“KEGIATAN PENELITIAN SEBAGAI USAHA UNTUK MENINGKATKAN PROFESIONALISME GURU MATEMATIKA”
By : Dr. Marsigit, MA
Summarized by : Friska Anggun D (09313244007)
Blog : http://friscaanggun.blogspot.com/
Sunday, September 18, 2011
Research is an activity to gain knowledge called science, done by a certain procedure which is systematic and is supported by a methodology which is an assessment of the rules in his method. As a teacher or prospective teacher of mathematics are required to always perform innovative discussion of how we gain knowledge about the learning of mathematics in accordance with current trends. Such knowledge in the end both ontologically and formally legally can increase the professionalism of teachers in the field of mathematics education. With the study of mathematics education we can know the difference
individuals or groups in the study the mathematics, we can determine the position of students in the group, can compare learning outcomes between groups. Research results can be used for refining the program, mentoring, provision of information to the public. Besides that we also can do a comparison between the performances and the criteria for each dimension of the program as well as refining the program and the inference results of mathematics education as a whole.
individuals or groups in the study the mathematics, we can determine the position of students in the group, can compare learning outcomes between groups. Research results can be used for refining the program, mentoring, provision of information to the public. Besides that we also can do a comparison between the performances and the criteria for each dimension of the program as well as refining the program and the inference results of mathematics education as a whole.
Then we can conduct studies on the implementation of the program, the influence of the learning environment, the influence of the program, curriculum or syllabus of learning outcomes, and ultimately used for the improvement of mathematics education program as a whole. More specifically, before learning of mathematics held the
teachers should do the following as a preparatory step :
teachers should do the following as a preparatory step :
1. Planning for mathematics learning environment
-Determining the necessary teaching resources.
-Planning activities that are flexible.
-Planned physical environment of learning mathematics.
-Involve students in creating mathematical learning environment.
2. Develop students' social environment
-Planning activities to work together.
-Encourage students to appreciate each other.
-Trace the feelings of students about mathematics.
-Develop mathematical models.
3. Plan mathematical activities
-Plan mathematical activities are balanced in various ways.
-Plan mathematical activities that are open (open-ended).
-Plan activities according to students' abilities.
-Develop mathematical topics.
-Build mental math.
-When and where help students.
-Use a variety of teaching boast.
“Pembudayaan Matematika di Sekolah Untuk Mencapai Keunggulan Bangsa”
By : Dr. Marsigit, MA
Summarized by : Friska Anggun D (09313244007)
Blog : http://friscaanggun.blogspot.com/
Sunday, September 18, 2011
Civilize mathematics in school is the range between the awareness of the various dimensions of mathematics, learn and develop attitudes that are supported by knowledge of the methods and mathematics content, in order to obtain the skills to do mathematical activities, to obtain a variety of experience conducting and researching mathematics and present it in various forms in accordance with dimensions. Formally, the math can take the form of pure mathematics, mathematical axiomatic, formal mathematics or mathematics deductively defined. Normatively, then we not only learn mathematics, both materially and formally, but we care by value or value that is in reverse mathematics. As for the metaphysical, mathematical dimensions reveal various levels of meaning and value that only can be achieved in metacognition. That is one form of awareness of the various dimensions of mathematics.
Acculturation of mathematics in school can begin with defining the essence of school mathematics is as follows: (1) mathematics is an activity tracking activity patterns and relationships, (2) mathematical activities require creativity, imagination, intuition and invention, (3) activities and results of mathematical needs to be communicated, (4) activities are part of the problem solving mathematical activities, (5) algorithm is a procedure to obtain answers to math problems, and (6) social interaction is required in mathematical activities.
