“STANDAR PROSES UNTUK SATUAN PENDIDIKAN DASAR DAN MENENGAH Berdasar Permendiknas No 41 Th 2007”
By : Dr. Marsigit, MA
Summarized by : Friska Anggun D (09313244007)
Blog : http://friscaanggun.blogspot.com/
Friday, October 14, 2011
NATIONAL EDUCATION STANDARDS INCLUDE:
-Standard Fill
-Standard Process
-Standards of educators and educational personnel
-Standard facilities and infrastructure
-Standard management
-Standard assessment
Standard unit processes for primary and secondary education include:
-Lesson planning process,
-Implementation of the learning process,
-Assessment of learning outcomes,
-And the supervision of the learning process.
Syllabus and learning implementation plan, which contains the identity of subjects, standards of competence, basic competencies, indicators of achievement of competencies, learning objectives, teaching materials, time allocation, teaching methods, learning activities, assessment of learning outcomes, and learning resources. Draft prepared for every basic competence that can be implemented in one session or more. Teachers to design lesson plans for each fragment is adjusted by scheduling meetings in the education unit.
Preparation of Draft Principles
1.Notice individual differences of learners
2.Encourage active participation of learners
3.Developing culture of reading and writing
4.To give feedback and follow-up
5.Linkages and integration
6.Apply a lesson plan information and communication technology
Minimum workload of teachers
a.Load work includes the following main activities that teachers plan learning, implementing learning, assessing learning outcomes, guide and train the learners, as well as carry out additional duties;
b.Load teachers work as meant in letter a above is at least 24 hours of face-to-face within 1 (one) week.
Of textbooks
a.textbook lessons that will be used by the school teachers selected through a meeting with committee consideration of the school of textbooks lessons set by the Minister;
b.ratio of textbooks to students is 1: 1 per subject;
c.other than textbooks, teachers use teacher guide books, enrichment books, reference books and other learning resources;
d.teacher familiarize students use books and other learning resources that exist in the school library.
“PROMOTING LESSON STUDY AS ONE OF THE WAYS FOR MATHEMATICS TEACHERS PROFESSIONAL DEVELOPMENT IN INDONESIA”
Oleh : Dr. Marsigit, MA
Ikhtisar oleh : Friska Anggun D (09313244007)
Blog : http://friscaanggun.blogspot.com/
Jum’at, 14 Oktober 2011
VTR (Video Tape Recorder) untuk pendidikan guru dan gerakan reformasi di Matematika Pendidikan, khususnya untuk mengembangkan studi pelajaran, memiliki beberapa manfaat sebagai: a) ringkasan pendek dari pelajaran dengan penekanan pada masalah utama dalam pelajaran, b) komponen pelajaran di kelas, dan, c) masalah untuk diskusi dan refleksi bagi guru. Lesson Study dibagi menjadi tiga bagian: a) perencanaan pelajaran, b) bagian observasi, dan, c) bagian diskusi dan refleksi.
Secara umum, kegiatan yang merefleksikan konteks Jepang yang mengajar matematika melalui VTR dalam program pelatihan itu dianggap baik dan berguna oleh guru. Para guru merasa bahwa kegiatan tersebut perlu disosialisasikan ke kabupaten lain agar guru lain dapat mempelajarinya. Ajaran yang tercermin dalam VTR adalah model yang baik yang juga dapat diterapkan dalam konteks Indonesia. Para guru melihat bahwa untuk melaksanakan model yang baik dalam pengajaran matematika, seperti yang tercermin dalam VTR, ada beberapa kendala, antara lain: rencana pelajaran, lembar kerja, kompetensi guru dan siswa, kesiapan siswa, fasilitas pendidikan dan peralatan, metodologi mengajar, alokasi waktu, jumlah siswa dan penganggaran. Guru perlu meningkatkan kompetensi mengajar dan kompetensi isi pengajaran. Mereka merasa bahwa mereka perlu meningkatkan kompetensi mereka dalam mempersiapkan rencana pelajaran dan lembar kerja siswa.
Menurut guru, sebagian besar siswa tidak siap atau tidak mampu menyajikan ide-ide mereka. Kendala sebagian besar sekolah adalah kurangnya fasilitas pendidikan dan guru harus mampu mengembangkan media pengajaran. Yang paling sulit untuk menerapkan model yang baik seperti praktek mengajar adalah tentang alokasi waktu. Beberapa guru dirasakan bahwa tidak mudah untuk mengambil dalam keseimbangan antara pencapaian kompetensi siswa dan mempertimbangkan proses mereka belajar. Sementara itu, guru masih harus banyak memfasilitasi sejumlah mahasiswa yaitu empat puluh siswa per kelas.
