“Developing ICT for Primary and Secondary Mathematics Teacher Professional Development: The Use of Video in Lesson Study”
Oleh : Dr. Marsigit, MA
Ikhtisar oleh : Friska Anggun D (09313244007)
Blog : http://friscaanggun.blogspot.com/
Sabtu, 29 Oktober 2011
Secara umum, kegiatan yang merefleksikan konteks Jepang dalam mengajar matematika melalui VTR dalam program pelatihan, dianggap baik dan berguna oleh guru. Para guru merasa bahwa kegiatan tersebut perlu disosialisasikan ke kabupaten lain agar guru lain lebih dapat mempelajarinya. Mereka merasa bahwa ajaran yang tercermin dalam VTR adalah model yang baik yang juga dapat diterapkan dalam konteks Indonesia. Namun, mereka menyadari bahwa tidak mudah untuk menerapkannya.
Persepsi guru tentang VTR: a) VTR merupakan model yang baik untuk mengajar matematika, b) VTR adalah model yang baik dan perlu disosialisasikan kepada guru-guru lain, c) mereka bersedia membahas ke rekan-rekan mereka setelah pelatihan, d) pengajaran di VTR adalah model yang baik tetapi masih ada beberapa kendala untuk melaksanakan, berasal dari kurangnya waktu guru, ketidaksiapan siswa, batas anggaran, kurangnya fasilitas pendidikan. Para guru menyatakan bahwa mereka optimis mampu menerapkan model pengajaran. Mereka menyarankan bahwa untuk melaksanakan model pengajaran yang baik, mereka perlu meningkatkan kompetensi mereka dalam pengajaran.
Para guru mengatakan bahwa mereka akan mencoba untuk meningkatkan pengajaran mereka meliputi: meningkatkan Persiapan Pelajaran, Lembar Kerja Siswa, mengajar konten dan metodologi pengajaran. "Guru merasa bahwa mereka akan mengembangkan model pengajaran setelah pelatihan dalam rangka Pendidikan Matematika Realistik dan pendekatan Konstruktivis. Guru juga menyatakan bahwa mereka akan mengembangkan metode diskusi dan demonstrasi serta berbagai metode.
Menurut guru, sebagian besar siswa tidak siap atau tidak mampu menyajikan ide-ide mereka, itu membutuhkan waktu bagi mereka untuk membiasakan untuk melakukan itu. Kurangnya fasilitas pendidikan, padahal guru harus mampu mengembangkan media pengajaran. Yang paling sulit untuk menerapkan model yang baik seperti praktek mengajar adalah alokasi waktu. Beberapa guru tidak mudah untuk mengambil dalam keseimbangan antara pencapaian kompetensi siswa dan mempertimbangkan proses mereka belajar. Para guru berharap bahwa sekolah-sekolah dan pemerintah mendukung pengembangan profesional mereka termasuk kesempatan untuk mendapatkan pelatihan, untuk berpartisipasi dalam konferensi dan untuk berpartisipasi di klub guru. Para guru merasa bahwa di klub guru mereka dapat mendiskusikan dan mengembangkan rencana pelajaran dan lembar kerja siswa. Belajar dari VTR, ada beberapa indikasi umum dapat diuraikan:
1. Mempromosikan kerjasama di antara para guru, peneliti dalam teknologi pendidikan dan dalam mata pelajaran disiplin, administrator, pelatih, orang tua, dll.
2. Meningkatkan investasi dalam penelitian dan pengembangan dan dalam penciptaan lingkungan belajar baru untuk bekerja sama.
“INOVASI PEMBELAJARAN UNTUK MENINGKATKAN GAIRAH SISWA DALAM BELAJAR”
By : Dr. Marsigit, MA
Summarized by : Friska Anggun D (09313244007)
Blog : http://friscaanggun.blogspot.com/
Saturday, October 29, 2011
Managing the learning is not easy because we find that students sometimes have difficulty in learning. If teachers are required to innovate learning then he must be part of a system that promotes innovation as well. Given the teacher in learning organize most often used as a reference text book, then so too can be obstacles to innovation efforts.
Competency-based education (Curriculum 2004) has now become an alternative to organized learning that emphasizes the skills that should be possessed by the graduates; curriculum was developed based on the elaboration of a basic skills competency standards. Standards of competence is an ability that can be performed or displayed in the learning, while the basic skills is a minimal ability in the subject which should be owned by students. Basic skills may include the ability of affective, cognitive and psychomotor. So that teachers can bring innovation to stimulate student learning, there are some concepts that need to be understood about the nature of science includes understanding each field, the nature of the subject students, and changes in attitude and implementation associated with the change of paradigm. Pupils will learn if they have the motivation.