Pragmatically, we can state that mathematics is the set of truth values consisting of the theorems and proofs. While the philosophy of mathematics arises when we ask for accountability for the truth of mathematics. Therefore, the philosophy of mathematics is a view which provides an important and explain exactly how a person can do math. Differences of philosophy of mathematics espoused would lead to differences in practice and outcome of mathematics education. Mathematical acculturation is an implication of awareness of the importance of reflection activities through the study of mathematics and mathematics education mathematics in various dimensions. Thus the mathematical acculturation implies how far we are able to perform activities in a range of intentions, attitudes, knowledge, skills and experience of mathematics, mathematics education and mathematics learning. Acculturation of mathematics can be achieved on the basis of an understanding of mathematical knowledge that is objective and subjective mathematics actors in its efforts to obtain the justification of the truth of mathematics through the creation, formulation, representation, publication and interaction. Civilize the nation's math to get the benefits can be gained through innovation in school mathematics learning paths. Various activities undertaken in the various activities of the author PLPG Mathematics, mathematics seminars and workshops.
Acculturation of mathematics in school can begin with defining the essence of school mathematics is as follows: (1) mathematics is an activity tracking activity patterns and relationships, (2) mathematical activities require creativity, imagination, intuition and invention, (3) activities and results of mathematical needs to be communicated, (4) activities are part of the problem solving mathematical activities, (5) algorithm is a procedure to obtain answers to math problems, and (6) social interaction is required in mathematical activities.
Pragmatically, we can state that mathematics is the set of truth values consisting of the theorems and proofs. While the philosophy of mathematics arises when we ask for accountability for the truth of mathematics. Therefore, the philosophy of mathematics is a view which provides an important and explain exactly how a person can do math. Differences of philosophy of mathematics espoused would lead to differences in practice and outcome of mathematics education. Mathematical acculturation is an implication of awareness of the importance of reflection activities through the study of mathematics and mathematics education mathematics in various dimensions. Thus the mathematical acculturation implies how far we are able to perform activities in a range of intentions, attitudes, knowledge, skills and experience of mathematics, mathematics education and mathematics learning. Acculturation of mathematics can be achieved on the basis of an understanding of mathematical knowledge that is objective and subjective mathematics actors in its efforts to obtain the justification of the truth of mathematics through the creation, formulation, representation, publication and interaction. Civilize the nation's math to get the benefits can be gained through innovation in school mathematics learning paths. Various activities undertaken in the various activities of the author PLPG Mathematics, mathematics seminars and workshops.
Necessary to be able to cultivate mathematical understanding of the meaning of mathematics in various dimensions. Dimensional mathematical meaning can be seen from the side-dimensional mathematical objects to concrete objects and mathematical dimensions to the objects of mind. Mathematical communication includes communication materials, formal communication, the communication of normative and spiritual communication. In relation to learning mathematics then we are more suited to define mathematics as school mathematics, but for college-level mathematics as we define a formal mathematical or axiomatic. Acculturation of mathematics can contribute to the nation through innovation excellence teaching mathematics performed continuously. In relation to obtaining the benefits the nation then we can think of mathematics, learning mathematics and mathematics education at different hierarchical levels or levels of intrinsic, extrinsic or systemic.
“MATH PROGRAMS FOR INTERNATIONAL COOPERATION IN INDONESIA”
Oleh : Dr. Marsigit, MA
Ikhtisar oleh : Friska Anggun D (09313244007)
Blog : http://friscaanggun.blogspot.com/
Minggu, 18 September 2011
Praktek pengajaran di Indonesia pada umumnya guru umumnya menjelaskan dan bertanya dalam konteks instruksi di seluruh kelas dan diikuti oleh mahasiswa yang mengerjakan tugas. Fungsi guru sebagai tokoh sentral dalam menentukan kegiatan dan melakukan instruksi. Kebanyakan guru menghabiskan sebagian besar waktu menyampaikan informasi untuk anak-anak; papan tulis sejauh ini adalah bantuan visual yang paling umum tetapi sering digunakan guru menulis daripada untuk presentasi. Tantangan bagi pendidik dalam dekade berikutnya adalah untuk meningkatkan keterampilan siswa yang lebih tinggi dalam belajar matematika, guru harus mengatur instruksi untuk melibatkan anak-anak sehingga mereka secara aktif membangun pengetahuan mereka sendiri dengan pemahaman. Tampaknya kurang berhasil proyek untuk mempromosikan perubahan pendidikan di Indonesia karena kendala seperti : (1) kompleksitas lingkungan pendidikan, (2) keterbatasan anggaran, (3) kurangnya sumber daya pendidikan dan fasilitas, (4) divergensi dari konteks pendidikan seperti etnis, budaya geografi, dan nilai, (5) kurangnya pemahaman guru tentang teori-teori praktek yang baik mengajar dan bagaimana untuk menerapkannya, dan (6) yang biasa-biasa saja pendidikan berkembang didasarkan pada sifat dari ilmu dasar dan pendidikan, dan atau berdasarkan kebutuhan untuk keterampilan bersaing di era global.
