Title :METODOLOGI PEMBELAJARAN MATEMATIKA
By :Dr. Marsigit M.A
Resume by:Dessy R. Fitriyani (09313244026)
Date :Sunday, 25 September 2011
Blog :dessypoenya.blogspot.com
Mathematics learning should be offered an opportunity for teachers to use the choice of teaching methods that are tailored to the level of ability students and materials as follows: (1)
method of exposition by the teacher (2) method of discussion, between teachers and pupils and between pupils and students (3) methods of solving problems (problem solving) (4) method of discovery (investigation) (5) basic skills training methods and principles (6) methods of implementation.
More active learning in mathematics and varied how to improve student learning interests
mathematics and developing tools figure are a manner of mathematics learning method.
Ebbutt and Straker (1995: 10-63), provides guidance for teachers of mathematics in an effort to encourage the students enjoyed math in school. The guidance provided is based on basic assumptions about the nature of mathematics and the nature of the subject and its implications for student learning of mathematics as follows: (1) Mathematics is the search activity patterns and relationships (2) Mathematics is the creativity that requires imagination, intuition and invention (3) Mathematics is problem solving activities (4) Mathematics is a tool to communicate.
On the other hand, Ebbutt and Straker (1995: 60-75), gave his view so that potential students can be developed optimally, then the following assumptions and implications can be used as a reference: (1) Pupils will learn if given the motivation (2) Pupils studying in its own way (3) Students learn independently and through cooperation (4) Pupils need the context and circumstances that vary in their learning.
Minggu, 25 September 2011
PEMBUDAYAAN MATEMATIKA DI SEKOLAH UNTUK MENCAPAI KEUNGGULAN BANGSA
Title :PEMBUDAYAAN MATEMATIKA DI SEKOLAH UNTUK MENCAPAI KEUNGGULAN BANGSA
By :Dr. Marsigit M.A
Resume by:Dessy R. Fitriyani (09313244026)
Date :Sunday, 25 September 2011
Blog :dessypoenya.blogspot.com
Civilizing mathematics in the school have comprehension aspects about the nature of mathematics, school mathematics, mathematics education, mathematics value, mathematics study, mathematics learning, and the nature of civilizing school mathematics. Everything we talked about, absolutely there are two things are related, that is what is the object and what is the method. Therefore, object of mathematics is concrete things, picture, cube model, symbol of number, pyramid, right triangle, circle, and so on. Based on them, we know that the object of mathematics is in our environment.
The nature of mathematics become abstract, general, formal, objective, rasional based on content and method of formal mathematics. Moreover, the nature of learning mathematics is relate subjective knowledge and mathematics objective through social interaction to study and represent current science. To learn mathematics objective science, the students need to develop procedure. Through the procedure, students will get mathematics concept which actualized respectively. In the other hand, sometime subjective knowledge of mathematics accord to objective knowledge. To investigate, how the students have a corresponding between subjective and objective knowledge of mathematics, they can be given a chance to do publication activity. In the fact, mathematics publication activity can be an assignment from teacher, homework, making paper, also can be an examination.
Sosial interaction between students and teachers will give criticism to correct mathematics concept, so the students will get right concept. Futhermore, the nature of studying mathematics must be indicated with relation between objective and subjective knowledge of mathematics. Then, through “social negotiation processes”, civilize reconstruction of mathematics learning indicate that the new knowledge about mathematics can be in social scope or individual scope.
Civilizing mathematics through learning and communication of mathematics is important for students to be a golden nation. The effort to civilize mathematics in the school should using dimension of material mathematics or in transition dimension go to formal mathematics. Starting civilize mathematics in the school with redefine the nature of mathematics to the students. Then, civilizing mathematics can stress on relation among human and appreciate the individual difference. In this case, the students are regarded as progress human. And mathematics is regarded more humane, we can regard it as a language, human creativity, etc. Beside that, students have a chance to maintain and develop their abilities. So, everyone need difference chance, action, ang facilities in learning mathematics. In this case, the teacher be facilitator in learning process and the students are center of learning process. And about supervising is did by assesment approach, prtofolio, or autenthic assesment.
Then, about the basic element of hermenetics of civilizing mathematics can be define as an activity to communicate mathematics in many dimension. Communication can be more vital form from potensial relational among subject and subject, subject and object or object and object. There are many kinds of communication of mathematics, there are material communication of mathematics, formal communication of math, normative communication of math, and spiritual communication of math.
Civilize mathematics to get predominance nation can be got through inovation of mathematics learning in school continually. From this paper, we can conclude that to civilize mathematics is needed understanding of the nature of mathematics in many dimensions. To be a predominance nation, then we can think mathematics, mathematics learning also mathematics education in many hierarchy.
By :Dr. Marsigit M.A
Resume by:Dessy R. Fitriyani (09313244026)
Date :Sunday, 25 September 2011
Blog :dessypoenya.blogspot.com
Civilizing mathematics in the school have comprehension aspects about the nature of mathematics, school mathematics, mathematics education, mathematics value, mathematics study, mathematics learning, and the nature of civilizing school mathematics. Everything we talked about, absolutely there are two things are related, that is what is the object and what is the method. Therefore, object of mathematics is concrete things, picture, cube model, symbol of number, pyramid, right triangle, circle, and so on. Based on them, we know that the object of mathematics is in our environment.
The nature of mathematics become abstract, general, formal, objective, rasional based on content and method of formal mathematics. Moreover, the nature of learning mathematics is relate subjective knowledge and mathematics objective through social interaction to study and represent current science. To learn mathematics objective science, the students need to develop procedure. Through the procedure, students will get mathematics concept which actualized respectively. In the other hand, sometime subjective knowledge of mathematics accord to objective knowledge. To investigate, how the students have a corresponding between subjective and objective knowledge of mathematics, they can be given a chance to do publication activity. In the fact, mathematics publication activity can be an assignment from teacher, homework, making paper, also can be an examination.
Sosial interaction between students and teachers will give criticism to correct mathematics concept, so the students will get right concept. Futhermore, the nature of studying mathematics must be indicated with relation between objective and subjective knowledge of mathematics. Then, through “social negotiation processes”, civilize reconstruction of mathematics learning indicate that the new knowledge about mathematics can be in social scope or individual scope.
Civilizing mathematics through learning and communication of mathematics is important for students to be a golden nation. The effort to civilize mathematics in the school should using dimension of material mathematics or in transition dimension go to formal mathematics. Starting civilize mathematics in the school with redefine the nature of mathematics to the students. Then, civilizing mathematics can stress on relation among human and appreciate the individual difference. In this case, the students are regarded as progress human. And mathematics is regarded more humane, we can regard it as a language, human creativity, etc. Beside that, students have a chance to maintain and develop their abilities. So, everyone need difference chance, action, ang facilities in learning mathematics. In this case, the teacher be facilitator in learning process and the students are center of learning process. And about supervising is did by assesment approach, prtofolio, or autenthic assesment.
Then, about the basic element of hermenetics of civilizing mathematics can be define as an activity to communicate mathematics in many dimension. Communication can be more vital form from potensial relational among subject and subject, subject and object or object and object. There are many kinds of communication of mathematics, there are material communication of mathematics, formal communication of math, normative communication of math, and spiritual communication of math.
Civilize mathematics to get predominance nation can be got through inovation of mathematics learning in school continually. From this paper, we can conclude that to civilize mathematics is needed understanding of the nature of mathematics in many dimensions. To be a predominance nation, then we can think mathematics, mathematics learning also mathematics education in many hierarchy.
DEVELOPING MATHEMATICS EDUCATION IN INDONESIA
Title :DEVELOPING MATHEMATICS EDUCATION IN INDONESIA
By :Dr. Marsigit M.A
Resume by:Dessy R. Fitriyani (09313244026)
Date :Friday, 23 September 2011
Blog :dessypoenya.blogspot.com
Saat ini studi tentang matematika dan ilmu pengetahuan di Indonesia telah mengindikasikan bahwa prestasi anak-anak dalam mata pelajaran matematika dan ilmu pengetahuan rendah, seperti yang ditunjukkan dari nilai EBTANAS dari tahun ke tahun baik di SD dan SMP. Penguasaan anak-anak di bidang matematika pada konsep dan keterampilan proses masih rendah. Hal ini mungkin sebagai hasil dari kurangnya kegiatan laboratorium, guru kurang memiliki penguasaan ilmu keterampilan pendekatan proses, kurikulum pada matematika dan ilmu pengetahuan terlalu banyak, ketentuan administrasi terlalu banyak memakan waktu bagi guru, kurangnya peralatan dan sumber daya manusia laboratorium. Penelitian juga menunjukkan ketidakcocokan antara tujuan pendidikan, kurikulum, dan sistem evaluasi.
Dalam hal ini guru matematika dan ilmu pengetahuan di sekolah ditemukan bahwa, mereka perlu meningkatkan kualifikasi diri mereka, banyak dari mereka tidak berasal dari bidang matematika dan ilmu pengetahuan, tidak ada sistem evaluasi untuk guru, sehingga sekali menjadi guru, mereka akan menjadi guru sampai pensiun.
Untuk meningkatkan matematika dan ilmu pendidikan di Indonesia dibangun Kerjasama Teknis JICA Proyek Pengembangan Ilmu dan Pengajaran Matematika Pendidikan di Indonesia (IMSTEP) yang telah bekerja sejak 1 Oktober 1998. Kegiatan IMSTEP dilakukan untuk meningkatkan praktek di sekolah. Uji coba didefinisikan dengan kegiatan pengembangan dan mencoba beberapa model mengajar di sekolah. Para dosen dan guru bekerja bersama-sama di sekolah untuk mengembangkan model pengajaran yang dibutuhkan di lapangan. Strategi dasar untuk uji coba adalah mempromosikan paradigma baru matematika dan ilmu pengetahuan pendidikan. Tujuan uji coba adalah untuk memberikan kontribusi terhadap peningkatan pendidikan matematika dan ilmu pengetahuan di sekolah dengan mencoba beberapa hal yang dikembangkan dalam proyek ini yang langsung berhubungan dengan sekolah. Kegiatan uji coba dilakukan melalui tindakan kelas penelitian kolaborasi antara dosen dan guru.