Para guru berharap bahwa sekolah-sekolah dan pemerintah mendukung pengembangan profesional mereka termasuk kesempatan untuk mendapatkan pelatihan, untuk berpartisipasi dalam konferensi, untuk berpartisipasi di klub guru. Para guru merasa bahwa di klub guru mereka dapat mendiskusikan dan mengembangkan rencana pelajaran dan lembar kerja siswa. Guru menyarankan bahwa guru 'program pengembangan profesional harus didasarkan pada keperluan guru, dan karena itu, perlu seperti penilaian kebutuhan sebelum program. Mereka juga berharap pengadaan fasilitas oleh pemerintah dan peningkatkan gaji mereka.
Para guru berharap bahwa sekolah-sekolah dan pemerintah mendukung pengembangan profesional mereka termasuk kesempatan untuk mendapatkan pelatihan, untuk berpartisipasi dalam konferensi, untuk berpartisipasi di klub guru. Para guru merasa bahwa di klub guru mereka dapat mendiskusikan dan mengembangkan rencana pelajaran dan lembar kerja siswa. Guru menyarankan bahwa guru 'program pengembangan profesional harus didasarkan pada keperluan guru, dan karena itu, perlu seperti penilaian kebutuhan sebelum program. Mereka juga berharap pengadaan fasilitas oleh pemerintah dan peningkatkan gaji mereka.
“GERAKAN REFORMASI UNTUK MENGGALI DAN MENGEMBANGKAN NILAI-NILAI MATEMATIKA UNTUK MENGGAPAI KEMBALI NILAI-NILAI LUHUR BANGSA MENUJU STANDAR INTERNASIONAL PENDIDIKAN”
By : Dr. Marsigit, MA
Summarized by : Friska Anggun D (09313244007)
Blog : http://friscaanggun.blogspot.com/
Friday, October 14, 2011
The reform movement in Indonesia is an anticlimax of a state where moral values in the political, legal, social, economic decline very sharply in a period of more than three decades. Powerlessness of the community in various aspects of the immediate implications of the deflection direction of development that makes the people only as objects and not as subjects. Society and the Indonesian people are now entering the third millennium faces a tough challenge in all aspects of life.
National educational reform can be done at two levels ie at the macro and micro. In the macro, national education reform must be able to renew the vision and develop the educational paradigm and completely eroded the constraints of education while maintaining and improving the quality and professionalism and community empowerment towards Indonesia. New namely an open, democratic and united. For a practitioner of education (teachers), educational reforms at the macro level for a few things are beyond the scope of his thinking and his ability. But considering teacher education is a critical success, then teachers can play a role object and subject of education reform by improving the ability to educate and manage the classroom. But reality is not easy because it educates students find that learning is not easy. There are still a considerable gap between educational ideals and practices in the field.
Math scores can be seen from the context of ontological, epistemological and axiological within the limits of intrinsic value, extrinsik and systemic. For a self-learner of mathematics then the lowest value of mathematics is that if only his own use, a higher value if math can be used for public interest. But the highest math scores is if it can be used systemically for wider interest. But the values of mathematics that is developed should be coupled with critical thinking because mathematics is none other than critical thinking itself. The sharpness of the future of mathematics can wander through the concept of teleology that what happens in the future at least be photographed through the present. Nevertheless there are still other values are related to levels of quality. At first the quality of math scores only appear on the outside, but on the quality of the second and third and so on then the value of mathematics is metaphysical. With analog thinking then what happens to the disclosure of the value of mathematics can be used also in the disclosure of the noble values of the nation. The nation noble values achieved again none other than simply by the method of translating and translated from the context of the passage of time past, present, and future. This is then known people with hermenitika method. In the field of education, teachers need to continually evaluate deficiency or excess of teaching in order to obtain information for improvement of teaching; if you need to learn new techniques are more attractive and effective.
Math scores can be seen from the context of ontological, epistemological and axiological within the limits of intrinsic value, extrinsik and systemic. For a self-learner of mathematics then the lowest value of mathematics is that if only his own use, a higher value if math can be used for public interest. But the highest math scores is if it can be used systemically for wider interest. But the values of mathematics that is developed should be coupled with critical thinking because mathematics is none other than critical thinking itself. The sharpness of the future of mathematics can wander through the concept of teleology that what happens in the future at least be photographed through the present. Nevertheless there are still other values are related to levels of quality. At first the quality of math scores only appear on the outside, but on the quality of the second and third and so on then the value of mathematics is metaphysical. With analog thinking then what happens to the disclosure of the value of mathematics can be used also in the disclosure of the noble values of the nation. The nation noble values achieved again none other than simply by the method of translating and translated from the context of the passage of time past, present, and future. This is then known people with hermenitika method. In the field of education, teachers need to continually evaluate deficiency or excess of teaching in order to obtain information for improvement of teaching; if you need to learn new techniques are more attractive and effective.
