“LANDASAN PENGEMBANGAN DESAIN PEMBELAJARAN MATEMATIKA DI SEKOLAH LANJUTAN”
By : Dr. Marsigit, MA
Summarized by : Friska Anggun D (09313244007)
Blog : http://friscaanggun.blogspot.com/
Sunday, September 25, 2011
Teach math is not easy because we find that students are also not easy in learning mathematics. Cocroft Report recommends a variation of learning (1982: 132):
• method of exposition by the teacher
• Method of discussion, between teachers and students and between students and students
• Method of solving problems (problem solving)
• Method of discovery (investigation)
• basic skills training methods and principles
• Method of application
Constraints of teachers:
• Understanding the meaning of theory
• How to implement it,
• The existing system
• Environmental conditions
• Learning Facilities
The 'social constructivist'
• Mathematics is seen as a science that is bound to the culture
• Mathematics is the evolution of human culture
• There is a close relationship between mathematics with social circumstances
• All knowledge has a common ground that 'deal'
• Mathematics is not neutral and value free
• Thus requires mathematical foundation for the development of social
The nature of Learning Mathematics:
Bring together subjective and objective mathematical knowledge through social interactions to obtain, test, represent new knowledge they have gained.
Learning Phase:
• Develop the role of teacher
• Encourage and develop student understanding
• Provide opportunities for each student to demonstrate ability to do math activities
• Errors of students contain pedagogical value
• Encourage student responsibility for learning
Evaluation Phase:
• Assess the results and monitor student progress
• Identify concepts students
• Encourage students to conduct self-assessment
• Create / use records of student progress
• Observe what the student
• Cooperate with others
• Identify the necessary assistance
• Assess aspects of the curriculum
• method of exposition by the teacher
• Method of discussion, between teachers and students and between students and students
• Method of solving problems (problem solving)
• Method of discovery (investigation)
• basic skills training methods and principles
• Method of application
Constraints of teachers:
• Understanding the meaning of theory
• How to implement it,
• The existing system
• Environmental conditions
• Learning Facilities
The 'social constructivist'
• Mathematics is seen as a science that is bound to the culture
• Mathematics is the evolution of human culture
• There is a close relationship between mathematics with social circumstances
• All knowledge has a common ground that 'deal'
• Mathematics is not neutral and value free
• Thus requires mathematical foundation for the development of social
The nature of Learning Mathematics:
Bring together subjective and objective mathematical knowledge through social interactions to obtain, test, represent new knowledge they have gained.
Learning Phase:
• Develop the role of teacher
• Encourage and develop student understanding
• Provide opportunities for each student to demonstrate ability to do math activities
• Errors of students contain pedagogical value
• Encourage student responsibility for learning
Evaluation Phase:
• Assess the results and monitor student progress
• Identify concepts students
• Encourage students to conduct self-assessment
• Create / use records of student progress
• Observe what the student
• Cooperate with others
• Identify the necessary assistance
• Assess aspects of the curriculum
“Pendekatan Baru untuk Pembelajaran Matematika pada Murid Berkebutuhan Khusus”
By : Dr. Marsigit, MA
Summarized by : Friska Anggun D (09313244007)
Blog : http://friscaanggun.blogspot.com/
Sunday, September 25, 2011
Lesson Study developed by CRICED since 2004 at least for 2 (two) fields of Mathematics Education and Special Education. But now it began to be tried for other subjects. Lesson Study is a basic element of cooperation, the cooperation among teachers, teacher cooperation with lecturers and cooperation among agencies such as schools, universities, MGMP or the Department of Education. With these basic elements of the Lesson Study has various benefits such as: to enhance the professionalism of teachers, to improve the quality of learning, to develop the potential and serve the learning needs of students, to develop a variety of props or teaching aids, etc.. Cooperation based on self-disclosure was developed by teachers for reflection and communication processes and learning outcomes. Therefore Lesson Study can be viewed as an improvement activities and by learning from the teacher. Of course such things would be different if we think the impact is always upgrading, training or other training that is patronizing teachers. Lecturer in certain cases act as an external observer or as a resource for discussion of aspects of learning are emerging.
Some problems of mathematics learning for children with special needs such as also occurs when studying other material that revolves around the use of mathematics and process information, using information related to mathematics, given some understanding or mathematical procedure, looking for relationships and using mathematics. Another problem related to physical constraints or the other, can be derived from the likelihood they can not read well, do not understand the meaning or purpose of the symbol or symbols of mathematics, can not concentration or focus and can not control themselves. For that Torey Hayden (2004) suggested that teachers need to focus on the core things, using simple steps and strategies and clear, always giving and planning assistance whether oral, written or visual, learning based on the existing context and linking with concrete objects , perform countermeasures, as well as serving the needs of supporting learning in the classroom immediately.