Guru yang terlibat dalam kegiatan uji coba ini harus berpikir dan mengembangkan cara-cara baru tentang bagaimana membiarkan siswa belajar dan membangun konsep-konsep mereka sendiri. Oleh karena itu, kreativitas mereka meningkat. Guru telah bersabar untuk mulai lebih banyak dari "paradigma guru berpusat" untuk "siswa berpusat paradigma". Hasil kegiatan uji coba ini diharapkan dapat meningkatkan pengajaran matematika dan ilmu pengetahuan di Indonesia.
By :Dr. Marsigit M.A
Resume by:Dessy R. Fitriyani (09313244026)
Date :Friday, 23 September 2011
Blog :dessypoenya.blogspot.com
Saat ini studi tentang matematika dan ilmu pengetahuan di Indonesia telah mengindikasikan bahwa prestasi anak-anak dalam mata pelajaran matematika dan ilmu pengetahuan rendah, seperti yang ditunjukkan dari nilai EBTANAS dari tahun ke tahun baik di SD dan SMP. Penguasaan anak-anak di bidang matematika pada konsep dan keterampilan proses masih rendah. Hal ini mungkin sebagai hasil dari kurangnya kegiatan laboratorium, guru kurang memiliki penguasaan ilmu keterampilan pendekatan proses, kurikulum pada matematika dan ilmu pengetahuan terlalu banyak, ketentuan administrasi terlalu banyak memakan waktu bagi guru, kurangnya peralatan dan sumber daya manusia laboratorium. Penelitian juga menunjukkan ketidakcocokan antara tujuan pendidikan, kurikulum, dan sistem evaluasi.
Dalam hal ini guru matematika dan ilmu pengetahuan di sekolah ditemukan bahwa, mereka perlu meningkatkan kualifikasi diri mereka, banyak dari mereka tidak berasal dari bidang matematika dan ilmu pengetahuan, tidak ada sistem evaluasi untuk guru, sehingga sekali menjadi guru, mereka akan menjadi guru sampai pensiun.
Untuk meningkatkan matematika dan ilmu pendidikan di Indonesia dibangun Kerjasama Teknis JICA Proyek Pengembangan Ilmu dan Pengajaran Matematika Pendidikan di Indonesia (IMSTEP) yang telah bekerja sejak 1 Oktober 1998. Kegiatan IMSTEP dilakukan untuk meningkatkan praktek di sekolah. Uji coba didefinisikan dengan kegiatan pengembangan dan mencoba beberapa model mengajar di sekolah. Para dosen dan guru bekerja bersama-sama di sekolah untuk mengembangkan model pengajaran yang dibutuhkan di lapangan. Strategi dasar untuk uji coba adalah mempromosikan paradigma baru matematika dan ilmu pengetahuan pendidikan. Tujuan uji coba adalah untuk memberikan kontribusi terhadap peningkatan pendidikan matematika dan ilmu pengetahuan di sekolah dengan mencoba beberapa hal yang dikembangkan dalam proyek ini yang langsung berhubungan dengan sekolah. Kegiatan uji coba dilakukan melalui tindakan kelas penelitian kolaborasi antara dosen dan guru.
Guru yang terlibat dalam kegiatan uji coba ini harus berpikir dan mengembangkan cara-cara baru tentang bagaimana membiarkan siswa belajar dan membangun konsep-konsep mereka sendiri. Oleh karena itu, kreativitas mereka meningkat. Guru telah bersabar untuk mulai lebih banyak dari "paradigma guru berpusat" untuk "siswa berpusat paradigma". Hasil kegiatan uji coba ini diharapkan dapat meningkatkan pengajaran matematika dan ilmu pengetahuan di Indonesia.
Title :PEMANFAATAN VIDEO TAPE RECORDER (VTR) UNTUK PENGEMBANGAN MATEMATIKA REALISTIK DI SMP By :Dr. Marsigit M.A Resume by:Dessy R. Fitriyani (09313244026) Date :Friday, 23 September 2011 Blog :dessypoenya.blogspot.com Realistic mathematics emphasize on construction of concrete things context to understand mathematics easily for students especially for Junior High School. Like an statement by Hans Freudental (Sugiman: 2007), that mathematics is human activities and must be related with facts in our life. So, when the students are learning mathematics, its mean that there are mathematics process which related with their life. There are two kinds of mathematics process, (1) do mathematics horizontally its mean process how to change from the real life into mathematics symbol and (2) do mathematics vertical having definition that is the process which happen on independent mathematics system. Then, if we look at the teacher, how the teacher’s effort to get some ideas about concrete things and also enviromental object that can be used in mathematics learning process. Study and analysis about mathematics learning which recorded in Video Tape Recorder (VTR) is one of the way can be done by the teachers to develop realistic mathematics. There are many advantages that can develop teacher’s abilities by VTR. With VTR, the teachers should be learn how to make learning process in Junior High School accord to realistic mathematics principle, how to develop source of learning and also how to apply realistic mathematics in mathematics learning process. Futhermore, as a teacher should develop mathematics learning process with realistic mathematics principle, especially for students in Junior High School. There are four steps to apply realistic mathematics (Zulkardi, 2004), that is: introduction, creation and development symbol model, explanation and reason, and the last is closing or application. Four steps above must be reflected in mathematics learning process. Especially after we talk about realistic mathematics, now we talk about use of Video Tape Recorder (VTR) to develop realistic mathematics in Junior High School. As an statement by Mr. Isoda, M (2006) about the benefit of VTR is VTR (Video Tape Recorder) for teacher education and reform movement in mathematics education, specifically for developing lesson study has some benefits as: a) short summary of the lesson with emphasis on major problems in the lesson, b) components of the lesson and main events in the class, and c) possible issues for discussion and reflection with teachers observing the lesson. VTR can be applied in many chapter of mathematics when learning process, for example VTR on Geometry, VTR on fraction learning, and so on. VTR can load and show how the students discover something on mathematics learning. Moreover, VTR also can show and describe how the students apply their knowledge to make something like how to get an simple formula from the difficult formula. Absolutely, all of mathematics learning models which are recorded in VTR have excess and deficiency. So, for the teachers should discuss it to get a recent knowledge and science by compare with their experiences. Beside that, VTR also have deficiency, for example is limited on point if view, some aspect on learning process can’t be recorded on VTR, then for picture quality and shooting the picture of learning process maybe can’t focus. The conclusion is VTR can be used to develop realistic mathematics learning process by the teacher to make the students understand mathematics easily. Finally, that VTR give many advantages to the teacher in mathematics learning process.
Title :PEMANFAATAN VIDEO TAPE RECORDER (VTR) UNTUK PENGEMBANGAN MATEMATIKA REALISTIK DI SMP
By :Dr. Marsigit M.A
Resume by:Dessy R. Fitriyani (09313244026)
Date :Friday, 23 September 2011
Blog :dessypoenya.blogspot.com
Realistic mathematics emphasize on construction of concrete things context to understand mathematics easily for students especially for Junior High School. Like an statement by Hans Freudental (Sugiman: 2007), that mathematics is human activities and must be related with facts in our life. So, when the students are learning mathematics, its mean that there are mathematics process which related with their life. There are two kinds of mathematics process, (1) do mathematics horizontally its mean process how to change from the real life into mathematics symbol and (2) do mathematics vertical having definition that is the process which happen on independent mathematics system.
Then, if we look at the teacher, how the teacher’s effort to get some ideas about concrete things and also enviromental object that can be used in mathematics learning process. Study and analysis about mathematics learning which recorded in Video Tape Recorder (VTR) is one of the way can be done by the teachers to develop realistic mathematics. There are many advantages that can develop teacher’s abilities by VTR. With VTR, the teachers should be learn how to make learning process in Junior High School accord to realistic mathematics principle, how to develop source of learning and also how to apply realistic mathematics in mathematics learning process.
Futhermore, as a teacher should develop mathematics learning process with realistic mathematics principle, especially for students in Junior High School. There are four steps to apply realistic mathematics (Zulkardi, 2004), that is: introduction, creation and development symbol model, explanation and reason, and the last is closing or application. Four steps above must be reflected in mathematics learning process.
Especially after we talk about realistic mathematics, now we talk about use of Video Tape Recorder (VTR) to develop realistic mathematics in Junior High School. As an statement by Mr. Isoda, M (2006) about the benefit of VTR is VTR (Video Tape Recorder) for teacher education and reform movement in mathematics education, specifically for developing lesson study has some benefits as: a) short summary of the lesson with emphasis on major problems in the lesson, b) components of the lesson and main events in the class, and c) possible issues for discussion and reflection with teachers observing the lesson.
VTR can be applied in many chapter of mathematics when learning process, for example VTR on Geometry, VTR on fraction learning, and so on. VTR can load and show how the students discover something on mathematics learning. Moreover, VTR also can show and describe how the students apply their knowledge to make something like how to get an simple formula from the difficult formula. Absolutely, all of mathematics learning models which are recorded in VTR have excess and deficiency. So, for the teachers should discuss it to get a recent knowledge and science by compare with their experiences. Beside that, VTR also have deficiency, for example is limited on point if view, some aspect on learning process can’t be recorded on VTR, then for picture quality and shooting the picture of learning process maybe can’t focus.
The conclusion is VTR can be used to develop realistic mathematics learning process by the teacher to make the students understand mathematics easily. Finally, that VTR give many advantages to the teacher in mathematics learning process.
By :Dr. Marsigit M.A
Resume by:Dessy R. Fitriyani (09313244026)
Date :Friday, 23 September 2011
Blog :dessypoenya.blogspot.com
Realistic mathematics emphasize on construction of concrete things context to understand mathematics easily for students especially for Junior High School. Like an statement by Hans Freudental (Sugiman: 2007), that mathematics is human activities and must be related with facts in our life. So, when the students are learning mathematics, its mean that there are mathematics process which related with their life. There are two kinds of mathematics process, (1) do mathematics horizontally its mean process how to change from the real life into mathematics symbol and (2) do mathematics vertical having definition that is the process which happen on independent mathematics system.
Then, if we look at the teacher, how the teacher’s effort to get some ideas about concrete things and also enviromental object that can be used in mathematics learning process. Study and analysis about mathematics learning which recorded in Video Tape Recorder (VTR) is one of the way can be done by the teachers to develop realistic mathematics. There are many advantages that can develop teacher’s abilities by VTR. With VTR, the teachers should be learn how to make learning process in Junior High School accord to realistic mathematics principle, how to develop source of learning and also how to apply realistic mathematics in mathematics learning process.
Futhermore, as a teacher should develop mathematics learning process with realistic mathematics principle, especially for students in Junior High School. There are four steps to apply realistic mathematics (Zulkardi, 2004), that is: introduction, creation and development symbol model, explanation and reason, and the last is closing or application. Four steps above must be reflected in mathematics learning process.