Sistem pendidikan Jepang terpusat pada tingkat regional, prefektur atau kabupaten memiliki dewan sendiri dalam pendidikan. Guru didorong untuk menjadi lebih fleksibel. Guru mendorong siswa mereka melibatkan diri dalam diskusi klasik. Tampaknya guru lebih menekankan pada pengajaran dengan pemahaman daripada perhitungan. Namun, beberapa guru melaksanakan serangkaian latihan untuk menguasai keterampilan. Para siswa di sekolah dasar dan menengah harus diberi buku teks bebas dari pemerintah. Departemen Pendidikan memiliki kewenangan untuk menentukan buku teks untuk digunakan di sekolah-sekolah. Ada tiga tingkatan buku-buku teks di sekolah-sekolah menengah atas: sulit, menengah dan mudah, sedangkan di SD dan SMP hanya ada satu tingkat.
Untuk meningkatkan kualitas matematika dan ilmu pendidikan, dalam kesempatan tertentu, pakar pendidikan Jepang menyarankan sebagai berikut: (a) mengajar kelas terbuka, (b) mendorong para guru untuk membuat materi pengajaran mereka sendiri (buku teks), (c) mengevaluasi proses belajar mengajar siswa mereka, (d) menganalisis kesalahan siswa, (e) mendorong guru untuk memiliki niat baik dan kuat (semangat) untuk mengembangkan kompetensi mereka, (f) keseimbangan dalam menerapkan metode lama dan baru dalam mengajar , (g) mempromosikan kerjasama yang baik antara universitas dan sekolah, (h) guru harus memiliki metode sendiri dalam mengajar, (i) guru harus terus mengembangkan kemampuan mengajar mereka, (j) guru selalu bertanya bagaimana untuk membuat kelas sendiri yang lebih baik , dan (k) peran guru sama dengan dokter, menyelamatkan anak-anak.
Untuk kegiatan tukar pengalaman antara lembaga pendidikan mungkin bervariasi seperti: (a) melakukan seminar dan lokakarya, (b) melakukan kegiatan penelitian bersama, (c) penerbitan dan penyebarluasan hasil bertukar pengalaman, (d) membangun jaringan antar lembaga atau negara. Titik baik dari pendidikan Jepang yang bisa menjadi referensi meliputi: (a) rata-rata kemampuan guru dan kualitas kelas adalah relatif tinggi, (b) kelas desain yang tepat, (c) lingkungan dan kondisi pendidikan, (d) guru rajin, (e) prinsip kesetaraan, (f) pengertian tanggung jawab guru yang kuat, (g) guru sekolah umum harus pindah ke sekolah lain dalam beberapa tahun.
Untuk kegiatan tukar pengalaman antara lembaga pendidikan mungkin bervariasi seperti: (a) melakukan seminar dan lokakarya, (b) melakukan kegiatan penelitian bersama, (c) penerbitan dan penyebarluasan hasil bertukar pengalaman, (d) membangun jaringan antar lembaga atau negara. Titik baik dari pendidikan Jepang yang bisa menjadi referensi meliputi: (a) rata-rata kemampuan guru dan kualitas kelas adalah relatif tinggi, (b) kelas desain yang tepat, (c) lingkungan dan kondisi pendidikan, (d) guru rajin, (e) prinsip kesetaraan, (f) pengertian tanggung jawab guru yang kuat, (g) guru sekolah umum harus pindah ke sekolah lain dalam beberapa tahun.
