los Altos ini,

Bagi sesuatu yang bernilai di Los Altos ini,

our goal is to use technology

matlamat kami adalah untuk menggunakan teknologi

to humanize, not just in Los Altos, but on a global scale,

dan menjadikan pendidikan lebih bercirikan manusia,

what's happening in education.

bukan saja di Los Altos, tapi di seluruh dunia,

And that brings up an interesting point.

Sebenarnya, kami mendapati sesuatu yang menarik.

Banyak usaha untuk menjadikan kelas lebih bercirikan manusia

A lot of the effort in humanizing the classroom

is focused on student-to-teacher ratios.

telah memfokuskan pada nisbah pelajar dan guru.

In our mind, the relevant metric is:

Bagi kami, ukuran yang sesuai

ialah masa yang diberikan guru kepada pelajar.

student-to-valuable-human-time- with-the-teacher ratio.

ialah masa yang diberikan guru kepada pelajar.

So in a traditional model, most of the teacher's time

Dalam model tradisional, banyak masa guru

is spent doing lectures and grading and whatnot.

digunakan dalam kuliah, penilaian, dan sebagainya.

Maybe five percent of their time is sitting next to students

Mungkin 5% daripada masa guru digunakan untuk duduk di tepi pelajar dan bantu mereka.

Mungkin 5% daripada masa guru digunakan untuk duduk di tepi pelajar dan bantu mereka.

and working with them.

Now, 100 percent of their time is.

Sekarang, guru mempunyai 100% masa.

So once again, using technology, not just flipping the classroom,

Jadi, teknologi bukan saja melibatkan pembelajaran dalam talian,

you're humanizing the classroom, I'd argue,

anda juga menjadikan kelas lebih bercirikan manusia,

sebanyak 5 atau 10 kali ganda.

by a factor of five or 10.

As valuable as that is in Los Altos,

Bagi sesuatu yang bernilai di Los Altos ini,

imagine what it does to the adult learner,

bayangkan bagaimana ia membantu pelajar dewasa

who's embarrassed to go back and learn stuff

yang berasa malu untuk belajar bahan

they should have known before going back to college.

yang sepatutnya dipelajari sebelum kembali ke kolej.

Bayangkan bagaimana ia membantu

Imagine what it does to a street kid in Calcutta,

seorang budak jalanan di Calcutta

who has to help his family during the day,

yang terpaksa membantu keluarganya pada waktu pagi;

and that's the reason he or she can't go to school.

itulah sebabnya dia tidak dapat pergi ke sekolah.

Sekarang, mereka boleh gunakan 2 jam untuk belajar,

Now they can spend two hours a day and remediate,

or get up to speed and not feel embarrassed

mengejar apa yang ketinggalan dan tidak berasa malu

terhadap apa yang mereka tahu atau tidak tahu.

about what they do or don't know.

Now imagine what happens where --

Bayangkan apa yang berlaku --

we talked about the peers teaching each other

Kita telah bercakap tentang pelajar saling mengajar

di dalam kelas.

inside of a classroom.

Semua ini ialah satu sistem.

But this is all one system.

There's no reason why you can't have that peer-to-peer tutoring

Tiada sebab kenapa

pengajaran rakan sebaya

beyond that one classroom.

tidak berlaku di luar kelas.

Imagine what happens if that student in Calcutta

Bayangkan apa akan berlaku jika budak di Culcutta itu

all of the sudden can tutor your son,

secara tiba-tiba dapat mengajar anak anda, dan sebaliknya?

or your son can tutor that kid in Calcutta.

secara tiba-tiba dapat mengajar anak anda, dan sebaliknya?

And I think what you'll see emerging

Saya rasa, anda akan menyaksikan

is this notion of a global one-world classroom.

kewujudan sebuah kelas sedunia.

And that's essentially what we're trying to build.

Itulah yang kami sedang usahakan.

Thank you.

Terima kasih.

