PHILOSOPHYCAL EXPLANATION OF MATHEMATICAL EXPERIENCE: In Response to the Research on The Effect Of Epistemic Fidelity On Teaching Decimal Numeration With Physical Materials

By : Dr. Marsigit M.A

Reviewed by : Arlian Bety Anjaswari ( Mathematics Education 2009 at http://arlianbety.blogspot.com )

Dalam tinjauan teoritis dari penelitian mereka menyatakan, Stacey, K, et al, (2001) mengindikasikan bahwa kesetiaan epistemis material merupakan salah satu faktor mempengaruhi transparansi materi instruksional. Mereka juga menunjukkan bahwa kesetiaan epistemis material tergantung pada bahan itu sendiri di mana domain matematika diwakili tidak tidak tergantung pada penggunaan oleh siswa. Secara eksplisit, mereka mendefinisikan bahwa kesetiaan epistemis bahan instruksional adalah ukuran kualitas pemetaan analogis antara fitur dari materi dan domain pengetahuan target. Selanjutnya, mereka menyatakan bahwa epistemis kesetiaan model tergantung pada hubungan fitur intrinsik dalam model untuk target struktur matematis, dan independen dari karakteristik pengguna. Di sisi lain tangan, Gram, S.M. (1975) memberikan pernyataan yang jelas dan komprehensif, kasus yang mungkin seperti apa Stacey, K., dkk menyimpulkan sebagai epistemis kesetiaan, yang ia sebut kasih sayang ganda. Dia menyatakan bahwa apa yang mempengaruhi kepekaan kita adalah benda fenomenal, melainkan memungkinkan segala sesuatu yang memiliki karakteristik spasial atau temporal untuk dihitung sebagai seperti objek. Selanjutnya ia menyatakan bahwa, menurut Kant, sensibilitas adalah kapasitas (bahwa peneliti diklaim sebagai kualitas) untuk menerima representasi melalui mode di mana kita terpengaruh oleh benda.

Para peneliti berpendapat bahwa kesetiaan epistemis diperlukan untuk mengajar aman didasarkan dari konsep dengan model, sedangkan aksesibilitas mempromosikan keterlibatan kelas kaya. Epistemis kesetiaan dan aksesibilitas memiliki peran yang berbeda dalam pembentukan transparansi. Dari semua temuan-temuan, penulis berusaha untuk mengembangkan metode untuk mengungkap apa yang ada di balik konsep. Lebih dari semua, kita menganggap dengan status "mahasiswa pengetahuan matematika yang diakibatkan oleh memanipulasi dengan bahan fisik, dalam skema dari Greimas" Hermenetics Struktural Analisis.

Penulis menekankan bahwa konteks yang berbeda, yaitu dalam jangka waktu dan ruang sebagai itu diberitahu oleh Kant, dapat mempengaruhi persepsi siswa dari objek. Oleh karena itu guru perlu untuk mempekerjakan orang-orang semacam faktor sebagai pendukung salah dalam belajar mengajar matematika. Hubungan antara fitur dari perangkat dan pengetahuan target sangat intensif akan dibahas oleh Kant dalam Kritis of Pure Reason. Teori Umum aspek proses belajar mengajar matematika adalah untuk mengejar dalam hal relasi mahasiswa sebagai bahan subyek dan fisik sebagai obyek dalam skema Greimas " Analisis Struktural Hermenetics. Upaya untuk mengejar hubungan tersebut akan menentukan tingkat kualitas sudut pandang filsafat.

“ Looking for Alternative Models in reference to Japanese Educational Experiences “ MATH PROGRAMS FOR INTERNATIONAL COOPERATION IN INDONESIA

Presented at the 1st International Forum on Basic Education Development in South and South East Asian Countries University Hall, University of Tsukuba, Japan November 18, 2002

By : Dr. Marsigit M.A

Reviewed by : Arlian Bety Anjaswari ( Mathematics Education 2009 at http://arlianbety.blogspot.com )

Dalam mempersiapkan guru-guru Sekolah Dasar dan Menengah, kita menghadapi permasalahan seperti orang yang mendaftar ke LPTK memiliki potensi akademis yang rendah dan LPTK swasta dengan kualitas rendah juga memproduksi Matematika dan Sains. Dalam pelatihan sistem pelayanan guru untuk guru Matematika dan Sains adalah tidak terorganisir terintegrasi dan sistematis, baik dari segi konten dan manajemen. Di bidang kurikulum, ditemukan bahwa banyak guru masih memiliki kesulitan dalam menganalisis isi panduan bagi program pengajaran. Di bidang pendekatan pengajaran, ditemukan bahwa para guru di Sekolah Dasar dan Menengah belum menguasai "ilmu pendekatan keterampilan proses" untuk mengajar Matematika. Di bidang penilaian, ditemukan bahwa sebagian besar guru menggunakan tes obyektif dalam menilai prestasi anak di Matematika.