“Memanfaatkan Microsoft Word 2007 Sebagai Media Pembelajaran Geometri di SMP”
By : Dr. Marsigit, MA
Summarized by : Friska Anggun D (09313244007)
Blog : http://friscaanggun.blogspot.com/
Friday, October 14, 2011
Geometry in junior high instructional media developed as the business implications of achieving the Standard Competency and competency in basic as listed Education Units Level Curriculum. Development of instructional media geometry is determined also by the methods and types of learning approaches that teachers do. On the other hand, computers today are widely used in schools. Utilization of computers, particularly Microsoft Word 2007 is one of the efforts of teachers in the use of existing learning resources. Microsoft Word 2007 is easy to use and easily accessible because the software is almost there in all the latest computer. Utilization of Microsoft Word will make a positive contribution to both the teacher and his disciples.
With Microsoft Office 2007 we can develop a geometry learning in school. Microsoft Office 2007 SmartArt Graphic equipped so that users can create different kinds of graphs. With the SmartArt graphic that we can create different kinds of geometry dimensions 2 or 3 dimensions. With SmartArt graphics device we can also wake up the animation on this and add text for explanation barbagai range images. Use of Microsoft Word 2007 software can be done easily because the software is available on all computers baru.Keterampilan generation makes the basic wake geometry using Microsoft Word 2007 facilities can be developed to make the wake-up more complex geometries, such as wake-up 3-dimensional geometry . Skills can be enhanced to study aspects of the geometry with a higher standard of competence, for example, to determine the value of phi.
With Microsoft Office 2007 we can develop a geometry learning in school. Microsoft Office 2007 SmartArt Graphic equipped so that users can create different kinds of graphs. With the SmartArt graphic that we can create different kinds of geometry dimensions 2 or 3 dimensions. With SmartArt graphics device we can also wake up the animation on this and add text for explanation barbagai range images. Use of Microsoft Word 2007 software can be done easily because the software is available on all computers baru.Keterampilan generation makes the basic wake geometry using Microsoft Word 2007 facilities can be developed to make the wake-up more complex geometries, such as wake-up 3-dimensional geometry . Skills can be enhanced to study aspects of the geometry with a higher standard of competence, for example, to determine the value of phi.
From the above description it can be deduced as follows:
a. Use of Microsoft Word 2007 relatih easily done by the teacher because the software is there almost every new computer generation.
b. Use of Microsoft Word 2007 will add motovasi and pleasure in learning geomatri.
c. Students can use Microsoft Word 2007 to study the geometry either independently or through collaboration.
d. By using Microsoft Word 2007, students can conduct an investigation or inquiry of geometry concepts.
e. By using Microsoft Word 2007, students can perform activities of problem solving or mathematical problem solving.
f. By using Microsoft Word 2007, students can communicate the results to both the teacher and to other friends.
“Asumsi Dasar Karakteristik Matematika, Subyek Didik dan Belajar Matematika Sebagai Dasar Pengembangan Kurikulum Matematika Berbasis Kompetensi Di SMP”
By : Dr. Marsigit, MA
Summarized by : Friska Anggun D (09313244007)
Blog : http://friscaanggun.blogspot.com/
Friday, October 14, 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 need to pay attention to curriculum development: current issues in education, the issues arising in the field, variation of schools, 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) the subject of learning opportunities for all students without exception, (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 facility 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 various learning strategies and methods dynamically and flexibly in accordance with the material, students and the learning context.
Competency-based mathematics education emphasizes the skills that should be possessed by graduates; so that the curriculum was developed based on the elaboration of competence standards into basic competencies. Standards of competence is an ability that can be performed or displayed in the learning of mathematics, while at least basic competence is an ability in mathematics courses that must be possessed by students. Basic competency skills can be affective, cognitive and psychomotor. Main problems in learning math-related learning objectives, how to achieve that goal and how to know that this objective has been achieved. Therefore, the syllabus mathematics courses need to be arranged so that the load lines of material that refers to the mathematical characteristics in accordance with the competencies to be achieved.
Experiences and learning activities are activities that students need to be done in order to achieve the basic competencies and learning materials. Judging from the competencies to be achieved, the experience can learn to memorize, use, and find; seen from the material side the learning experience can be associated with acquired facts, concepts, principles, etc.. The learning experience can be obtained both inside and outside the classroom. The learning experience students need to be supported by the availability of source material, either a direct object and indirect object that is contextual. Thus, the 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 the student and pay attention to the diversity of student differences , (5) learning through cooperative learning, and (6) develop the assessment in the test system. Development and learning experiences is the essence of mathematics competency-based curriculum, where the study of the characteristics contained therein mathematics, learners and learning mathematics subjects.
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