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.