Based on studies in different countries Japan, Australia, Thailand, the implementation of Lesson Study Lesson Study can vary. If desired the improvement of learning and preparation (RPP) as well as understanding the curriculum, the lesson study can be conducted by a teacher by working with other teachers and invited a lecturer as a resource. Lesson Study as often referred to as School-Based Lesson Study. But if desired remedy in improving communications between or among MGMP teacher or other school and university, then it can be implemented Cross-School Lesson Study. Lesson Study wider coverage both at district, province or a country called the Cross-District Lesson Study. Today has developed international cooperation for the implementation of Lesson Study in different countries simultaneously. Criced (Tsukuba, Japan) in cooperation with crème (Khon Kaen, Thailand) with the sponsor countries that joined in APEC, the International Conference held 2 (two) times a year to represent the results of Lesson Study in the field of mathematics learning for these countries APEC.
Some problems of mathematics learning for children with special needs such as also occurs when studying other material that revolves around the use of mathematics and process information, using information related to mathematics, given some understanding or mathematical procedure, looking for relationships and using mathematics. Another problem related to physical constraints or the other, can be derived from the likelihood they can not read well, do not understand the meaning or purpose of the symbol or symbols of mathematics, can not concentration or focus and can not control themselves. For that Torey Hayden (2004) suggested that teachers need to focus on the core things, using simple steps and strategies and clear, always giving and planning assistance whether oral, written or visual, learning based on the existing context and linking with concrete objects , perform countermeasures, as well as serving the needs of supporting learning in the classroom immediately.
Based on studies in different countries Japan, Australia, Thailand, the implementation of Lesson Study Lesson Study can vary. If desired the improvement of learning and preparation (RPP) as well as understanding the curriculum, the lesson study can be conducted by a teacher by working with other teachers and invited a lecturer as a resource. Lesson Study as often referred to as School-Based Lesson Study. But if desired remedy in improving communications between or among MGMP teacher or other school and university, then it can be implemented Cross-School Lesson Study. Lesson Study wider coverage both at district, province or a country called the Cross-District Lesson Study. Today has developed international cooperation for the implementation of Lesson Study in different countries simultaneously. Criced (Tsukuba, Japan) in cooperation with crème (Khon Kaen, Thailand) with the sponsor countries that joined in APEC, the International Conference held 2 (two) times a year to represent the results of Lesson Study in the field of mathematics learning for these countries APEC.
“WAWASAN TENTANG STRATEGI DAN APLIKASI PEMBELAJARAN MATEMATIKA BERBASIS KOMPETENSI”
By : Dr. Marsigit, MA
Summarized by : Friska Anggun D (09313244007)
Blog : http://friscaanggun.blogspot.com/
Sunday, September 25, 2011
Planning and curriculum development is a job that requires in-depth and comprehensive study to meet the eligibility requirements. Dynamic development of the Indonesian nation today, demanding that the curriculum development needs to pay attention to: current issues in education, the problem arising in the field, variations in school, educational personnel, interests and abilities of students, as well as the demands of social development, science and technology. Six basic principles must be considered in the development of mathematics syllabus based on competencies, namely: (1) learning opportunities for all students without exception subjects, (2) curriculum is not merely a collection of teaching materials, but may reflect a coherent mathematical activities, (3) learning mathematics requires understanding of student learning needs, readiness to learn and learning facilities services, (4) opportunities for students to learn mathematics actively to build the structure of concepts through knowledge and experience, (5) the need for assessment activities to improve the quality of learning from time to time, and ( 6) utilization of a variety of strategies and methods dynamically and flexibly in accordance with the material, students and the learning context.
Experiences and learning activities are activities that students need to be done in order to achieve basic skills and learning materials. Judging from the competencies to be achieved, the experience can learn to memorize, use, and find; viewed from the side of the material blessings with the learning experience can be acquired facts, concepts, principles, etc.. The learning experience can be obtained both within and outside the classroom. The learning experience students need to be supported by the availability of source material, either a direct object or indirect object that is contextual. Thus, learning strategies can be developed: (1) emphasis on problem solving, (2) learning in various contexts of everyday life, (3) encourage students as active Learners, (4) appreciate the uniqueness of self student and attention to diversity of student differences , (5) learn through cooperative learning, and (6) developed the assessment in the test system.