Especially after we talk about realistic mathematics, now we talk about use of Video Tape Recorder (VTR) to develop realistic mathematics in Junior High School. As an statement by Mr. Isoda, M (2006) about the benefit of VTR is VTR (Video Tape Recorder) for teacher education and reform movement in mathematics education, specifically for developing lesson study has some benefits as: a) short summary of the lesson with emphasis on major problems in the lesson, b) components of the lesson and main events in the class, and c) possible issues for discussion and reflection with teachers observing the lesson.
VTR can be applied in many chapter of mathematics when learning process, for example VTR on Geometry, VTR on fraction learning, and so on. VTR can load and show how the students discover something on mathematics learning. Moreover, VTR also can show and describe how the students apply their knowledge to make something like how to get an simple formula from the difficult formula. Absolutely, all of mathematics learning models which are recorded in VTR have excess and deficiency. So, for the teachers should discuss it to get a recent knowledge and science by compare with their experiences. Beside that, VTR also have deficiency, for example is limited on point if view, some aspect on learning process can’t be recorded on VTR, then for picture quality and shooting the picture of learning process maybe can’t focus.
The conclusion is VTR can be used to develop realistic mathematics learning process by the teacher to make the students understand mathematics easily. Finally, that VTR give many advantages to the teacher in mathematics learning process.
Sabtu, 17 September 2011
Revitalisasi Pendidikan Matematika
Title : Revitalisasi Pendidikan Matematika
By : Dr. Marsigit, M.A
Ikhtisar Oleh : Dessy R. Fitriyani (09313244026)
Date : Saturday, 17 September 2011
According to the survey (Marsigit, 1996: 123-133) stated that some of primary and secondary mathematics teachers have not enough references to support their mathematics teaching practices. Global trend of the notion of good practice of mathematics teaching tends to acknowledge that the students should be the center of teaching learning processes. References show that teacher center and student center have different implication to all aspects of the teaching. The paradigm of “transfer of knowledge” is perceived not to be appropriate with the need for developing the students. Instead of this, many educationists strive to deeply examine on”developing” as new paradigm. Progressivisms perceive that in order to be able to develop their students the role of the teachers should be changed from being a transmitter to be the facilitator.
Revitalization of trying to put role of mathematics education teachers to realize the importance of mathematics education more in line with (returned to) educate in the sense of meaning in truth and substance science which is the object of learning itself. Revitalization of mathematics education should depart from the self-reflection of individual educators and factual conditions of practice learning. Reflection will thus be useful to know the positive aspects as well deficiencies/weaknesses to be used as input to determine the step or attitude toward the new paradigm in education for later trying to implement into practice the truth.
Mathematics is associated with all the knowledge of the human self, then it is clear that mathematics is not neutral and value free. Mathematics can be divide into 4 (four) types, in where each has different characteristics:
a. Formal mathematics-pure including mathematics developed in the university and taught mathematics in schools;
b. Formal mathematics, namely that developed in education and outside, like a statistician who worked in the industry.
c. Informal-pure mathematics, it is mathematics developed outside educational institutions; may be attached to the culture of pure mathematics.
d. Informal mathematics, applied mathematics that is used in all everyday life, including crafts, office work and trade.
Revitalization f mathematics education contains also understanding the need to attempt to formulate a mathematical model of learning considered in accordance with our conditions and in accordance with the demands of changing times.
Ebbut and Straker (1995: 10-63) gives guidelines for the revitalization of mathematics education in the form of basic assumptions and implications for learning mathematics as follows:
1. Mathematics is the search activity patterns and relationships.
2. Mathematics is the creativity that requires imagination, intuition and discovery.
3. Mathematics us problem solving activities.
4. Mathematics is a tool to communicate.
5. Mathematics teaching materials include:
- Facts
- Understanding (concepts)
- Skills algorithms
- Reasoning skills
- Problem-solving skills
- Skills investigation (investigation)
Revitalization of mathematics education in an effort in the direction where the practitioner’s mathematics education are given the opportunity to conduct self-reflection, for then faced with multi-entry decision on the basis of the attitude of the in-depth study towards a new paradigm has to offer. Recognized that is not easy to realize revitalization of education without the awareness and greatness of soul both the macro and micro-world of our education.
The teachers are better able to realize the revitalization of the (educational) learning mathematics that fosters the creativity of students, referring to the recommendation
Cockroft Report (1982) as well as the elaboration of Ebbut, S and Straker, A (1995), the following is a suggestion that might be useful for teachers in conducting learning mathematics, through the preparation phase, learning phase, and phase evaluation.
By : Dr. Marsigit, M.A
Ikhtisar Oleh : Dessy R. Fitriyani (09313244026)
Date : Saturday, 17 September 2011
According to the survey (Marsigit, 1996: 123-133) stated that some of primary and secondary mathematics teachers have not enough references to support their mathematics teaching practices. Global trend of the notion of good practice of mathematics teaching tends to acknowledge that the students should be the center of teaching learning processes. References show that teacher center and student center have different implication to all aspects of the teaching. The paradigm of “transfer of knowledge” is perceived not to be appropriate with the need for developing the students. Instead of this, many educationists strive to deeply examine on”developing” as new paradigm. Progressivisms perceive that in order to be able to develop their students the role of the teachers should be changed from being a transmitter to be the facilitator.
Revitalization of trying to put role of mathematics education teachers to realize the importance of mathematics education more in line with (returned to) educate in the sense of meaning in truth and substance science which is the object of learning itself. Revitalization of mathematics education should depart from the self-reflection of individual educators and factual conditions of practice learning. Reflection will thus be useful to know the positive aspects as well deficiencies/weaknesses to be used as input to determine the step or attitude toward the new paradigm in education for later trying to implement into practice the truth.
Mathematics is associated with all the knowledge of the human self, then it is clear that mathematics is not neutral and value free. Mathematics can be divide into 4 (four) types, in where each has different characteristics:
a. Formal mathematics-pure including mathematics developed in the university and taught mathematics in schools;
b. Formal mathematics, namely that developed in education and outside, like a statistician who worked in the industry.
c. Informal-pure mathematics, it is mathematics developed outside educational institutions; may be attached to the culture of pure mathematics.
d. Informal mathematics, applied mathematics that is used in all everyday life, including crafts, office work and trade.
Revitalization f mathematics education contains also understanding the need to attempt to formulate a mathematical model of learning considered in accordance with our conditions and in accordance with the demands of changing times.
Ebbut and Straker (1995: 10-63) gives guidelines for the revitalization of mathematics education in the form of basic assumptions and implications for learning mathematics as follows:
1. Mathematics is the search activity patterns and relationships.
2. Mathematics is the creativity that requires imagination, intuition and discovery.
3. Mathematics us problem solving activities.
4. Mathematics is a tool to communicate.
5. Mathematics teaching materials include:
- Facts
- Understanding (concepts)
- Skills algorithms
- Reasoning skills
- Problem-solving skills
- Skills investigation (investigation)
Revitalization of mathematics education in an effort in the direction where the practitioner’s mathematics education are given the opportunity to conduct self-reflection, for then faced with multi-entry decision on the basis of the attitude of the in-depth study towards a new paradigm has to offer. Recognized that is not easy to realize revitalization of education without the awareness and greatness of soul both the macro and micro-world of our education.
The teachers are better able to realize the revitalization of the (educational) learning mathematics that fosters the creativity of students, referring to the recommendation
Cockroft Report (1982) as well as the elaboration of Ebbut, S and Straker, A (1995), the following is a suggestion that might be useful for teachers in conducting learning mathematics, through the preparation phase, learning phase, and phase evaluation.
Pengembangan Blog sebagai Portofolio Digital untuk Peningkatan Daya Matematika
Title : Pengembangan Blog sebagai Portofolio Digital untuk Peningkatan Daya Matematika
By : Dr. Marsigit, M.A. , Bambang SHM, Mkom, dan Kuswari Hernawati, Mkom
Resume by : Dessy R. Fitriyani (09313244026)
Date : Saturday, 17 September 2011
This paper is contain of some research with the object of research are multiuser blog software (WordPress), Students of Mathematics Education, Material subject which research team has lecture in that subject. The research start from May 2009 until November 2009 with the research location is Jurdik Computer Laboratory of Mathematics FMIPA UNY. Other institution which involved is UNY Puskom which will provide facilities UNY Internet network that will provide Internet network facilities and webhosting blog multiuser.
The target of the research are founding blog multiuser as a form of utilization of alternative uses of open source software in the learning process, the formation of faculty and students in appreciation use legal software, cheap and reliable, establishment of a model portofolio for the course is ready implemented in teaching and learning, increase power of mathematics as a result of implementation of the blog as digital portofolio, sharing information (written communication) among students and dosen.
In education, the digital portfolio is a documentation system which includes all sorts of results activity and reflection that can indicate a change or developments conditions or circumstances or individual potential. According to Barret (2004) that the most important components of the digital portofolio is a reflection of education individual study indicated partial or the entire document portofolio.
Mathematics resources:
a. Mathematical communication
b. Mathematical reasoning
c. Mathematical problem solving
d. Mathematical connections
e. Positive attitude toward mathematics
By : Dr. Marsigit, M.A. , Bambang SHM, Mkom, dan Kuswari Hernawati, Mkom
Resume by : Dessy R. Fitriyani (09313244026)
Date : Saturday, 17 September 2011
This paper is contain of some research with the object of research are multiuser blog software (WordPress), Students of Mathematics Education, Material subject which research team has lecture in that subject. The research start from May 2009 until November 2009 with the research location is Jurdik Computer Laboratory of Mathematics FMIPA UNY. Other institution which involved is UNY Puskom which will provide facilities UNY Internet network that will provide Internet network facilities and webhosting blog multiuser.
The target of the research are founding blog multiuser as a form of utilization of alternative uses of open source software in the learning process, the formation of faculty and students in appreciation use legal software, cheap and reliable, establishment of a model portofolio for the course is ready implemented in teaching and learning, increase power of mathematics as a result of implementation of the blog as digital portofolio, sharing information (written communication) among students and dosen.
In education, the digital portfolio is a documentation system which includes all sorts of results activity and reflection that can indicate a change or developments conditions or circumstances or individual potential. According to Barret (2004) that the most important components of the digital portofolio is a reflection of education individual study indicated partial or the entire document portofolio.