“DEVELOPING MATHEMATICS EDUCATION IN INDONESIA”
Oleh : Dr. Marsigit, MA
Ikhtisar oleh : Friska Anggun D (09313244007)
Blog : http://friscaanggun.blogspot.com/
Minggu, 18 September 2011
Saat ini studi tentang matematika dan ilmu pendidikan di Indonesia memiliki indikasi bahwa prestasi anak dalam mata pelajaran matematika dan Ilmu rendah, seperti ditunjukkan oleh hasil Ujian Nasional (EBTANAS) dari tahun ke tahun baik di Sekolah Dasar dan Menengah. Penguasaan anak-anak di Matematika dan konsep Ilmu Pengetahuan serta keterampilan proses Sains masih rendah. Fakta ini mungkin sebagai hasil dari: (a) kekurangan kegiatan laboratorium; (b) kurangnya guru yang memiliki ilmu menguasai pendekatan proses; (c) isi pada Matematika dan Ilmu kurikulum terlalu ramai, (d) terlalu banyak ketentuan bagi guru; (e) kurangnya peralatan laboratorium dan sumber daya laboratorium manusia.
Di bidang kurikulum, ditemukan bahwa: (a) masih banyak guru mengalami kesulitan dalam menganalisis isi pedoman untuk proses pengajaran, (b) sejumlah materi Matematika dianggap sulit bagi guru untuk mengajar; (c) sebagian besar anak menganggap bahwa beberapa materi Matematika dan Sains sulit dipahami, (d) guru menganggap bahwa urutan beberapa materi perlu diatur kembali, (e) guru menganggap bahwa aspek-aspek matematika harus disederhanakan; (f) guru menganggap bahwa mereka membutuhkan pedoman untuk melakukan proses pengajaran dengan menggunakan pendekatan keterampilan.
Di bidang penilaian, ditemukan bahwa kebanyakan guru: (a) menggunakan tes objektif dalam menilai prestasi anak di bidang Matematika dan Sains, (b) jarang menggunakan tes esai dalam menilai prestasi anak di bidang Matematika dan Ilmu Pengetahuan; (c) menilai anak pada aspek kognitif saja; (d) masih kurangnya pengetahuan dan keterampilan dalam menilai keterampilan proses sains anak-anak; (e) tidak memiliki pengetahuan yang sesuai portofolio sebagai metode penilaian.
Kerjasama antara lembaga pendidikan seperti mencari model-model alternatif dari beberapa negara lain mendapatkan beberapa manfaat untuk: (a) mendiskusikan dan meningkatkan pelaksanaan kurikulum yang mencakup pengembangan buku teks, bahan ajar, metode pengajaran, dan penilaian, (b) memperkaya pengalaman pendidik matematika dan ilmu pengetahuan, (c) meningkatkan kualitas pengajaran dan mengembangkan laboratorium, (d) memecahkan masalah belajar mengajar matematika dan sains di sekolah, (e) merekomendasikan cara-cara untuk meningkatkan kualitas pendidikan matematika dan ilmu pengetahuan, dan (f) memenuhi harapan masyarakat. Untuk kegiatan tukar pengalaman antara lembaga pendidikan mungkin bervariasi seperti: (a) melakukan seminar dan lokakarya, (b) melakukan kegiatan penelitian bersama, (c) penerbitan dan penyebarluasan hasil bertukar pengalaman, (d) membangun jaringan antar lembaga atau negara. Untuk meningkatkan pendidikan kita perlu mempertimbangkan beberapa hal, yaitu: (a) rata-rata kemampuan guru dan kualitas kelas adalah relatif tinggi, (b) kelas desain yang tepat, (c) pendidikan lingkungan, kondisi pendidikan dan sebagainya adalah homogen untuk seluruh negeri, (d) guru rajin, (e) prinsip kesetaraan, (f) pengertian tanggung jawab guru yang kuat, (g) guru sekolah publik harus pindah ke sekolah lain dalam beberapa tahun.