(Applause)

(Tepukan)

Bill Gates: I'll ask about two or three questions.

Salman Khan: Oh, OK.

(Applause continues)

(Applause ends)

BG: I've seen some things you're doing in the system,

Bill Gates: Beberapa perkara yang anda lakukan dalam sistem itu

that have to do with motivation and feedback --

berkaitan dengan motivasi dan maklum balas:

energy points, merit badges.

mata tenaga, lencana merit.

Tell me what you're thinking there.

Jelaskan tujuan anda.

SK: Oh yeah. No, we have an awesome team working on it.

SK: Sebuah pasukan yang hebat usahakannya.

I have to be clear, it's not just me anymore.

Saya tidak lagi bersendirian. Saya masih sediakan video,

Saya tidak lagi bersendirian. Saya masih sediakan video,

I'm still doing all the videos,

but we have a rock-star team doing the software.

tapi sebuah pasukan usahakan perisian itu.

We've put a bunch of game mechanics in there, where you get badges,

Kami telah sediakan beberapa jenis permainan

di mana anda akan dapat lencana-lencana ini.

we're going to start having leader boards by area, you get points.

Kami akan sediakan carta markah; anda akan dapat markah.

It's actually been pretty interesting.

Ia agak menarik.

Just the wording of the badging,

Perkataan pada lencana atau jumlah markah yang diperoleh kerana membuat sesuatu,

or how many points you get for doing something,

kami melihatnya dari segi keseluruhan sistem,

we see on a system-wide basis,

like tens of thousands of fifth-graders or sixth-graders

berpuluh-puluh ribu orang pelajar Gred 5 atau Gred 6

akan melakukan sesuatu

going one direction or another, depending what badge you give them.

bergantung kepada jenis lencana yang diberikan kepada mereka.

(Laughter)

(Gelak ketawa)

BG: And the collaboration you're doing with Los Altos,

BG: Tentang kerjasama anda dengan Los Altos,

how did that come about?

bagaimana ia bermula?

SK: Los Altos, it was kind of crazy.

SK: Los Altos, ia agak menarik.

Saya tidak menjangka ia akan digunakan di dalam kelas.

Once again, I didn't expect it to be used in classrooms.

Someone from their board came and said,

Seorang ahli lembaga tanya,

"What would you do if you had carte Blanche in a classroom?"

"Apa anda akan lakukan jika anda berkuasa penuh di kelas?"

Saya kata, "Pelajar belajar mengikut kemampuan diri seperti ini,

I said, "Well, every student would work at their own pace,

kami akan sediakan papan pemuka."

on something like this, we'd give a dashboard."

Mereka kata, "Ini agak radikal. Kami perlu pertimbangkannya."

They said, "This is kind of radical. We have to think about it."

Saya dan ahli-ahli pasukan saya rasa

Me and the rest of the team were like, "They're never going to want to do this."

mereka tidak akan bersetuju.

Pada keesokan hari, mereka tanya, "Anda boleh mulakan dalam 2 minggu?"

But literally the next day they were like, "Can you start in two weeks?"

(Gelak ketawa)

(Laughter)

BG: Matematik Gred 5 sedang diuji?

BG: So fifth-grade math is where that's going on right now?

SK: 2 kelas Gred 5; 2 kelas Gred 7.

SK: It's two fifth-grade classes and two seventh-grade classes.

Mereka lakukannya di peringkat daerah.

They're doing it at the district level.

Mereka amat teruja kerana mereka dapat mengikuti perkembangan pelajar.

I think what they're excited about is they can follow these kids,

Ini tidak hanya berlaku di sekolah.

not only in school; on Christmas, we saw some of the kids were doing it.

Walaupun Hari Krismas, terdapat pelajar yang belajar.

We can track everything, track them as they go through the entire district.

Kami boleh mengesan apa-apa saja.

Mereka boleh mengesan pelajar kerana ia melibatkan seluruh daerah.