Kerjasama JICA Teknis Proyek Pengembangan Ilmu dan Pendidikan Matematika Pengajaran di Indonesia (IMSTEP) telah bekerja sejak 1 Oktober 1998. Selama empat tahun pertama di sana telah banyak kegiatan yang dilakukan di tiga universitas (Universitas Pendidikan Indonesia, Universitas Negeri Yogyakarta dan Universitas Negeri Malang). Kegiatan ini kebanyakan dilakukan untuk memperkuat pra-dan dalam program pelatihan guru. Diharapkan bahwa sejumlah kegiatan JICA IMSTEP dilakukan untuk meningkatkan praktek di sekolah.

Mencari referensi model alternatif untuk pengalaman pendidikan di Jepang dan saat ini gambaran dari matematika dan ilmu pendidikan di Jepang adalah tujuan pendidikan matematika di Jepang adalah untuk mempelajari bagaimana untuk berpikir, titik pandang setiap hal, dan lebih baik pembentukan manusia melalui pembelajaran matematika; untuk mempelajari penggunaan praktis matematika, utilitas melalui pembelajaran matematika, dan untuk menikmati dan mengembangkan indah budaya warisan matematika melalui pembelajaran matematika. Setiap sekolah tidak banyak macam kegiatan untuk meningkatkan keterampilan mengajar guru (Nishitani, 2002), sebagai berikut adalah beberapa sekolah memperkenalkan beberapa kelas untuk umum banyak guru dari sekolah lain mengunjungi sekolah untuk menonton dan mendiskusikan kelas, setiap sekolah dasar memiliki penelitian kelas, di mana beberapa guru menunjukkan kelas mereka untuk staf lain setelah kelas usai semua staf membahas tentang kelas.

Untuk kegiatan pertukaran pengalaman di antara institusi pendidikan mungkin bervariasi seperti: melakukan seminar dan pelatihan, melakukan kegiatan penelitian bersama, penerbitan dan penyebarluasan hasil bertukar pengalaman dan atau jurnal, membangun jaringan antara lembaga atau negara. Titik baik dari pendidikan Jepang yang dapat menjadi referensi meliputi: rata-rata kemampuan guru dan kualitas kelas adalah relatif tinggi, kelas desain yang tepat, mengajar, lingkungan pendidikan, kondisi pendidikan dan seterusnya adalah homogen untuk seluruh negeri, guru rajin, prinsip kesetaraan, pengertian guru tanggung jawab yang kuat, pengobatan guru relatif baik, dan guru sekolah umum harus pindah ke sekolah lain dalam beberapa tahun.

INOVASI PEMBELAJARAN UNTUK MENINGKATKAN GAIRAH SISWA DALAM BELAJAR

Disampaikan pada Seminar Pendidikan dalam rangka Open House Sekolah Dasar Islam Terpadu Hidayatullah, Yogyakarta 21 Maret 2004

By : Dr. Marsigit M.A.

Reviewed by : Arlian Bety Anjaswari ( Mathematics Education Reguler 2009 at http://arlianbety.blogspot.com )

Discovered the fact that it is not easy for teachers to change the style of teaching (Dean, 1982: 32). While we are required, as teachers, to always adapt our teaching methods according with the demands of changing times (Alexander, 1994: 20). In promoting learning innovation Cocroft Report (1982: 132) recommends that at every level of education, learning should provide opportunities for teachers to use the choice of teaching methods that are tailored to students' ability level.

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. Breath of competency-based curriculum is on developing first-hand experience of learning, contextual teaching and learning, meaningful teaching, with attention to life skills in the form of generic skills (personal skills, social skills, academic skills and proficiency skills).

In order for students to feel happy and motivated in their learning, teachers need to realize the paradigm shift as follows: hijra, MOVE, CHANGE, INNOVATION, REFORM, CONTEMPLATE, REFLECTIONS from "traditional learning" to "progressive learning".

