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.
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