Through the summers, as they go from one teacher to the next,

Pada musim panas, ketika peralihan guru, data ini masih berterusan,

Pada musim panas, ketika peralihan guru, data ini masih berterusan,

you have this continuity of data that even at the district level, they can see.

mereka boleh mengesannya di peringkat daerah.

BG: Apa yang kami lihat tadi

BG: So some of those views we saw were for the teacher

adalah untuk guru.

to go in and track actually what's going on with those kids.

Guru boleh mengesan apa yang dilakukan pelajar.

So you're getting feedback on those teacher views

Jadi, anda mendapat maklum balas guru

tentang pendapat mereka?

to see what they think they need?

SK: Oh yeah. Most of those were specs by the teachers.

SK: Ya. Kebanyakannya pendapat guru.

Kami juga sediakan data untuk pelajar agar mereka dapat melihatnya,

We made some of those for students so they could see their data,

tapi kami bekerjasama dengan guru semasa mewujudkannya.

but we have a very tight design loop with the teachers themselves.

Mereka kata, "Ini bagus, tapi ... "

And they're saying, "Hey, this is nice, but --"

Like that focus graph, a lot of the teachers said,

Contohnya graf fokus, banyak guru kata,

"Saya rasa banyak pelajar beralih ke sini dan situ

"I have a feeling a lot of the kids are jumping around

dan tidak fokuskan pada satu topik."

and not focusing on one topic."

Jadi, kami sediakan diagram fokus.

So we made that focus diagram.

So it's all been teacher-driven. It's been pretty crazy.

Jadi, semuanya berdasarkan guru.

Ia agak menarik.

BG: Is this ready for prime time?

BG: Adakah ia telah sedia digunakan secara menyeluruh?

Do you think a lot of classes next school year should try this thing out?

Adakah banyak kelas patut mencubanya pada tahun depan?

SK: Yeah, it's ready.

SK: Ya. Ia telah sedia.

We've got a million people on the site already,

Sudah terdapat sejuta orang dalam laman itu.

so we can handle a few more.

Kami mampu menampung lebih banyak lagi.

(Gelak ketawa)

(Laughter)

No, no reason why it really can't happen

Tiada sebab kenapa ia tidak berlaku

in every classroom in America tomorrow.

di setiap kelas di Amerika esok.

BG: And the vision of the tutoring thing.

BG: Tentang pengajaran,

The idea there is, if I'm confused about a topic,

jika saya tidak faham sebuah topik,

somehow right in the user interface,

dalam antara muka pengguna

I'd find people who are volunteering,

saya boleh mencari sukarelawan,

maybe see their reputation,

mungkin melihat reputasi mereka,

and I could schedule and connect up with those people?

dan saya boleh aturkan masa dan berhubung dengan mereka?

SK: Absolutely. And this is something I recommend everyone in this audience do.

SK: Betul.

Saya cadangkan para hadirin lakukannya.

Those dashboards the teachers have, you can go log in right now

Anda boleh log masuk ke papan pemuka yang digunakan guru.

and you can essentially become a coach

Anda boleh menjadi pembimbing

for your kids, your nephews, your cousins,

anak anda, anak saudara anda, sepupu anda,

or maybe some kids at the Boys and Girls Club.

atau budak-budak di Kelab Lelaki dan Kelab Perempuan.

Anda boleh menjadi seorang mentor, tutor serta-merta.

And yeah, you can start becoming a mentor, a tutor,

really immediately.

Anda boleh menjadi seorang mentor, tutor serta-merta.

But yeah, it's all there.

Semuanya tersedia di situ.

BG: Well, it's amazing.

BG: Ia sangat mengagumkan.

I think you just got a glimpse of the future of education.

Anda telah melihat masa depan pendidikan.

BG: Thank you. SK: Thank you.

Terima kasih. (SK: Terima kasih.)

(Applause)

(Tepukan)