Mathematics resources:
a. Mathematical communication
b. Mathematical reasoning
c. Mathematical problem solving
d. Mathematical connections
e. Positive attitude toward mathematics
The Effort to Increase the Student’s Motivation in Mathematics learning with Some Teachig Aids in Junior High School 5 Wates, Kulon Progo, Yogyakarta, Indonesia
Title : The Effort to Increase the Student’s Motivation in Mathematics learning with Some Teachig Aids in Junior High School 5 Wates, Kulon Progo, Yogyakarta, Indonesia
By : Dr. Marsigit, M.A dan Ida Supami
Ikhtisar oleh : Dessy R. Fitriyani (09313244026)
Hari/Tanggal : Sabtu, 17 September 2011
Salah satu upaya guru dalam meningkatkan motivasi siswa dalam pembelajaran matematika di Sekolah Menengah Pertama adalah dengan membuat proses belajar mengajar matematika menjadi menyenangkan, menarik dan terhubung dengan kebutuhan sehari-hari. Dengan memaksimalkan (optimalisasi) penggunaan beberapa alat bantu pengajaran dan alat untuk demonstrasi diharapkan dapat membantu proses abstraksi siswa, yakni kesulitan siswa dalam belajar.
Dalam paper ini dituliskan mengenai penelitian yang bertujuan untuk mengatasi masalah yang ditemukan di kelas 2 SMP 5 Wates, Kulon Progo, Yogyakarta, Indonesia. Pendekatan dalam penelitian ini adalah memilih dan menggunakan alat bantu mengajar yang digunakan sebagi model pembelajaran dan pengajaran matematika melalui tindakan kelas. Tujuan dari peneitian ini adalah untuk memilih dan menggunakan alat bantu pengajaran yang dipaku/dipasang dipapan seperti, tangan karet, kartu, lembar kerja siswa berupa simpul kertas, kertas trasparan, benang sipat, tiga bialh kayu, yang semuanya dapat digunakan sebagai model dalam proses belajar mengajar untuk meningkatkan motivasi siswa dalam belajar matematika.
Tujuan dari penelitian ini adalah untuk memilih dan menggunakan alat bantu pengajaran yang beberapa diantaranya digunakan sebagai model pembelajaran matematika untuk meningkatkan motivasi siswa. Hasil penelitian menunjukkan bahwa penelitian tindakan dengan menggunakan beberapa pengajaran dengan alat bantu menunjukkan bahwa keaktifan siswa dalam melakukan peningkatan worksheet sesi jawab pertanyaan dan diskusi banyak siswa yang bertanya dan lebih aktif.
Keberhasilan proses belajar mengajar di Matematika tidak jauh dari peran guru sebagai infomator, komunikator, dan fasilitator. Karena itu guru harus membuat pelajaran matematka menjadi hal yang menarik dan tidak lagi meyeramkan untuk siswa.
Di paper ini dijelaskan bahwa metode mengajar dengan menggunakan alat bantu sangat bermanfaat dalam meningatkan motivasi siswa belajar matematika. Dengan alat bantu belajar siswa, hasil pengamatan meperlihatkan minat siswa sangat tinggi dengan keaktifan siswa dalam mengerjakan lembar kerja siswa dan mengacungkan tangan mereka baik di dalam kelas maupun di luar kelas. Jadi para guru harus menggunakan metode yang variatif dan selalu menggunakan batuan demonstrasi optimal untuk menjelaskan konsep, ide, definisi atau prosedur tertentu.
By : Dr. Marsigit, M.A dan Ida Supami
Ikhtisar oleh : Dessy R. Fitriyani (09313244026)
Hari/Tanggal : Sabtu, 17 September 2011
Salah satu upaya guru dalam meningkatkan motivasi siswa dalam pembelajaran matematika di Sekolah Menengah Pertama adalah dengan membuat proses belajar mengajar matematika menjadi menyenangkan, menarik dan terhubung dengan kebutuhan sehari-hari. Dengan memaksimalkan (optimalisasi) penggunaan beberapa alat bantu pengajaran dan alat untuk demonstrasi diharapkan dapat membantu proses abstraksi siswa, yakni kesulitan siswa dalam belajar.
Dalam paper ini dituliskan mengenai penelitian yang bertujuan untuk mengatasi masalah yang ditemukan di kelas 2 SMP 5 Wates, Kulon Progo, Yogyakarta, Indonesia. Pendekatan dalam penelitian ini adalah memilih dan menggunakan alat bantu mengajar yang digunakan sebagi model pembelajaran dan pengajaran matematika melalui tindakan kelas. Tujuan dari peneitian ini adalah untuk memilih dan menggunakan alat bantu pengajaran yang dipaku/dipasang dipapan seperti, tangan karet, kartu, lembar kerja siswa berupa simpul kertas, kertas trasparan, benang sipat, tiga bialh kayu, yang semuanya dapat digunakan sebagai model dalam proses belajar mengajar untuk meningkatkan motivasi siswa dalam belajar matematika.
Tujuan dari penelitian ini adalah untuk memilih dan menggunakan alat bantu pengajaran yang beberapa diantaranya digunakan sebagai model pembelajaran matematika untuk meningkatkan motivasi siswa. Hasil penelitian menunjukkan bahwa penelitian tindakan dengan menggunakan beberapa pengajaran dengan alat bantu menunjukkan bahwa keaktifan siswa dalam melakukan peningkatan worksheet sesi jawab pertanyaan dan diskusi banyak siswa yang bertanya dan lebih aktif.
Keberhasilan proses belajar mengajar di Matematika tidak jauh dari peran guru sebagai infomator, komunikator, dan fasilitator. Karena itu guru harus membuat pelajaran matematka menjadi hal yang menarik dan tidak lagi meyeramkan untuk siswa.
Di paper ini dijelaskan bahwa metode mengajar dengan menggunakan alat bantu sangat bermanfaat dalam meningatkan motivasi siswa belajar matematika. Dengan alat bantu belajar siswa, hasil pengamatan meperlihatkan minat siswa sangat tinggi dengan keaktifan siswa dalam mengerjakan lembar kerja siswa dan mengacungkan tangan mereka baik di dalam kelas maupun di luar kelas. Jadi para guru harus menggunakan metode yang variatif dan selalu menggunakan batuan demonstrasi optimal untuk menjelaskan konsep, ide, definisi atau prosedur tertentu.
Rabu, 14 September 2011
Title : The Iceberg Approach of Learning Fractions in Junior High School:
Teachers’ Simulations of Prior to Lesson Study Activities
By : Dr. Marsigit, M.A
Ikhtisar oleh : Dessy R. Fitriyani (09313244026)
Hari/Tanggal : Rabu/ 14 September 2011
Standar Nasional Matematika Pengajaran di Indonesia adalah kompetensi minimum yang harus dilakukan oleh siswa, meliputi afektif, kognitif dan psikomotor kompetensi. Ini berarti bahwa pemerintah mendorong para guru untuk mengembangkan kecakapan hidup siswa dengan menggunakan lingkungan optimal untuk mendukung kegiatan siswa. Matematika di Sekolah SMP memiliki perusahaan berfungsi untuk mendorong siswa untuk berpikir logis, analitis, sistematis, kritis, kreatif dan mampu berkolaborasi dengan orang lain.
Dalam matematika dasar para siswa diharapkan dapat memiliki kesempatan untuk mengidentifikasi matematika kontekstual dan realistis. Sehingga dalam memecahkan masalah, siswa dapat aktif dan kreatif mengembangkan banyak cara alternative untuk mengembangkan model matematika dan memperkirakan hasilnya. Pendekatan kontekstual dan realitisa adalah pengajaran yang perlu dikembangkan oleh guru utuk mendorong pemikiran matematika di sekolah dasar. Guru juga perlu mengembangkan sumber daya ajar seperti alat bantu, teknologi dan media lainya untuk membuat pengajaran menjadi lebih efektif dan antusias terhadap pelajaran.
1. Matematika realistik
Menurut Zulkardi matematika harus dekat degan anak dan relevan dengan situasi kehidupan sehari-hari dan kata ‘realistis’ senditi bukan hanya koneksi dengan dunia nyata tapi juga mengacu pada masalah yang ada pada pikiran siswa.
Dua jenis dari matematisasi yang dirumuskan secara eksplisit dalam konteks pendidikan oleh Treffers, 1987 di Zulkardi 2006 adalah horizontal dan vertical matematik. Dalam horizontal matematika, para siswa datang dengan alat-alat matematika yang dapat membantu untuk mengatur dan memecahkan masalah terletak dalam situasi kehidupan nyata. Contoh dari horizontal matematika adalah mengeidentifikasi atau menjelaskan matematika spesifik dalam konteks umum, skemating, merumuskan dan mengvisualisasikan masalah dengan cara yang berbeda, dll.
Sedangkan, matematika vertical adalah proses reorganisasi dalam sistem matematika itu sendiri.
Gambar di atas ini adalah pendekatan ‘Gunung Es’ sebagai titik awal urutan belajar yang memberikan pengalaman nyata kepada siswa sehingga mereka melibatkan langsung dalm kegiatan matematika pribadi. Pendekatan ini harus digunakan melalui potensi belajar urutan
2. Pengajaran Fraksi
Emilie Naiser A.,dkk (2009) menunjukkan bahwa dalam pecahan guru perlu:
1. Memastikan siswa telah menguasai keterampilan prasayarat untuk tugas yang harus dipelajari
2. Memperkenalkan instruksi keterampilan tugas yang akan dipelajari dengan demonstrasi yang singkat dan jelas.
3. Memperkenalkan bahan ajar yang konkret sebelum melanjutkan ke masalah semi-konkret dan kemudian abstrak.
4. Memastikan contoh dari bahan ajar memberikan kesempatan berlatih agar siswa cukup menguasai penyelesaian masalah.
5. Memastikan contoh-contoh pengajaran termasuk dari semua jenis masalah dan bervariasi.
6. Memberikan instruksi yang sisematis tentang diskriminasi antara jenis masalah yang berbeda agar memungkinkan siswa mengetahui solusi mana yang harus digunakan.
7. Mengadakan kegiatan praktek yang dipandu (mengikuti demonstrasi guru) sebelum bekerja secara independen ( yaitu, guru dan siswa bekerja dalam beberapa masalah).