Asumsi Dasar Karakteristik Matematika, Subyek Didik dan Belajar Matematika Sebagai Dasar Pengembangan Kurikulum Matematika Berbasis Kompetensi Di SMP

By : Dr. Marsigit M.A.

Reviewed by : Arlian Bety Anjaswari ( Mathematics Education Reguler 2009 at http://arlianbety.blogspot.com )

Six basic principles must be considered in the development of mathematics syllabus based on competencies, namely: learning opportunities for students of all subjects without exception, the curriculum is not merely a collection of teaching materials, but can be reflect a coherent mathematical activity, mathematical learning requires an understanding of student learning needs, readiness to learn and service learning facilities, an opportunity for students to learn mathematics actively to build the structure of concepts through knowledge and experience, the need for assessment activities to improve the quality of learning from time to time, and the use of various learning strategies and methods dynamically and flexibly according with the material, students and learning context.

In order to meet the demands of learning mathematics in general education innovation, Ebbutt and Straker (1995: 10-63) defines school mathematicsthe next referred to as math, as follows:

1. Mathematics as search activity patterns and relationships

2. Mathematics as a creativity that requires imagination, intuition and invention

3. Mathematics as problem solving activities

4. Mathematics as a tool to communicate

Characteristics of students there are three aspects of the development of cognitive, affective and psychomotor. Competency-based curriculum is designed to be in the process of learning mathematics, students are able to do search activity patterns and relationships; develop creativity with imagination, intuition and invention; perform problem solving activities; and communicate mathematical thinking to others. To achieve these capabilities developed mathematical learning process that takes into account the context and its application in everyday life.

Experiences and learning activities are activities that students need to be done in order to achieve the basic competencies and learning materials. Reviewed from the competencies to be achieved, the experience can be learn to memorize, use, and find; viewed from the material side the learning experience can be associated with obtained 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 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.

MATHEMATICAL THINKING ACROSS MULTILATERAL CULTURE

By : Dr. Marsigit MA

Reviewed by : Arlian Bety Anjaswari ( Mathematics Education Reguler 2009 at http://arlianbety.blogspot.com )

Berpikir matematika (Ono Y, 2006) merupakan dasar untuk berbagai jenis pemikiran dan dengan belajar matematika siswa dapat belajar mode logis dan rasional berpikir. Matematika juga memiliki rentang yang sangat luas aplikasi termasuk fisika, statistik dan ekonomi. Dan dalam berbagai bidang yang berbeda pemikiran matematika yang digunakan juga jika kita melihat kurikulum di berbagai negara, di negara kita lihat matematika diajarkan dari usia sangat muda. Itu karena semua negara menyadari pentingnya matematika.

Di Australia, jika siswa ingin menjadi pemikir matematika yang baik, maka berpikir matematika perlu menjadi bagian penting dari pendidikan mereka. Sebagaimana ditunjukkan oleh Stacey K, untuk konteks Australia, berpikir matematika tidak hanya penting untuk memecahkan masalah matematika dan pembelajaran matematika. Seorang guru membutuhkan pemikiran matematika untuk menganalisis materi pelajaran untuk perencanaan subjek tertentu tujuan dan mengantisipasi respon siswa. Untuk konteks Inggris, David Jangkung (2006) mengarah ke pandangan jangka panjang berpikir matematika, membangun kemampuan genetik dari pelajar dan pembelajaran berurutan pengalaman selama waktu hidup.

Di Jepang, berpikir matematika didasarkan pada sikap matematika, dilakukan dengan representasi matematis dan diperlukan untuk memahami. Departemen Pendidikan Jepang direkomendasikan bahwa guru memiliki kewenangan mengambil keputusan untuk mengajar pelajaran berdasarkan kondisi pengamatan yang dikembangkan. Di Indonesia, seperti yang terjadi juga di Malaysia, pemeriksaan berorientasi budaya masih lazim di sekolah-sekolah Indonesia dan Malaysia, meskipun upaya pemerintah untuk "memanusiakan" sistem penilaian publik baru-baru ini.