“UNIVERSITAS NEGERI YOGYAKARTA MENUJU PERGURUAN TINGGI BERTARAF INTERNASIONAL (PTBI)”
By : Dr. Marsigit, MA
Summarized by : Friska Anggun D (09313244007)
Blog : http://friscaanggun.blogspot.com/
Sunday, September 18, 2011
Yogyakarta State University leading international universities can be given meaning through 2 (two) approaches think that is a formal approach and substantive approach. UNY formal approach to position in social life among many universities in Indonesia, interactions among the universities in the world, and particularly the role as a former LPTKs UNY. UNY main task is to print the educational staff and develop science teacher education, in addition to academics and professional printing non educational. Perspective of the global era not only penetrated the field of education alone but has been reaching out to all aspects of life. In the midst of euphoria to the international level, UNY exposed to 2 (two) phenomenon 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 universities of the world, and reality is still far from UNY ranked. In Indonesia, there were only 4 (four) universities are able to rank below the 500 universities in the world. So substantively, stub to an international university is the responsibility and the needs of all member UNY, at all levels, institutions, faculty, students and employees. Whatever and whatever position UNY then is an absolute necessity to start a pilot to conduct an international university. Scrolling of the team's pre-eminent developer of the programs, then in 2007 established the Task Force WCU to develop and implement programs WCU years 2008-2012.
In order to improve the quality of service and learning, improve the image of UNY in society, as well as the implementation of the internationalization program UNY; working units in the UNY program has implemented the ISO 9001:2000 certification. All faculty in UNY, all institutions, all the bureaus, UPT Library, as well as several departments in the faculty have obtained ISO 9001:2000 quality management certificate. State University of Yogyakarta to the World Class University is the work done, State University of Yogyakarta along with all components and academic organizations to realize the international standard of excellence in the field of Teaching and Education Programs, Research and Publication, as well as the Organization and Management Education. Realising the State University of Yogyakarta be a World Class University who has a work culture system that meets international standards in implementing the High Tridharma so as to produce graduates who are qualified and excel in a global world. The planning and implementation of programs to prepare and encourage the accomplishment of UNY as WCU. The process and results can be accounted for (accountability) to stakeholders both locally, nationally and internationally. Continuity to continue and cultivate the process and results achieved. Task Force was formed consisting of various disciplines, committed and experienced in the development of World Class University pilot program. One of the benchmarking activities carried out in order to UNY WCU is a comparative study done by the members of the Task Force and by policy makers to several universities in foreign countries such as Australia, Malaysia, Japan, China, Taiwan, Germany and USA.
In order to improve the quality of service and learning, improve the image of UNY in society, as well as the implementation of the internationalization program UNY; working units in the UNY program has implemented the ISO 9001:2000 certification. All faculty in UNY, all institutions, all the bureaus, UPT Library, as well as several departments in the faculty have obtained ISO 9001:2000 quality management certificate. State University of Yogyakarta to the World Class University is the work done, State University of Yogyakarta along with all components and academic organizations to realize the international standard of excellence in the field of Teaching and Education Programs, Research and Publication, as well as the Organization and Management Education. Realising the State University of Yogyakarta be a World Class University who has a work culture system that meets international standards in implementing the High Tridharma so as to produce graduates who are qualified and excel in a global world. The planning and implementation of programs to prepare and encourage the accomplishment of UNY as WCU. The process and results can be accounted for (accountability) to stakeholders both locally, nationally and internationally. Continuity to continue and cultivate the process and results achieved. Task Force was formed consisting of various disciplines, committed and experienced in the development of World Class University pilot program. One of the benchmarking activities carried out in order to UNY WCU is a comparative study done by the members of the Task Force and by policy makers to several universities in foreign countries such as Australia, Malaysia, Japan, China, Taiwan, Germany and USA.
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