Dalam mengembangkan model ‘gunung es’ dalam mengajar, para guru diharapkan untuk membuat siswa cenderung memikirkan pecahan tidak hanya sebagai angka, tetapi juga proporsi atau bilangan rasional. Meskipun dengan model ‘gunung es’ siswa dapat membangun konsep-konsep mereka sendiri mengenai pecahan, tetapi masih ada kesulitan bagi siswa untuk memecahkan masalah yang diungkapkan secara simbolis, namun mampu memecahkan masalah dalam dunia nyata. Para guru menemukan bahwa materi pecahan akan menjadi tugas yang abstrak dan sulit bagi siswa, namun mereka juga menemukan model ‘gunung es’ merupakan pendekatan yang sangat penting dan berguna untuk mengajar pecahan di SMP.
Teachers’ Simulations of Prior to Lesson Study Activities
By : Dr. Marsigit, M.A
Ikhtisar oleh : Dessy R. Fitriyani (09313244026)
Hari/Tanggal : Rabu/ 14 September 2011
Standar Nasional Matematika Pengajaran di Indonesia adalah kompetensi minimum yang harus dilakukan oleh siswa, meliputi afektif, kognitif dan psikomotor kompetensi. Ini berarti bahwa pemerintah mendorong para guru untuk mengembangkan kecakapan hidup siswa dengan menggunakan lingkungan optimal untuk mendukung kegiatan siswa. Matematika di Sekolah SMP memiliki perusahaan berfungsi untuk mendorong siswa untuk berpikir logis, analitis, sistematis, kritis, kreatif dan mampu berkolaborasi dengan orang lain.
Dalam matematika dasar para siswa diharapkan dapat memiliki kesempatan untuk mengidentifikasi matematika kontekstual dan realistis. Sehingga dalam memecahkan masalah, siswa dapat aktif dan kreatif mengembangkan banyak cara alternative untuk mengembangkan model matematika dan memperkirakan hasilnya. Pendekatan kontekstual dan realitisa adalah pengajaran yang perlu dikembangkan oleh guru utuk mendorong pemikiran matematika di sekolah dasar. Guru juga perlu mengembangkan sumber daya ajar seperti alat bantu, teknologi dan media lainya untuk membuat pengajaran menjadi lebih efektif dan antusias terhadap pelajaran.
1. Matematika realistik
Menurut Zulkardi matematika harus dekat degan anak dan relevan dengan situasi kehidupan sehari-hari dan kata ‘realistis’ senditi bukan hanya koneksi dengan dunia nyata tapi juga mengacu pada masalah yang ada pada pikiran siswa.
Dua jenis dari matematisasi yang dirumuskan secara eksplisit dalam konteks pendidikan oleh Treffers, 1987 di Zulkardi 2006 adalah horizontal dan vertical matematik. Dalam horizontal matematika, para siswa datang dengan alat-alat matematika yang dapat membantu untuk mengatur dan memecahkan masalah terletak dalam situasi kehidupan nyata. Contoh dari horizontal matematika adalah mengeidentifikasi atau menjelaskan matematika spesifik dalam konteks umum, skemating, merumuskan dan mengvisualisasikan masalah dengan cara yang berbeda, dll.
Sedangkan, matematika vertical adalah proses reorganisasi dalam sistem matematika itu sendiri.
Gambar di atas ini adalah pendekatan ‘Gunung Es’ sebagai titik awal urutan belajar yang memberikan pengalaman nyata kepada siswa sehingga mereka melibatkan langsung dalm kegiatan matematika pribadi. Pendekatan ini harus digunakan melalui potensi belajar urutan
2. Pengajaran Fraksi
Emilie Naiser A.,dkk (2009) menunjukkan bahwa dalam pecahan guru perlu:
1. Memastikan siswa telah menguasai keterampilan prasayarat untuk tugas yang harus dipelajari
2. Memperkenalkan instruksi keterampilan tugas yang akan dipelajari dengan demonstrasi yang singkat dan jelas.
3. Memperkenalkan bahan ajar yang konkret sebelum melanjutkan ke masalah semi-konkret dan kemudian abstrak.
4. Memastikan contoh dari bahan ajar memberikan kesempatan berlatih agar siswa cukup menguasai penyelesaian masalah.
5. Memastikan contoh-contoh pengajaran termasuk dari semua jenis masalah dan bervariasi.
6. Memberikan instruksi yang sisematis tentang diskriminasi antara jenis masalah yang berbeda agar memungkinkan siswa mengetahui solusi mana yang harus digunakan.
7. Mengadakan kegiatan praktek yang dipandu (mengikuti demonstrasi guru) sebelum bekerja secara independen ( yaitu, guru dan siswa bekerja dalam beberapa masalah).
Dalam mengembangkan model ‘gunung es’ dalam mengajar, para guru diharapkan untuk membuat siswa cenderung memikirkan pecahan tidak hanya sebagai angka, tetapi juga proporsi atau bilangan rasional. Meskipun dengan model ‘gunung es’ siswa dapat membangun konsep-konsep mereka sendiri mengenai pecahan, tetapi masih ada kesulitan bagi siswa untuk memecahkan masalah yang diungkapkan secara simbolis, namun mampu memecahkan masalah dalam dunia nyata. Para guru menemukan bahwa materi pecahan akan menjadi tugas yang abstrak dan sulit bagi siswa, namun mereka juga menemukan model ‘gunung es’ merupakan pendekatan yang sangat penting dan berguna untuk mengajar pecahan di SMP.
Minggu, 11 September 2011
UNIVERSITAS NEGERI YOGYAKARTA MENUJU PERGURUAN TINGGI BERTARAF INTERNASIONAL (PTBI) “Yogyakarta State University in the move toward World Class University”
Title : UNIVERSITAS NEGERI YOGYAKARTA MENUJU PERGURUAN TINGGI BERTARAF INTERNASIONAL (PTBI) “Yogyakarta State University in the move toward World Class University”
BY : Dr. Marsigit, MA
Resume By : Dessy R. Fitriyani (09313244026)
Hari/Tanggal : Sabtu, 10 September 2011
Yogyakarta state university toward international standard can be provided through two approaches, namely a formal approach and the approach of substantive. Formal approach makes position of UNY in social life among many universities in Indonesia, interactions among universities in the world, and particularly the role UNY as a former LPTK. In the midst of euphoria to the international level, UNY faced with two phenomenons that spans the two sides / ends that have not synergistic. First, UNY have an obligation to support government policy to develop the schools SBI / RSBI, and thus the UNY must also take steps towards international universities. Second, UNY presented to the various criteria for ranking world universities, and in fact much of UNY still ranked. In order to improve the quality of service and learning, enhance the image.
UNY in the community, as well as the implementation of internationalization UNY; working units in UNY has implemented ISO 9001:2000 certification program. All faculties in UNY, all institutions, all the bureaus, UPT Library, as well as several departments in the faculty have obtained ISO 9001:2000 quality management certificates. In terms of cooperation, UNY already have a good relationship with stakeholders that include government agencies, business and industry, schools, universities, and professional certification body and related organizations in the form of MoU in both home and abroad.
State University of Yogyakarta to the World Class University is a business Yogyakarta State University conducted its whole organization and components of the civitas to achieve academic excellence of international standards in the field of Teaching and Education Program, Research and Publication, as well as Organization and Management Education.
Realizing the State University of Yogyakarta be a World Class University who has working culture system that meets international standards in conducting Tridharma Higher Education so as to produce graduates who are qualified and excel in global world. Planning and implementation of programs to prepare and encourage UNY accomplishment as WCU. The process and results can be accounted for
(Accountability) to stakeholders both locally, nationally and internationally. Continuity (on going activity) to continue and the civilizing process and the results have been achieved. Task Force was formed consisting of various disciplines, committed and experienced in the field of World Class development pilot program University.
Programs WCU
The long term goal is to realize the UNY become an international university with also ranked below 500 universities in the world. Five-year program and the annual WCU program developed and implemented in order to achieve medium-and short-term goal. The programs developed WCU as follows:
a. Development International Standard Department
b. International Standard Curriculum
c. Process teaching and learning of international standards
d. Assessment of Learning Outcomes International Standard
e. Teaching Material and Learning Resources International Standard
f. Qualified Lecturer International Development
g. Employee Development and other Supporting Personnel WCU
h. Infrastructures Supporting World Class University
i. ICT-Based Management in order to support WCU
j. Libraries International Standard to support the WCU
k. Competent International Student Affairs
l. Publication of Scientific Research and International Standard
m. Dedication In the Community (PPM) within the framework of WCU
n. Cooperation and International Exchange
UNY toward international universities have been implementing various program in year 2 (two). These programs are developed off potential activities which have been owned, either individually or institutionally, to UNY towards institutional strengthening of international standards (WCU). Activities include following the delivery of short-course lecturers abroad, acquiring the ability in the field of teaching content through Classic and earned the International Certificate to teach at the International Class. To support the UNY program towards World Class University, it has been initiated embryos international study program that begins with lectures held in English, at least one course in each study program. To support the activities above, UNY also conducts innovative programs for English Language Improvement Programs and Preparation Programs International Level. Number of departments prepared to as much as 9 internationally. Each faculty was asked to select the department with
international standard, so that every faculty rationed a study program which will be funded from
innovative this program. Subsequently, three other departments will compete in the university. In 2009, it has opened two (2) Education is an international class Mathematics and Accounting Education
In the implementation of the WCU program for 2 (two) years found some of the following as conclusions and suggestions: 1) English Ability lecturer in international class still needs to be improved 2) Students need to be given wider opportunities to improve English skills. 3) Explored and developed the need for more intensive to establish cooperation with partner universities. 4) The need to fill or to follow up the MOU agreed to university partners. 5) For the lecturers is still needs enhanced ability to research and publish research results in international journals 6) Existing information systems still need to be improved, including Web development bilingual 7) The need for increased frequency of communication or cooperation between lecturers UNY with faculty partners. 8) Realized the need for joint activities (joint activity) either individually and institutional. 9) The need for support facilities and administrative staff to support the activities WCU. 10) the need for support and understanding among all the civitas UNY looked at the need for WCU. 11) The need for communication and socialization continuously about the nature, WCU direction and purpose. 12) The need for support and formal foundation of the university about developing UNY to the WCU.