Selain kurangnya pemahaman yang jelas tentang pemikiran matematika, guru umumnya tidak mendapat dukungan cukup dari sekolah mereka, terutama dalam hal mengajar dan bahan pembelajaran, referensi dan pelatihan pengembangan profesional. Selanjutnya, sebagian besar guru berpengalaman matematika sekolah mereka belajar melalui pendekatan prosedural. Banyak dari mereka cenderung untuk mengajar karena mereka diajarkan. Oleh karena itu, banyak guru masih kurangnya keterampilan dan sumber daya untuk memasukkan aktivitas berpikir matematika dalam pelajaran mereka matematika. Mereka membutuhkan waktu dan upaya ekstra dalam persiapan, sementara waktu adalah kendala terbesar dalam tampilan budaya yang berorientasi pemeriksaan dan beban kerja berat guru. Akibatnya, hal ini menghambat banyak guru dari mengintegrasikan aktivitas berpikir matematika dalam pelajaran mereka.

HOW TO DEVELOP TEACHING LEARNING PROCESS OF MATHEMATICS IN JUNIOR HIGH SCHOOL OR SENIOR HIGH SCHOOL

 By : Arlian Bety Anjaswari (09301241010) / Mathematics Education Regular 2009

Yogyakarta of State University

A.    INTRODUCTION

            Nowdays, in Indonesia applied new curriculum that is school based competence curriculum. In this curriculum, school or teacher can choose indipendently method to communicated the lesson to their students. Among schools the one with the other schools may be different in the selection method of learning, it’s  depends on situation and condition in the school. Most the schools should to certainly applying meaningful learning in every lesson. Because meaningful learning not only the students know about the knowledge but the students also can appreciate the meaning of knowledge and can apply it in daily life.

            Until now, learning mathematics is still ordinary. There is no progress about that. Mostly the teacher using expositori method,such as : teacher explain the material, then give the example and the last give task for the students. From this method, the students gets bored to learning mathematics because felt there was no challenges to learn mathematics. The students just likes know that mathematics is learn about theorem, formula, calculate etc. Sometimes the students didn’t know that mathematics is queen of science or mathematics is basic to learn about everythings in this world. Learning mathematics is doing mathematics, so the students really thingking about mathematics. So learn mathematics is very important to our life.

B.     DEVELOPING TEACHING LEARNING PROCESS OF MATHEMATICS IN JUNIOR HIGH SCHOOL OR SENIOR HIGH SCHOOL

            There are many ways to develop or to enrich method of learning mathematics, it’s can based on creatifity and inovation of the teacher. The teacher can use the available method or can create a new one. But all of them can be generalizable become several components to develop teaching learning process of mathematics, such as : lesson plan, student’s worksheets, small group discussion, various interaction, various teaching method, students reflection/presentation, cognitive scheme, students conclusion, apperception, assasment, various media/various teaching aids. And all of them will described as follow:

1.      LESSON PLAN

      In Indonesia lesson plan is called RPP (Rencana Pelaksanaan Pembelajaran) it’s means that the teacher should make a plan before the teacher to teach in the class. This plan is about what will the teacher do, what teacher will write on the board or what material will the teacher be presented. Lesson plan can write in formaly form but it’s should not formaly, lesson plan is individual needs of teacher. In formaly form, ussualy in the lesson plan there are standard and basic competence, indicator, material, activity of learning, assasment, time alocation and source of learning. So lesson plan is vital step that the teacher must through.

      As a imagery in the film industry, the teacher can be like a film director. Film director have the duty and heavy responsibility. In the area, a director acts as a manager, creator, and also inspiration for members of the cast and production team. Such a big role requires directors to understand the right concept of the story, understand the environmental and psychological situation of the production support, and also must understand how to establish good relations with all the production support. As well as teacher, the teacher should to understand the right concept of the material which will be presented to the students and understand the envirolmental and psychological of the students.

      The advantages for teacher when making a lesson plan are to remind and to guide what the teacher will do in the class, to prevent teachers to teach arbitrary and create a more structured learning.

2.      STUDENT’S WORKSHEETS

      Student’s worksheets is a task which students had to do individually or in groups. The contains of student’s worksheets are informations, instructions and problems. Student’s worksheeets is to construct of mathematics knowledge the students by their self. Usually student’s worksheets is to guide the students to find a new knowledge or to prove the formula is given.

      But the teacher still misunderstand about student’s worksheets.  The teacher still assume that student’s worksheeets is colections of the problem. Usually teacher give student’s worksheet to the student and then ask the students to solve the problem without first explanation or with first a bit explanation. Teachers should give first explaination about the material then give the students time to work by their self or in groups, then if the students gets trouble the teacher can help them.

      The are many benefits and obstacles of the student’s worksheets. The benefits of the student’s worksheets are:

a)      the student can explore and built the knowledge by their self about the material

b)      the student can work individually or in group

c)      the teacher can increase activities of learning mathematics.

