Disampaikan pada Simposium Guru “Pengembangan Profesional dan Kompetensi Guru Dalam Meningkatkan Mutu Pendidikan SLTP” 11-15 Nopember 2002 Di Hotel Sahid Yogyakarta
By : Dr. Marsigit M.A
Reviewed by : Arlian Bety Anjaswari ( Mathematics Education 2009 at http://arlianbety.blogspot.com )
From the results of research by the author (1995, 1997, 1999, 2002) indicates that most of math teachers still implements traditional mathematical learning, is learning mathematics by relying on a single method expository with the cycle: explaining, giving examples, asking questions and giving the task in the classical style . With this method then the math teachers have difficulty in: serving the various needs / demands of the students in learning mathematics, encourage underachieving students to improve academic achievement, encouraging students to actively learn, use and develop mathematical teaching aids and encourage students to learn through collaboration.
Action research aims to develop mathematical learning method which can meet the needs / demands of a variety of academic demands of students, improve learning achievement, encouraging students to actively learn, develop teaching aids and encourage cooperation. Development of mathematical models of learning through action research to solve the difficulties of service of teachers to give students a positive impact, but in the implementation experience obstacles both technical, academic, and socio-cultural. This action research confine himself in the scope of the teacher's teaching style is reflected by a learning model that was developed in a certain class at a given time period as well. Thus the learning context that is fixed is the classroom, students and teachers themselves, while learning context that is changing is the model of learning, teaching styles and learning other aspects including materials, teaching resources, the execution time of learning.
Advice for the teachers in developing the methods of learning, the teacher suggested: environmental planning to study mathematics, mathematics to plan activities, develop the role of teacher, set the time to whom and when doing math with / don't with students, observe students' activities, evaluating byself, assessing understanding , processes, skills, facts and results and assess the results and monitor student progress. Advice for Schools (Headmaster) including change the Headmaster role of the supervisory function to service function and collaboration service, creating the conditions that teachers and students can provide the initiative, don't use the "NEM from EBTANAS" as the only measure of school success, encouraging teachers and students to be independent and develop ethics and mutual respect, provide opportunities for to revise the curriculum / syllabus and involve parents to participate in the development of learning programs.
Suggestions for the government are providing an opportunity for schools to develop learning programs in accordance with the characteristics of the school and nearby society, review the national curriculum to be replaced with the local curriculum and reviewing the system of evaluation "EBTANAS". Advice for universities educational institutions including pioneered the field of education reform, developing educational programs based on research results and theoretical studies and establish cooperation with the school in educational innovation.
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