BY : Dr. Marsigit, MA
Resume By : Dessy R. Fitriyani (09313244026)
Hari/Tanggal : Sabtu, 10 September 2011
Yogyakarta state university toward international standard can be provided through two approaches, namely a formal approach and the approach of substantive. Formal approach makes position of UNY in social life among many universities in Indonesia, interactions among universities in the world, and particularly the role UNY as a former LPTK. In the midst of euphoria to the international level, UNY faced with two phenomenons that spans the two sides / ends that have not synergistic. First, UNY have an obligation to support government policy to develop the schools SBI / RSBI, and thus the UNY must also take steps towards international universities. Second, UNY presented to the various criteria for ranking world universities, and in fact much of UNY still ranked. In order to improve the quality of service and learning, enhance the image.
UNY in the community, as well as the implementation of internationalization UNY; working units in UNY has implemented ISO 9001:2000 certification program. All faculties in UNY, all institutions, all the bureaus, UPT Library, as well as several departments in the faculty have obtained ISO 9001:2000 quality management certificates. In terms of cooperation, UNY already have a good relationship with stakeholders that include government agencies, business and industry, schools, universities, and professional certification body and related organizations in the form of MoU in both home and abroad.
State University of Yogyakarta to the World Class University is a business Yogyakarta State University conducted its whole organization and components of the civitas to achieve academic excellence of international standards in the field of Teaching and Education Program, Research and Publication, as well as Organization and Management Education.
Realizing the State University of Yogyakarta be a World Class University who has working culture system that meets international standards in conducting Tridharma Higher Education so as to produce graduates who are qualified and excel in global world. Planning and implementation of programs to prepare and encourage UNY accomplishment as WCU. The process and results can be accounted for
(Accountability) to stakeholders both locally, nationally and internationally. Continuity (on going activity) to continue and the civilizing process and the results have been achieved. Task Force was formed consisting of various disciplines, committed and experienced in the field of World Class development pilot program University.
Programs WCU
The long term goal is to realize the UNY become an international university with also ranked below 500 universities in the world. Five-year program and the annual WCU program developed and implemented in order to achieve medium-and short-term goal. The programs developed WCU as follows:
a. Development International Standard Department
b. International Standard Curriculum
c. Process teaching and learning of international standards
d. Assessment of Learning Outcomes International Standard
e. Teaching Material and Learning Resources International Standard
f. Qualified Lecturer International Development
g. Employee Development and other Supporting Personnel WCU
h. Infrastructures Supporting World Class University
i. ICT-Based Management in order to support WCU
j. Libraries International Standard to support the WCU
k. Competent International Student Affairs
l. Publication of Scientific Research and International Standard
m. Dedication In the Community (PPM) within the framework of WCU
n. Cooperation and International Exchange
UNY toward international universities have been implementing various program in year 2 (two). These programs are developed off potential activities which have been owned, either individually or institutionally, to UNY towards institutional strengthening of international standards (WCU). Activities include following the delivery of short-course lecturers abroad, acquiring the ability in the field of teaching content through Classic and earned the International Certificate to teach at the International Class. To support the UNY program towards World Class University, it has been initiated embryos international study program that begins with lectures held in English, at least one course in each study program. To support the activities above, UNY also conducts innovative programs for English Language Improvement Programs and Preparation Programs International Level. Number of departments prepared to as much as 9 internationally. Each faculty was asked to select the department with
international standard, so that every faculty rationed a study program which will be funded from
innovative this program. Subsequently, three other departments will compete in the university. In 2009, it has opened two (2) Education is an international class Mathematics and Accounting Education
In the implementation of the WCU program for 2 (two) years found some of the following as conclusions and suggestions: 1) English Ability lecturer in international class still needs to be improved 2) Students need to be given wider opportunities to improve English skills. 3) Explored and developed the need for more intensive to establish cooperation with partner universities. 4) The need to fill or to follow up the MOU agreed to university partners. 5) For the lecturers is still needs enhanced ability to research and publish research results in international journals 6) Existing information systems still need to be improved, including Web development bilingual 7) The need for increased frequency of communication or cooperation between lecturers UNY with faculty partners. 8) Realized the need for joint activities (joint activity) either individually and institutional. 9) The need for support facilities and administrative staff to support the activities WCU. 10) the need for support and understanding among all the civitas UNY looked at the need for WCU. 11) The need for communication and socialization continuously about the nature, WCU direction and purpose. 12) The need for support and formal foundation of the university about developing UNY to the WCU.
PENDEKATAN MATEMATIKA REALISTIK PADA PEMBELAJARAN PECAHAN DI SMP
Title : PENDEKATAN MATEMATIKA REALISTIK PADA PEMBELAJARAN PECAHAN DI SMP
BY : Dr. MARSIGIT, M.A
RESUME BY : DESSY R. FITRIYANI (09313244026)
DATE : SATURDAY, 10 SEPTEMBER 2011
Realistic Mathematics emphasizes the construction of the context of concrete objects as a starting point for students to acquire mathematical concepts. Concrete objects and objects of the environment can be used as a context for learning mathematics in building mathematical connections through social interaction.
According to Hans Freudental in Sugiman (2007) mathematics is a human activity (human activities) and must be linked to reality. Thus, when students doing activities to learn math, so in her place begin mathematically process. There are two kinds mathematically, namely: (1) horizontal mathematics and (2) vertical mathematics. Horizontal mathematics proceeds from the real world into mathematical symbols. Broken Numbers in junior high school mathematics learning in 2 (two) sides of the formal position of Aircraft Numbers in the context of curriculum and syllabus, and a review of substantive number rupture itself. In the curriculum development guidelines stated that learning mathematics can be started with an introduction to the problems in accordance with the situation (contextual problems). With propose a contextual problem, learners gradually guided to master math concepts. The purpose of learning fractions in school may be mentioned as follows:
1. Solve problems and find the concept of numbers contextual broke from contextual problems are solved.
2. Understand the concept of numbers broke out, explain the link between concept and apply the concept of numbers broke, flexibly, accurately, efficiently, and appropriately, in solving problems
3. Using the reasoning on the pattern and nature, to manipulate and make generalizations about the numbers break.
4. Communicating the concepts and use numbers broken
5. Have respect for life usability numbers everyday rupture.
Application PMRI
The third type is the type that has a realistic approach to characterize the bottom-up where students develop their own models and then the model is used as the basis for developing formal mathematics. There are two kinds of models that occur in the process is the model of the situation (a model of situation) and for the mathematical model (a model for formal mathematics). In the realistic model emerged from students' informal strategies in response to real problems for later formulated in formal mathematics, this kind of process in accordance with the historical development of mathematics itself (Sugiman, 2007). Implement the four phases of learning models Realistic Mathematics can be described as follows (Zulkardi, 2004).
Development of Mathematics Concepts through "Iceberg" PMRI
Reflecting the above activities in learning the Numbers Fractions through PMRI presumably can be concluded:
Student:
1. Students should be given opportunities to explore and reflect on alternative concepts about ideas that affect learning fractions later.
2. Students should be given opportunities to explore and acquire new knowledge about fractions by establishing that knowledge to himself.
3. Students should be given opportunities to acquire knowledge as a process of change that includes the addition, creation, modification, refinement, realignment and rejection.
4. Students should be given opportunities to acquire new knowledge of fractions built by students for itself derived from a set range of experience
5. Students should be given opportunities to understand, work and implement the fractions.
Teachers need to revitalize itself so that:
1. Sat himself as a facilitator
2. Be able to develop an interactive learning
3. Be able to provide the opportunity for students to be active.
4. Able to develop curriculum and syllabus and actively associate curriculum with the real world, both physically and socially.
5. Able to develop learning scenarios:
a. Interaction scheme: Classical, Group Discussion, Individual Activities
b. Scheme Achieving Competency: Motivation, Attitude, Knowledge, Skill, and Experience
BY : Dr. MARSIGIT, M.A
RESUME BY : DESSY R. FITRIYANI (09313244026)
DATE : SATURDAY, 10 SEPTEMBER 2011
Realistic Mathematics emphasizes the construction of the context of concrete objects as a starting point for students to acquire mathematical concepts. Concrete objects and objects of the environment can be used as a context for learning mathematics in building mathematical connections through social interaction.
According to Hans Freudental in Sugiman (2007) mathematics is a human activity (human activities) and must be linked to reality. Thus, when students doing activities to learn math, so in her place begin mathematically process. There are two kinds mathematically, namely: (1) horizontal mathematics and (2) vertical mathematics. Horizontal mathematics proceeds from the real world into mathematical symbols. Broken Numbers in junior high school mathematics learning in 2 (two) sides of the formal position of Aircraft Numbers in the context of curriculum and syllabus, and a review of substantive number rupture itself. In the curriculum development guidelines stated that learning mathematics can be started with an introduction to the problems in accordance with the situation (contextual problems). With propose a contextual problem, learners gradually guided to master math concepts. The purpose of learning fractions in school may be mentioned as follows:
1. Solve problems and find the concept of numbers contextual broke from contextual problems are solved.
2. Understand the concept of numbers broke out, explain the link between concept and apply the concept of numbers broke, flexibly, accurately, efficiently, and appropriately, in solving problems
3. Using the reasoning on the pattern and nature, to manipulate and make generalizations about the numbers break.
4. Communicating the concepts and use numbers broken
5. Have respect for life usability numbers everyday rupture.
Application PMRI
The third type is the type that has a realistic approach to characterize the bottom-up where students develop their own models and then the model is used as the basis for developing formal mathematics. There are two kinds of models that occur in the process is the model of the situation (a model of situation) and for the mathematical model (a model for formal mathematics). In the realistic model emerged from students' informal strategies in response to real problems for later formulated in formal mathematics, this kind of process in accordance with the historical development of mathematics itself (Sugiman, 2007). Implement the four phases of learning models Realistic Mathematics can be described as follows (Zulkardi, 2004).
Development of Mathematics Concepts through "Iceberg" PMRI
Reflecting the above activities in learning the Numbers Fractions through PMRI presumably can be concluded:
Student:
1. Students should be given opportunities to explore and reflect on alternative concepts about ideas that affect learning fractions later.
2. Students should be given opportunities to explore and acquire new knowledge about fractions by establishing that knowledge to himself.
3. Students should be given opportunities to acquire knowledge as a process of change that includes the addition, creation, modification, refinement, realignment and rejection.
4. Students should be given opportunities to acquire new knowledge of fractions built by students for itself derived from a set range of experience
5. Students should be given opportunities to understand, work and implement the fractions.
Teachers need to revitalize itself so that:
1. Sat himself as a facilitator
2. Be able to develop an interactive learning
3. Be able to provide the opportunity for students to be active.
4. Able to develop curriculum and syllabus and actively associate curriculum with the real world, both physically and socially.