And the obstacles of the student’s worksheets are needs teacher’s skill and knowledge and increasing teacher workload.

3.      SMALL GROUP DISCUSSION

      Sometimes divides the students in the class into some small group is important. But don’t divide too many of the members because if the numbers of  group is large isn’t efective. The teacher can divides into four or five students in one group. And the teacher must be fair in divide the group, at least in one group there is an intelligent student or active student and a quiet student for the group to be balanced.

      In the group, the students asked to discussion why what and how the formula or this problem should be solved. Sometimes in groups can be differences of opinion but is no problem because after the time of discussion has timed out, the result of the discussion in the small group will be presented in front of the class.

      There are many advantages and disadvantages from make small group discussion in learning mathematics in the class. The advantages of this method are:

a.       The students can learn together with their friends, because some students can easily to understand the material if they studying with friends

b.      The students can be relaxed to share the knowledge to the other students

c.       The students can exchanges the idea with the other student.

The disadvantages of small group discussion are:

a.       The discussion mostly dominated by active student and pasif student usually only in a silent

b.      Sometimes the discussion can’t work well because the students too much chatting with friends.

4.      VARIOUS INTERACTION

      Various interaction is interaction between the teacher and students or the students and the students in the learning process in the class. There are three kinds of various interaction such as whole class teaching, small group and indicidual. If the teacher using whole class teaching, the teacher stand in front of the class and speak to all of students or the teacher gives little description about the what material will be discussed together.

      Then the teacher divided all of the students into several groups and teacher distributed the student’s worksheets to the students. Then the students work and discussion in group. During the students discussion, the teacher can walk around the class to monitoring the discussion. If there is a group have difficulty, the teacher can help this group to solved the trouble. It’s called small group teaching, because the teacher is only give a bit explanations into one group. Afterward, if in the small group there is a student still don’t understand with the material, the teacher must present again the material individully to this student. And it’s referred to individual teaching.

      The profit of the various interaction is making the learning process colorfull and not only using traditional method to study. And to enrich the method of learning mathematics.

5.      VARIOUS TEACHING METHOD

      Teaching method is methods that teachers use to teach the lesson in the class. There are many kinds of teaching method starting from traditional to modern method. Most teachers are still using traditional methods of such the teacher provide the material in front of the class and the students just listen what the teacher say in front of the class without give the students role in the learning. The teacher likes feeding the students material of study. After the teacher gives explanation of the material then the teacher gives example to do the question, usually the teacher just present one way to solve the problem. The last step is the teacher give the problem for the students to finish the problem. And it’s called expository method.

      The teacher should be modern, creative and innovative in teach the students. To be a modern teacher, at least the teacher have to implement this method in the learning, such expository, discussion, investigation, practical work and contextual. If the teacher use this method, the teacher help the students to be active students.

6.      STUDENT’S REFLECTION

      Student’s reflection or student presentation is very substantial because this stage is to construct the knowledge of mathematics. Because the best way to understands of the material if students can explain or describes again into the other people or studets. Learning mathematics is doing the mathematics, so the the students really thingking about mathematics and then the student can described again in the other students. In this step the student presented the result of discussion in small group, it’s can also the student opinion about the problem.

      In the otherside, student’s reflection also important to train students to dare to speak in front of the other people. Because there are many students who when speaking in front the class or in front of the other people still feel nervous and not confident. So this stage can be use to practice the ability to speak in front of people. Beside the benefit which have been submitted there are also disadvantages that is if the shyness student is required to presented the result of the discussion in front of the class, this is very pressing to speak in front of the people.

      Hence, courage to speak in front the class or people is very important and it’s can train through student’s reflection.

7.      COGNITIVE SCHEME

      In our brain there is a named schema is a kind of file that contains the information and knowledge. This scheme is in a collection of called schemata or schemas (plural of schema) stored in a permanent sense of human sub-systems. So cognitive scheme is a frame of thinking or knowledge that has been owned by someone who has saved in the brain.

      The teacher can applied the cognitive scheme in the learning process when the lesson will begin. Teacher should construct the knowledge of the student then teacher gives the material from the easier to more difficult.

      The form of cognitive scheme is teaching content. So the teacher should to match the approximate frame of thingking or knowledge that students have with content of material which be presented in the class. In order to make learning that teachers do in order to build students' cognitive structure so that students get knowledge of the invention alone or with a little help from the teacher.