Learning unit (SP) is a translation in a more operational than the syllabus into fragments of learning activities that are operational can be done by the teacher. Learning program is a plan classroom activities designed by teachers that contains the scenario step-by-step what to do with their students. SP components include:
1. Identity subject
2. Basic ability
3. Learning Materials
4. Learning Strategies
5. Learning Media
6. Assessment
7. source of Material
“PELATIHAN PENGEMBANGAN MODEL DAN METODE PEMBELAJARAN BERTARAF INTERNASIONAL”
Oleh : Dr. Marsigit, MA
Ikhtisar oleh : Friska Anggun D (09313244007)
Blog : http://friscaanggun.blogspot.com/
Minggu, 25 September 2011
Belajar dari pengalaman adalah salah satu peristiwa yang memperlihatkan perbedaan antara apa yang mereka pikir dan apa yang sebenarnya terjadi. Sebelumnya dari teori ini diidentifikasi sebagai peristiwa tunggal, kemudian telah mencatat bahwa "beberapa acara mungkin akan memulai proses". Peserta didik kemudian mulai untuk "mengartikulasikan asumsi" mereka saat ini tentang model mental dan bagaimana informasi baru sesuai dengan yang mereka berpikir. Peserta didik kemudian terlibat dalam diskusi lain tentang kedua asumsi sebelumnya dan informasi baru yang dipelajari selama mereka mencari fakta dan ide-ide. Peserta didik merevisi asumsinya untuk membuat mereka lebih nyaman dengan situasi baru.
Andragogy Pembelajaran Dewasa:
1.Orang dewasa harus terlebih dahulu memahami mengapa mereka perlu tahu sesuatu sebelum mereka benar-benar menginvestasikan waktu dalam belajar
2.Kebanyakan orang dewasa sepenuhnya terbentuk citra diri dan cenderung menjadi kesal ketika tidak dihargai dalam situasi belajar
3.Orang dewasa perlu merasa seolah-olah pengalaman hidup mereka adalah penting karena membantu mereka membuat hubungan antara pengetahuan lama dan baru
4.Orang dewasa umumnya akan mempersiapkan diri untuk situasi belajar
5.Orang dewasa "ingin belajar untuk memecahkan atau mengatasi masalah tertentu, dan lebih puas dengan belajar pengalaman sehari-hari "
6.Orang dewasa lebih intrinsik termotivasi untuk belajar dari anak-anak. Mereka berada dalam situasi pembelajaran dengan pilihan dan tidak memerlukan
Kesimpulan yang ditarik dari TIMSS: US kinerja siswa:
•kinerja relatif menurun drastis di kelas
•siswa yang relatif baik pada satu langkah masalah, tapi tidak baik pada multi-langkah masalah
•siswa yang relatif baik pada "analisis data" masalah
•siswa buruk pada masalah yang membutuhkan pemikiran konseptual
Bahan dari pendidikan matematika yang baik:
•guru yang terlatih
•keseimbangan antara praktek komputasi, pemecahan masalah, dan pemahaman konseptual •sensible keseimbangan antara instruksi langsung dan "belajar penemuan"
•buku teks
•memperhatikan kebutuhan siswa dengan berbagai tingkat kompetensi matematika
PCMI pengembangan profesional adalah penelitian berbasis :
•didasarkan pada konten matematika
•telah belajar siswa sebagai tujuan akhir
•berpusat pada apa yang guru lakukan dalam praktek mereka
•mendorong kolaborasi guru
•mengacu pada keahlian luar
•memanfaatkan pengetahuan guru dan keahlian
•ditopang, koheren dan berlanjut selama
“Supporting Evidences And Monitoring To Develop School-Based Curriculum For Junior High School Mathematics In Indonesia”
Oleh : Dr. Marsigit, MA
Ikhtisar oleh : Friska Anggun D (09313244007)
Blog : http://friscaanggun.blogspot.com/
Minggu, 25 September 2011
Pemerintah Indonesia berusaha untuk boot-strapping isu terkini pendidikan dan mengambil tindakan untuk menerapkan kurikulum "sekolah berbasis kurikulum" baru untuk pendidikan dasar dan menengah yang secara efektif dimulai pada tahun akademik 2006/2007. Kebijakan ini secara logis akan menyiratkan beberapa aspek berikut: program otonomi pendidikan, mengembangkan silabus, meningkatkan kompetensi guru, fasilitas belajar, anggaran pendidikan, memberdayakan masyarakat, sistem evaluasi dan jaminan kualitas. Pada setiap sosialisasi kurikulum baru ini, selalu ada sebuah program untuk menguraikan latar belakang, rasional filosofis, dan metode untuk mengembangkan silabus.