5. Able to develop learning scenarios:
a. Interaction scheme: Classical, Group Discussion, Individual Activities
b. Scheme Achieving Competency: Motivation, Attitude, Knowledge, Skill, and Experience
ENGLISH FOR VOCATIONAL EDUCATION
Title : ENGLISH FOR VOCATIONAL EDUCATION
By : Dr. MARSIGIT, M.A
Ikhtisar Oleh : DESSY R. FITRIYANI (09313244026)
HARI/TANGGAL: JUM’AT, 9 SEPTEMBER 2011
Pendidikan kejuruan, kadang-kadang disebut Karir dan Pendidikan Teknis yang bertujuan untuk mempersiapkan peserta didik untuk karir yang berbasis di kegiatan manual atau praktis, pekerjaan atau panggilan, maka kadang dikenal sebagai istilah dimana pelajar berpastisipasi. Pendidikan kejuruan biasanya lebih kontras dibandingkan dengan sekolah umum biasanya karena pendidikannya lebih luas di bidang ilmiah, dan bahkan mungkin lebih berkosentrasi pada teori dan konseptual abstrak, serta karakteristik pendidikan tersier.
Pemerintah mulai mendorong dan menginvestasikan masa depan pendidikan kejuruan melalui organisasi pelatihan yang didanai oleh public dan disubsidi, termasuk membangun SBI (Sekolah Bertaraf Internasional). Dan dalam rangka untuk malakukan standar internasional, semacam SBI perlu didukung oleh staf pengajar yang berkualitas dan professional, manajemen yang baik, dan baik staf akademik juga harus dapat melakukan relevansi program, efisiensi, efektif, akuntabilitas dan mempertahankan program.
Faktor kunci keberhasilan proses pembelajaran adalah komunikasi. Dalam hal proses belajar mengajar, guru dapat menggunakan Bahasa Inggris untuk menyelesaikan tugas mengajar, memperkenalkan dan belajar teknologi, mendorong siswa untuk mengkomunikasikan hasil-hasil belajar, mencapai tujuan belajar, dan mengembangkan sumber belajar mengajar.
Berikut ini adalah rekomendasi yang harus dilakukan ketika bahasa Inggris digunakan sebagai bahasa dalam proses belajar mengajar:1) Mengembangkan kurikulum dalam bahasa Inggris, 2) Mengembangkan silabus dalam bahasa Inggris, 3)Pengajaran mengembangkan konten dalam bahasa Inggris, 4) Mengembangkan rencana pelajaran dalam bahasa Inggris, 5) Mengembangkan karya siswa lembar dalam bahasa Inggris, 6) Mengembangkan sistem Evaluasi atau penilaian dalam bahasa Inggris, 7) melakukan seluruh kegiatan mengajar dalam bahasa Inggris, 8) berbagi interaksi dalam bahasa Inggris, 9) berbagi metode mengajar dalam bahasa Inggris, 10) berbagi media pengajaran dalam bahasa Inggris, 11) grup diskusi dalam bahasa Inggris, 12) memfasilitasi belajar siswa dalam bahasa Inggris, 13) mempresentasikan hasil diskusi dalam bahasa Inggris.
Dalam mengembangkan proses belajar-mengajar dalam bahasa Inggris guru perlu memberikan kesempatan bagi rekan-rekan (guru dan siswa); melibatkan siswa aktif dalam dialog yang real, melibatkan siswa dalam tugas-tugas dunia nyata, menciptakan jaringan siswa dan guru, membantu siswa dan guru memahami dan mengembangkan komunikasi dalam TI dan kolaborasi serta keterampilan, menyelidiki jenis tugas yang paling tepat untuk situasi ini, menyelidiki wacana strategi dan interaksi dialogis siswa yang berprestasi, dan mengkompilasi sebuah buku pegangan yang baru untuk interaksi antara guru dan siswa.
Sejalan dengan konsep kompetensi komunikatif, faktor-faktor berikut harus ada dalam pendidikan kejuruan melalui bahasa Inggris: (1) kemampuan berbahasa inggris dapat dipedulikan oleh guru, (2) interaksi dengan siswa lain melalui komunikasi mengajar konten teknis dalam bahasa inggris (3) siswa harus diberi kesempatan cukup untuk mengembangkan konten pengajaran , (4) peran guru tidak hanya untuk memfasilitasi komunikasi knten tetapi juga untuk memfasilitasi bahasa Inggris sebagai alat komunikasi (5) guru harus dapat mendorong siswa untuk membiasakan berbicara bahasa Inggris dalam setiap kesempatan, (6) guru perlu mengembangkan media dan alat bantu pengajaran yang mendukung baik isi pengajaran dan Inggris.
By : Dr. MARSIGIT, M.A
Ikhtisar Oleh : DESSY R. FITRIYANI (09313244026)
HARI/TANGGAL: JUM’AT, 9 SEPTEMBER 2011
Pendidikan kejuruan, kadang-kadang disebut Karir dan Pendidikan Teknis yang bertujuan untuk mempersiapkan peserta didik untuk karir yang berbasis di kegiatan manual atau praktis, pekerjaan atau panggilan, maka kadang dikenal sebagai istilah dimana pelajar berpastisipasi. Pendidikan kejuruan biasanya lebih kontras dibandingkan dengan sekolah umum biasanya karena pendidikannya lebih luas di bidang ilmiah, dan bahkan mungkin lebih berkosentrasi pada teori dan konseptual abstrak, serta karakteristik pendidikan tersier.
Pemerintah mulai mendorong dan menginvestasikan masa depan pendidikan kejuruan melalui organisasi pelatihan yang didanai oleh public dan disubsidi, termasuk membangun SBI (Sekolah Bertaraf Internasional). Dan dalam rangka untuk malakukan standar internasional, semacam SBI perlu didukung oleh staf pengajar yang berkualitas dan professional, manajemen yang baik, dan baik staf akademik juga harus dapat melakukan relevansi program, efisiensi, efektif, akuntabilitas dan mempertahankan program.
Faktor kunci keberhasilan proses pembelajaran adalah komunikasi. Dalam hal proses belajar mengajar, guru dapat menggunakan Bahasa Inggris untuk menyelesaikan tugas mengajar, memperkenalkan dan belajar teknologi, mendorong siswa untuk mengkomunikasikan hasil-hasil belajar, mencapai tujuan belajar, dan mengembangkan sumber belajar mengajar.
Berikut ini adalah rekomendasi yang harus dilakukan ketika bahasa Inggris digunakan sebagai bahasa dalam proses belajar mengajar:1) Mengembangkan kurikulum dalam bahasa Inggris, 2) Mengembangkan silabus dalam bahasa Inggris, 3)Pengajaran mengembangkan konten dalam bahasa Inggris, 4) Mengembangkan rencana pelajaran dalam bahasa Inggris, 5) Mengembangkan karya siswa lembar dalam bahasa Inggris, 6) Mengembangkan sistem Evaluasi atau penilaian dalam bahasa Inggris, 7) melakukan seluruh kegiatan mengajar dalam bahasa Inggris, 8) berbagi interaksi dalam bahasa Inggris, 9) berbagi metode mengajar dalam bahasa Inggris, 10) berbagi media pengajaran dalam bahasa Inggris, 11) grup diskusi dalam bahasa Inggris, 12) memfasilitasi belajar siswa dalam bahasa Inggris, 13) mempresentasikan hasil diskusi dalam bahasa Inggris.
Dalam mengembangkan proses belajar-mengajar dalam bahasa Inggris guru perlu memberikan kesempatan bagi rekan-rekan (guru dan siswa); melibatkan siswa aktif dalam dialog yang real, melibatkan siswa dalam tugas-tugas dunia nyata, menciptakan jaringan siswa dan guru, membantu siswa dan guru memahami dan mengembangkan komunikasi dalam TI dan kolaborasi serta keterampilan, menyelidiki jenis tugas yang paling tepat untuk situasi ini, menyelidiki wacana strategi dan interaksi dialogis siswa yang berprestasi, dan mengkompilasi sebuah buku pegangan yang baru untuk interaksi antara guru dan siswa.
Sejalan dengan konsep kompetensi komunikatif, faktor-faktor berikut harus ada dalam pendidikan kejuruan melalui bahasa Inggris: (1) kemampuan berbahasa inggris dapat dipedulikan oleh guru, (2) interaksi dengan siswa lain melalui komunikasi mengajar konten teknis dalam bahasa inggris (3) siswa harus diberi kesempatan cukup untuk mengembangkan konten pengajaran , (4) peran guru tidak hanya untuk memfasilitasi komunikasi knten tetapi juga untuk memfasilitasi bahasa Inggris sebagai alat komunikasi (5) guru harus dapat mendorong siswa untuk membiasakan berbicara bahasa Inggris dalam setiap kesempatan, (6) guru perlu mengembangkan media dan alat bantu pengajaran yang mendukung baik isi pengajaran dan Inggris.
DEVELOPING SCHOOL-BASED CURRICULUM FOR JUNIOR HIGH SCHOOL MATHEMATICS IN INDONESIA by Marsigit
Title : DEVELOPING SCHOOL-BASED CURRICULUM FOR JUNIOR HIGH SCHOOL MATHEMATICS IN INDONESIA
BY : Dr. MARSIGIT, M.A
IKHTISAR OLEH : DESSY R. FITRIYANI (09313244026)
HARI/TANGGAL : JUM’AT, 9 SEPTEMBER 2011
Pada tahun akademik 2006/2007 pemerintah Indonesia berusaha untuk mengambil tindakan untuk menerapkan sekolah berbasis kurikulum baru untuk pendidikan dasar dan menengah. Sejak 1968/1969, pendekatan yang lebih sistematis untuk mengembangkan pendidikan di Indonesia sudah mulai sangat jelas. Pendekatan untuk mengembangkan sendiri telah dirancang sedemikian rupa seingga tujuan-tujuan kurikuler dapat diturunkan secara logis dari nasional dan sitem-lebar tujuan dan kemudian dipecah menjadi hirarki yang tepat sesuai tujuan instruksional, dan pembelajaran yang dapat dibuat secara individual dan menjadikan guru sebagai “guru-bukti” bahwa sisawa dapat belajar menurut apa yang mereka butuhkan dengan bantuan seminimal mungkin dari guru tersebut.