8.      STUDENTS CONCLUSION

      After all of the steps has been passed, the students can get a result or conclusion about what has been learned today. Some students presented the result of discussion from small group, it means that we need to compare the result among groups. After all of the group displayed the result teacher must to give corrections about that. Because there is always differences of opinion between groups. Teacher just a little repairing and guide the students if there are errors in student’s comprehension.

      Then teacher speak to all of the students in front of claas, suggested students to takes a or some conlusions from discussions and lessons just discussed together in the class. The teacher didn’t give the conclusion, but the students themselves who take the conclusions. Because the conclusions are belongs to the student. Teacher only acts as guide of students to find the conclusion, teacher just provided hints for students.

9.      APPERCEPTION

      Apperception is introductory explanation before the lesson begin. Apperception prepare students to be ready to accept the lesson. Talkactive method is not enough to communicate this apperception, the teacher should use variety method in apperception. For example, the teacher ask the students a question about the students knowledge of the material which will learn. At least if the students little know about the topic what will we learn, student all ready to discuss, to learn and explore the material.

      But if the students didn’t know about the next topic what will we learn, in the apperception teacher can give stimulate or a bit general knowledge of the material before teacher explain more the material. So if we as student, we don’t panic if we not yet know about the next material of study.

      In apperception, teacher usually connected the topic with daily life. It means that students easily to understand the topic, if teacher connected with uncontextual subject the student will have difficult. The teacher must be attractive when give apperception, because if teacher looks bored the student certainly not going curious about the next material will we disscuss.

10.  ASSASSMENTS

      Assassment is to record of the lesson about students achievment evaluate the lesson from the lesson begin until the end. Assassment and evaluate is different, evaluate is to use assessment at the end of the lesson.

      Teacher should know and understand each student so that can judge the students in everytime in the learning, not only in the final exam. Because the students sometimes still cheating with their friends when in the final exam. This effect teachers may misjudge the student. When teacher giving assassment should be objective, don’t assessing because the student is pretty or handsome or student is a child of an important person in school, in society or in goverment. But judge student from their ability.

      Assassment even had strengths and weaknesses in the applying, that are the strengths of the assassment such:

a)      The teacher can assess students in more detail and accurate

b)      The teacher can assess students in right earnest

c)      The teachers will be more familiar with student

Then the weaknesses of the assassment such:

a)      If there is passive student, teacher will get difficult to assass this student

b)      The teacher must had patience in assessing

11.  VARIOUS MEDIA/VARIOUS TEACHING AIDS

      To supporting teacher learning requires aids or media. There are  many tipes of media which can help the teacher to teach the students,such traditional media and modern media. Traditional method consist of blackboard, whiteboard, chalk, etc. And mordern method consist of computer, software of computer, many kinds sources of study like internet, journal, etc.

      The teachers should be able to follow the development of the era. Don’t be less people that not know the developments in technology and science. As a teacher must to know and monitoring the changing of technology or science, so the teacher can become a modern teacher. Teachers should has a skill to use facilities media that school or goverment provided, not only skill but teachers had to  awareness for the caring and save it.

      Not every lessons can using media, so teacher should know which lesson can using teaching ais and which lesson no need taeching aids. So skill of teacher is an important key in delivering lessons through using media of learning or teaching aids. In the application this various also have some advantages and disadvantages that can be enhance and inhibit the lessons. The advantages of using media in the learning process are:

a)      The creative teacher can increasingly improving its capabilities use of learning media

b)      The students not feel bored when the learning in progress

c)      The teacher can trying to many kinds of media that available in school or teacher  provide its own.

Beside that, the disadvantages of using teaching aids are:

a)      The teacher not have skill and comprehension to using available teaching aids

b)      In the school not available teaching aids or media which can support learning process

C.    CONCLUSION

      From the explanation of the above can take concluded that teacher must be a modern, creative and innovative teacher to develop teaching learning process of mathematics in school, junior high school or senior high school. There are many kinds and ways to improve learning process of mathematics, teacher can selects the method to make learning enjoyable. Learning mathematics not only calculate or prove the theorem but learning mathematics is doing mathematics, so the students really thingking about mathematics.

      The rule of teacher is to facilitated the students need to learn mathematics, so teacher shouldn’t to using traditional method of learning mathematics as though transfer the knowledge from the teacher’s brain into student’s brain. And the teacher isn’t only one sourse of learning, so teacher must pressing into the students to explore the sources of learning in everytime and everywhere, it can from friends or environment and daily life. And teacher must presented a meaningfull learning in the learning process.