Penguasaan anak-anak pada konsep matematika dan keterampilan proses matematika masih rendah. Fakta ini mungkin sebagai hasil dari: (1) kekurangan kegiatan laboratorium; (2) kekurangan guru yang menguasai keterampilan pendekatan proses, (3) isi pada Matematika dan Ilmu kurikulum terlalu ramai, (4) banyak memakan administrasi ketentuan bagi guru; (5) kurangnya peralatan laboratorium dan sumber daya laboratorium manusia. Penelitian ini juga menunjukkan bahwa ketidakcocokan antara pendidikan tujuan, kurikulum, dan sistem evaluasi yang dapat diidentifikasi sebagai berikut: (1) Ujian Nasional menilai kemampuan anak-anak secara kognitif saja; (2) Streaming di Sekolah Menengah mulai dari kelas 3; (3) Sistem Masuk Universitas berorientasi pada tujuan daripada proses mengajar Matematika dan Sains, (4) banyak guru masih mengalami kesulitan dalam menjabarkan silabus, (5) sejumlah topik matematika dianggap sulit bagi guru; (6) sejumlah besar anak-anak menganggap beberapa topik matematika sebagai sulit dipahami, (7) guru menganggap bahwa mereka masih membutuhkan panduan untuk melakukan proses pengajaran dengan menggunakan pendekatan keterampilan proses sains.
Penguasaan anak-anak pada konsep matematika dan keterampilan proses matematika masih rendah. Fakta ini mungkin sebagai hasil dari: (1) kekurangan kegiatan laboratorium; (2) kekurangan guru yang menguasai keterampilan pendekatan proses, (3) isi pada Matematika dan Ilmu kurikulum terlalu ramai, (4) banyak memakan administrasi ketentuan bagi guru; (5) kurangnya peralatan laboratorium dan sumber daya laboratorium manusia. Penelitian ini juga menunjukkan bahwa ketidakcocokan antara pendidikan tujuan, kurikulum, dan sistem evaluasi yang dapat diidentifikasi sebagai berikut: (1) Ujian Nasional menilai kemampuan anak-anak secara kognitif saja; (2) Streaming di Sekolah Menengah mulai dari kelas 3; (3) Sistem Masuk Universitas berorientasi pada tujuan daripada proses mengajar Matematika dan Sains, (4) banyak guru masih mengalami kesulitan dalam menjabarkan silabus, (5) sejumlah topik matematika dianggap sulit bagi guru; (6) sejumlah besar anak-anak menganggap beberapa topik matematika sebagai sulit dipahami, (7) guru menganggap bahwa mereka masih membutuhkan panduan untuk melakukan proses pengajaran dengan menggunakan pendekatan keterampilan proses sains.
Saat ini gambaran masyarakat Indonesia, secara dinamis mengalami perubahan yang sangat cepat dari semua aspek kehidupan, ia menawarkan harapan dan tantangan. Berbasis sekolah kurikulum dapat menjadi titik awal untuk guru matematika di Indonesia mencerminkan dan memindahkan paradigma lama mereka mengajar. Ini mendorong para guru untuk mengevaluasi kekuatan dan kelemahan dari pendekatan yang berbeda dalam rangka untuk membuat pilihan informasi dan, bila perlu, harus siap untuk mempelajari keterampilan baru dalam kepentingan matematika belajar mengajar yang efektif. Melalui kurikulum baru, guru harus mampu merespon masing-masing anak sebagai kebutuhan yang diidentifikasi karena pengalaman kurikuler yang relevan dan keterampilan anak-anak sangat bervariasi, kemudian di posisi yang lebih baik untuk memanfaatkan layanan dukungan untuk meningkatkan praktik kelas mereka; pengelolaan berbagai layanan dukungan harus tersedia untuk memaksimalkan efek mereka dalam membantu guru untuk bekerja menuju praktek-praktek yang baik dan untuk menerapkan kurikulum yang baru. Hal ini juga memberikan kesempatan kepada pejabat pemerintah pendidikan di Indonesia untuk melihat secara mendalam pelaksanaan kurikulum di tingkat kelas.
Pemantauan pelaksanaan kurikulum berbasis sekolah menunjukkan bahwa ada faktor-faktor dari siswa, guru dan masyarakat yang belum optimal. Hasil evaluasi pelaksanaan kurikulum baru ini menyarankan bahwa untuk meningkatkan kualitas pendidikan matematika, pemerintah pusat perlu: (1) mendefinisikan kembali peran guru yaitu mereka harus memfasilitasi 'siswa perlu untuk belajar, (2) mendefinisikan kembali peran kepala sekolah yaitu mereka harus mendukung pengembangan profesional guru dengan memungkinkan mereka untuk menghadiri dan berpartisipasi dalam 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) mempromosikan kolaborasi yang lebih baik antara sekolah dan universitas (6) mendefinisikan sistem evaluasi nasional.
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