Sayangnya pada tahun 1984, bukti mendekatan bahwa pendekatan yang telah dilakukan pemerintah dianggap tidak mampu memobilisasi sumber daya dan untuk memulai model untuk aplikasi nasional.berdasarkan hal tersebut banyak fakta mengenai penguasaan konsep matematika pada anak-anak serta keterampilan proses matematika sangat rendah.
Upaya saat ini untuk meningkatkan pendidikan matematika di Indonesia meliputi kerjasama untuk melaksanakan kegiatan piloting pengajaran matematika di sekolah-sekolah SMP di beberapa daerah Negara (Marsigit,2003). Pengembangan kurikulum membuthkan kajian komprehensif dan mendalam semua aspek yang terlibat, setidaknya ada enam prinsip sebagai panduan (Marsigit 2003) :1)kesempatan untuk belajar matematika untuk semua, 2) kurikulum yang tidak hanya koleksi materi tetapi harus mencerminkan kegiatan matematika koheren3) pembelajaran matematika membutuhkan teori yang menyeluruh tentang kegiatan siswa, kesiapan mereka untuk belajar dan peran guru memfasilitasi belajar mereka, 4) kesempatan kepada pelajar untuk mengembangkan matematika mereka konsep, 5) kebutuhan untuk mengembangkan penilaian tertanam untuk proses belajar mengajar, 6) menggunakan berbagai jenis sumber belajar mengajar.
Standar Kompetensi Nasional yang telah dikembangkan oleh pemerintah akan diuraikan menjadi kompetensi dasar itu adalah kompetensi minimum yang harus dilakukan oleh siswa, meliputi afektif, kognitif dan psikomotor kompetensi. Dari situlah, pemerintah Indonesia telah mengembankan pembelajaran dan pengajaran kontekstual (CTL) sebagai salah satu pendekatan untuk mendukung implementasi Sekolah Berbasis Kurikulum, yang berarti pemerintah mendorong para guru untuk mengembangkan kecakapan hidup para siswa dengan menggunakan lingkungan secara optimal serta mendukung kegiatan siswa.
Implikasi pelaksanaan kurikulum berbasis sekolah untuk matematika siswa SMP yaitu: a) memberikan para siswa kesempatan untuk meemukan dan menyelidiki pola, dan menggambarkan dan merekam hubungan mereka menemukan; b) mendorong ekplorasi dan bereksperimen dan mencoba hal-hal dalam cara yang berbeda sebanyak mungkin; c) mendesak para siswa untuk mencari konsistensi atau inkosistensi, kesamaan atau perbedaan, cara memesan atau mengatur, cara menggabungkan atau memisahkan; d) membantu siswa untuk menggeneralisasikan penemuan mereka.
Matematika adalah mencari pola dan hubungan. Matematika adalah kegiatan kreatif, yang melibatkan imajinasi, intuisi dan penemuan. Matematika adalah cara pemecahan masalah. Matematika adalah sarana mengkomunikasikan informasi atau ide-ide.
Implikasi pelaksanaan kurikulum berbasis sekolah untuk siswa di SMP harus dapar memastikan bahwa pengajaran-Nya menyediakan kesenangan dan kenikmatan. Dalam pemantauan pelaksanaan kurikulum berbasis sekolah amasih banyak ditemukannya banyak guru masih memiliki masalah dalam melaksanakan Standar Kompensi Nasional dan Kompetensi Dasar dan kendala dari pelaksanaan kurikulum baru.
Akibat dari perubahan semua aspek kehidupan secara cepat, sekolah berebasis kurikulum dapat menjadi titik awal untuk guru matematika di Indonesia untuk mencerminkan dan memindahkan paradigma lama mereka mengajar. Hal ini akan mendorong para guru untuk mengevaluasi kekuatan dan kelemahan berbeda dalam membuat pilihan informasi dan bila perlu siap untuk mempelajari keterampilan baru dalam kepentingan belajar mengajar yang efektif.
Untuk meningkatkan kualitas pendidikan matematika pemerintah pusat perlu: (1) Mendefinisikan kembali peran guru yaitu harus memfasilitasi siswa untuk belajar, (2) mendefinisikan kembali peran kepala sekolah yaitu mereka harus mendukung pengembangan profesional guru dengan memungkinkan mereka untuk menghadiri dan berpartisipasi dalam ilmiah, pertemuan dan pelatihan, (3) mendefinisikan kembali peran sekolah yaitu mereka harus mempromosikan manajemen berbasis sekolah, (4) mendefinisikan kembali peran pengawas yaitu mereka perlu memiliki yang sama latar belakang dengan guru mereka mengawasi agar dapat melakukan supervisi akademik, (5) (6) mempromosikan kolaborasi yang lebih baik antara sekolah dan universitas (7) mendefinisikan sistem evaluasi nasional.
BY : Dr. MARSIGIT, M.A
IKHTISAR OLEH : DESSY R. FITRIYANI (09313244026)
HARI/TANGGAL : JUM’AT, 9 SEPTEMBER 2011
Pada tahun akademik 2006/2007 pemerintah Indonesia berusaha untuk mengambil tindakan untuk menerapkan sekolah berbasis kurikulum baru untuk pendidikan dasar dan menengah. Sejak 1968/1969, pendekatan yang lebih sistematis untuk mengembangkan pendidikan di Indonesia sudah mulai sangat jelas. Pendekatan untuk mengembangkan sendiri telah dirancang sedemikian rupa seingga tujuan-tujuan kurikuler dapat diturunkan secara logis dari nasional dan sitem-lebar tujuan dan kemudian dipecah menjadi hirarki yang tepat sesuai tujuan instruksional, dan pembelajaran yang dapat dibuat secara individual dan menjadikan guru sebagai “guru-bukti” bahwa sisawa dapat belajar menurut apa yang mereka butuhkan dengan bantuan seminimal mungkin dari guru tersebut.
Sayangnya pada tahun 1984, bukti mendekatan bahwa pendekatan yang telah dilakukan pemerintah dianggap tidak mampu memobilisasi sumber daya dan untuk memulai model untuk aplikasi nasional.berdasarkan hal tersebut banyak fakta mengenai penguasaan konsep matematika pada anak-anak serta keterampilan proses matematika sangat rendah.
Upaya saat ini untuk meningkatkan pendidikan matematika di Indonesia meliputi kerjasama untuk melaksanakan kegiatan piloting pengajaran matematika di sekolah-sekolah SMP di beberapa daerah Negara (Marsigit,2003). Pengembangan kurikulum membuthkan kajian komprehensif dan mendalam semua aspek yang terlibat, setidaknya ada enam prinsip sebagai panduan (Marsigit 2003) :1)kesempatan untuk belajar matematika untuk semua, 2) kurikulum yang tidak hanya koleksi materi tetapi harus mencerminkan kegiatan matematika koheren3) pembelajaran matematika membutuhkan teori yang menyeluruh tentang kegiatan siswa, kesiapan mereka untuk belajar dan peran guru memfasilitasi belajar mereka, 4) kesempatan kepada pelajar untuk mengembangkan matematika mereka konsep, 5) kebutuhan untuk mengembangkan penilaian tertanam untuk proses belajar mengajar, 6) menggunakan berbagai jenis sumber belajar mengajar.
Standar Kompetensi Nasional yang telah dikembangkan oleh pemerintah akan diuraikan menjadi kompetensi dasar itu adalah kompetensi minimum yang harus dilakukan oleh siswa, meliputi afektif, kognitif dan psikomotor kompetensi. Dari situlah, pemerintah Indonesia telah mengembankan pembelajaran dan pengajaran kontekstual (CTL) sebagai salah satu pendekatan untuk mendukung implementasi Sekolah Berbasis Kurikulum, yang berarti pemerintah mendorong para guru untuk mengembangkan kecakapan hidup para siswa dengan menggunakan lingkungan secara optimal serta mendukung kegiatan siswa.
Implikasi pelaksanaan kurikulum berbasis sekolah untuk matematika siswa SMP yaitu: a) memberikan para siswa kesempatan untuk meemukan dan menyelidiki pola, dan menggambarkan dan merekam hubungan mereka menemukan; b) mendorong ekplorasi dan bereksperimen dan mencoba hal-hal dalam cara yang berbeda sebanyak mungkin; c) mendesak para siswa untuk mencari konsistensi atau inkosistensi, kesamaan atau perbedaan, cara memesan atau mengatur, cara menggabungkan atau memisahkan; d) membantu siswa untuk menggeneralisasikan penemuan mereka.
Matematika adalah mencari pola dan hubungan. Matematika adalah kegiatan kreatif, yang melibatkan imajinasi, intuisi dan penemuan. Matematika adalah cara pemecahan masalah. Matematika adalah sarana mengkomunikasikan informasi atau ide-ide.
Implikasi pelaksanaan kurikulum berbasis sekolah untuk siswa di SMP harus dapar memastikan bahwa pengajaran-Nya menyediakan kesenangan dan kenikmatan. Dalam pemantauan pelaksanaan kurikulum berbasis sekolah amasih banyak ditemukannya banyak guru masih memiliki masalah dalam melaksanakan Standar Kompensi Nasional dan Kompetensi Dasar dan kendala dari pelaksanaan kurikulum baru.
Akibat dari perubahan semua aspek kehidupan secara cepat, sekolah berebasis kurikulum dapat menjadi titik awal untuk guru matematika di Indonesia untuk mencerminkan dan memindahkan paradigma lama mereka mengajar. Hal ini akan mendorong para guru untuk mengevaluasi kekuatan dan kelemahan berbeda dalam membuat pilihan informasi dan bila perlu siap untuk mempelajari keterampilan baru dalam kepentingan belajar mengajar yang efektif.
Untuk meningkatkan kualitas pendidikan matematika pemerintah pusat perlu: (1) Mendefinisikan kembali peran guru yaitu harus memfasilitasi siswa untuk belajar, (2) mendefinisikan kembali peran kepala sekolah yaitu mereka harus mendukung pengembangan profesional guru dengan memungkinkan mereka untuk menghadiri dan berpartisipasi dalam ilmiah, pertemuan dan pelatihan, (3) mendefinisikan kembali peran sekolah yaitu mereka harus mempromosikan manajemen berbasis sekolah, (4) mendefinisikan kembali peran pengawas yaitu mereka perlu memiliki yang sama latar belakang dengan guru mereka mengawasi agar dapat melakukan supervisi akademik, (5) (6) mempromosikan kolaborasi yang lebih baik antara sekolah dan universitas (7) mendefinisikan sistem evaluasi nasional.
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