The implications of this view for business teachers are: (1) provide a fun activity, (2) pay attention to students' desires, (3) develop an understanding through what is known by students, (4) create a classroom atmosphere that supports learning activities, (5) gives activities appropriate to the learning objectives. Students learn in their own way
The implication of this view are: (1) students learn in different ways and at different speeds, (2) each student requires a special experience that is connected with his experiences in the past, (3) each student has a background of socio-economic-cultural is different. Therefore, teachers need to: (1) know the advantages and disadvantages of their students, (2) planning activities appropriate to student ability level, (3) build the knowledge and skills that he's a good student acquired at school and at home, (4) using the records of student progress (assessment). Students learn both independently and through cooperation with
friend.
The implications of this view for business teachers are: (1) provides an opportunity to learn in a group to train co-operation, (2) provide learning opportunities in the classical style to give an opportunity to exchange ideas, (3) provide an opportunity for students to conduct their activities independently, (4 ) involve students in decision-making on activities to be done, and (5) teach how to learn.
The implication of this view are: (1) students learn in different ways and at different speeds, (2) each student requires a special experience that is connected with his experiences in the past, (3) each student has a background of socio-economic-cultural is different. Therefore, teachers need to: (1) know the advantages and disadvantages of their students, (2) planning activities appropriate to student ability level, (3) build the knowledge and skills that he's a good student acquired at school and at home, (4) using the records of student progress (assessment). Students learn both independently and through cooperation with
friend.
The implications of this view for business teachers are: (1) provides an opportunity to learn in a group to train co-operation, (2) provide learning opportunities in the classical style to give an opportunity to exchange ideas, (3) provide an opportunity for students to conduct their activities independently, (4 ) involve students in decision-making on activities to be done, and (5) teach how to learn.
“KTSP DAN IMPLEMENTASINYA”
By : Dr. Marsigit, MA
Summarized by : Friska Anggun D (09313244007)
Blog : http://friscaanggun.blogspot.com/
Saturday, October 29, 2011
With the immediate implementation of Unit Level Curriculum on Education at all levels of education, ranging from basic education, secondary education and
higher education naturally raises many new problems, especially when associated with
implementation of learning in each subject. The teachers, as the spearhead of educational activities, need to understand in depth about the philosophy and concept of SBC, in a sense: what is the intrinsic meaning of the SBC, SBC where the trend should be taken / developed, what are the components that must exist, and how to develop it, and so on.
In the era of regional autonomy in which the central powers more reduced,
while the regional authority is large and spacious. Of course, the era
regional autonomy also carries a wide impact, including of course for the field
of education. In the curriculum the teacher is the curriculum developers who are in a decisive and strategic position.
higher education naturally raises many new problems, especially when associated with
implementation of learning in each subject. The teachers, as the spearhead of educational activities, need to understand in depth about the philosophy and concept of SBC, in a sense: what is the intrinsic meaning of the SBC, SBC where the trend should be taken / developed, what are the components that must exist, and how to develop it, and so on.
In the era of regional autonomy in which the central powers more reduced,
while the regional authority is large and spacious. Of course, the era
regional autonomy also carries a wide impact, including of course for the field
of education. In the curriculum the teacher is the curriculum developers who are in a decisive and strategic position.
Unit Level Curriculum on Education is the operational curriculum
developed and implemented by each educational unit. SBC as a manifestation
of primary and secondary education curriculum is developed in accordance with its relevance
by any group or committee of the education unit and school under
coordination and supervision of the local education office of the Department of Religious District / City for basic education and secondary education to the province based on the Standard Content and Competency Standards Graduates and curriculum guides are composed by BSNP.
developed and implemented by each educational unit. SBC as a manifestation
of primary and secondary education curriculum is developed in accordance with its relevance
by any group or committee of the education unit and school under
coordination and supervision of the local education office of the Department of Religious District / City for basic education and secondary education to the province based on the Standard Content and Competency Standards Graduates and curriculum guides are composed by BSNP.
Unit Level Curriculum on Education was developed based on the following principles:
· centered on the potential, development, needs and interests of learners and their environment.
· diverse and integrated
· responsive to the development of science, technology and art
· relevant to the needs of life
· comprehensive and sustainable
· lifelong learning