Supporting Evidences And Monitoring To Develop School-Based Curriculum For Junior High School Mathematics In Indonesia

By : Dr. Marsigit MA

Reviewed by : Arlian Bety Anjaswari ( Mathematics Education Reguler 2009 at http://arlianbety.blogspot.com )

Kami merasa bahwa pengembangan kurikulum membutuhkan komprehensif dan mendalam studi tentang semua aspek yang terlibat, setidaknya ada enam prinsip sebagai panduan (Marsigit, 2003):

1. kesempatan untuk belajar matematika untuk semua
2. kurikulum bukanlah sekedar kumpulan materi tetapi harus mencerminkan kegiatan matematika koheren
3. mengajar belajar matematika membutuhkan teori yang menyeluruh tentang kegiatan siswa, mereka kesiapan untuk belajar dan peran guru memfasilitasi mereka belajar
4. kesempatan kepada pembelajar untuk mengembangkan konsep matematika mereka
5. kebutuhan untuk mengembangkan penilaian tertanam untuk proses belajar mengajar
6. menggunakan berbagai jenis sumber belajar mengajar.

Mukminan dkk, (2002) menjelaskan bahwa kurikulum berbasis sekolah untuk SMP sekolah menekankan pada kompetensi siswa, karena itu, pemerintah pusat telah mengembangkan standar nasional bagi mereka. Standar Kompetensi Nasional ini kemudian menjadi diuraikan menjadi Kompetensi Dasar-itu adalah kompetensi minimal yang harus dilakukan oleh para siswa, yang meliputi afektif, kognitif dan psikomotor kompetensi. Dengan demikian, Pemerintah Indonesia telah mengembangkan Pembelajaran dan pengajaran kontekstual sebagai salah satu pendekatan untuk mendukung implementasi Berbasis Sekolah Kurikulum itu berarti bahwa pemerintah mendorong para guru untuk mengembangkan siswa keterampilan hidup dengan optimal menggunakan lingkungan untuk mendukung kegiatan siswa.

Program monitoring telah ditetapkan menyebar ke beberapa wilayah yang berbeda provinsi yang berbeda, untuk menyelidiki dan mengidentifikasi sejauh mana kekuatan, kelemahan, dan kendala dari pelaksanaan kurikulum baru. Ada ditemukan bahwa : 

1. banyak guru masih memiliki masalah dalam melaksanakan Standar Kompetensi Nasional dan Dasar Kompetensi dalam proses belajar mengajar matematika
2. banyak guru masih memiliki kesulitan dalam mengembangkan berbagai jenis Lembar kerja Siswa
3. guru masih memiliki kesulitan dalam mengembangkan masalah kontekstual matematika
4. banyak guru masih memiliki kesulitan dalam mengembangkan berbagai jenis alat-alat peraga
5. siswa lebih bahagia dalam belajar matematika, khususnya dalam diskusi kelompok
6. beberapa guru merasa bahwa Diskusi, Kerja Praktis, dan Pekerjaan Investigational metode penting dari mengajar matematika yang dapat mendukung kurikulum berbasis sekolah untuk matematika di SMP.

Hasil dari program pemantauan menunjukkan bahwa : 

1. sosialisasi kurikulum baru perlu ditingkatkan
2. partisipasi guru, guru kepala dan supervisor perlu ditingkatkan
3. yang mendukung sumber daya untuk kurikulum baru perlu dikembangkan secara ekstensif
4. perlu mempromosikan penelitian berbasis kelas untuk guru sebagai bagian dari kegiatan pengajaran mereka, perlu untuk menyebarkan konsep-konsep dan teori-teori serta paradigma saat ini mengajar matematika belajar
5. kendala pelaksanaan kurikulum baru yang meliputi pembatasan fasilitas pendidikan dan media serta keterbatasan anggaran.

WAWASAN TENTANG STRATEGI DAN APLIKASI PEMBELAJARAN MATEMATIKA BERBASIS KOMPETENSI

Makalah Disampaikan Pada Seminar Kurikulum Berbasis Kompetensi Mata Pelajaran Matematika, MGMP MATEMATIKA-KOTA YOGYAKARTA Bertempat di SMU Negeri 3 Yogyakarta Yogyakarta Kamis, 22 Mei 2003

By : Dr. Marsigit MA

Reviewed by : Arlian Bety Anjaswari ( Mathematics Education Reguler 2009 at http://arlianbety.blogspot.com )

Six basic principles must be considered in the development of mathematics syllabus based on competencies, such as: (1) learning opportunities for all students without exception subjects, (2) curriculum is not merely a collection of teaching materials, but can 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.

Competency-based mathematics education emphasizes on skills that should be possessed by graduates; so that the curriculum was developed based on the elaboration of a basic skills competency standards. Standard of competence is an ability that can be performed or displayed in the learning of mathematics, whereas the minimum basic skills is an ability in mathematics courses that must be possessed by students. Basic skills may include the ability of affective, cognitive and psychomotor.

The curriculum is designed to be in the process of learning mathematics, students are able to perform the search patterns and relationships; develop creativity with imagination, intuition and invention; perform problem-solving activities; and communicate mathematical thinking to others. To achieve such capabilities developed a process that takes into account the context of learning mathematics and its application in everyday life.

Format syllabus is a form of presentation of the syllabus content consists of competency standards, basic skills, learning materials, description of learning materials, student learning experience of time allocation, and reference sources are used, whereas the systematic presentation of the syllabus describes the sequence of parts of the syllabus. Format syllabus is made in such a way that teachers or the user can learn and practice the syllabus easily. Regions and schools have discretion to describe the basic skills to learning materials, description of learning materials, learning experiences, time allocation, teaching and learning resources. For all levels of education, mathematics learning materials include (Ebbutt and Straker, 1995): facts, understanding, reasoning skills, algorithmic skills, math problem-solving skills, skills of conducting investigations. 

USAHA GURU DALAM MENINGKATKAN MINAT SISWA MEMPELAJARI MATEMATIKA

By : Dr. Marsigit M.A.

Reviewed by : Arlian Bety Anjaswari ( Mathematics Education Reguler 2009 at http://arlianbety.blogspot.com )

Teach math is not easy because the students are also not easy in learning mathematics. In Jaworski's opinion does not think there is a the best way to teach mathematics. There are some methods of teaching according to Croft Report, which is the method exposition, discussion methods, methods of problem solving, investigation methods, basic skills training methods and principles and methods of implementation. But all of that there are some obstacles, such as: lack of teachers their understanding of the meaning of the theory, confused about how to apply them in teaching, learning facilities, existing systems and environmental conditions are less supportive. Here are some difficulties experienced by teachers in developing mathematics learning:

§  Handle differences in their students' mathematical abilities.

§  Encourage active student learning

§  Developing a mathematical learning technologies

NEM achieving high targets and the completion of the syllabus are the two main factors why the teacher seemed to have no other alternative except to rely on mathematics teaching methods of exposition. Accumulation of the situation have led to less student likes math.

Mathematics is the search activity patterns and connection. The implication of this view of the efforts of teachers is to give students the opportunity to activities discovery and investigation to determine the patterns of connection, giving students the chance to experiment with different ways. Mathematics is the creativity that requires imagination, intuition and invention. The implication of this view of the efforts of teachers is to encourage initiative and provide an opportunity to think differently, encouraging curiosity, the desire to ask, denied the ability and the ability estimates. Mathematics is problem solving activities. The implication of this view of teacher effort are: to provide a learning environment that stimulates math math problems, help students solve math problems using his own way.

The essence of students studying mathematics such as:

1. Student will learn if given the motivation. The implications of this view for the efforts teachers are: to provide fun activities, pay attention to their wishes, to build understanding through what they knew, creating a classroom atmosphere that supports and stimulates learning.
2. Student studying in its own way. The implications of this view for the efforts teachers are: students learn in different ways and at different speeds, each student requires a special experience that connected with his experiences in the past, each student has a socio-economic background of different cultures.
3. Students learn independently and through cooperation. The implications of this view for efforts teacher is giving an opportunity: learning in groups can be trained teamwork, learning in the classical style provides an opportunity to exchange ideas offered an opportunity for students to do their activities independently.
4. Student need the context and situation that vary in their learning. The implications of this view for the efforts teachers are: provide and use various props, use mathematics to a variety of purposes.

Therefore that the students liked math lesson we as teachers have time to turn into a better, such as by the way: focus on student learning, teachers become democratic, oriented learning on the process and results, use a variety of teaching methods, be flexible teacher and teacher is an educator, facilitator and dynamist.