Given by Sabina Ndiung:
If we talk about teaching learning process, of course we can not avoid of our understanding of approach, method, technique, teacher and student. Basically, all teachers want their students to be successful of her/his lesson; but this perception needs a effort of the teacher and students themselves. As we know, many approaches are offered to the teachers to be applied which aimed just to get the students successful in learning. Besides, the changing of paradigm in teaching period by period also always appearred, from traditional method ( teacher-centered) has changed become modern method (student-centered).
Why does it happen? Of course, many reasons to answer this question such as: exams system have changed, new syllabus has been introduced, economic and political development in one country, teachers want to up to date their course, and ect. From above comment I really agree related to the research posted by Dr. Marsigit, M.A because of Constructing Mathematic Activity at Group-Discussion of the 6th Grade Students of Primary Schools is the appripriate concept in teaching mathematic for primary schools especially at the 6th grade. Why? Based on my understanding, by applying this approach means that I agree to change my own paradigm in teaching from tradisional approach become modern/progressive approach that is students are not seen as passive source of the knowledge but students are seen as active processor of the knowledge and at the end of the lesson students can become independent learner or constructor.
In other hand, the research of constructing mathematic activity at group-discussion of the 6th grade students of primary schools not only emphasizes at the students to be independent constructor at 6th grade in learning addition, subtraction and multiplication through group discussion approach but also the students can enhance their good relationship between teacher and them also among students themselves through the interaction in group discussion. I really agree this approach, students can get double competences that is know the knowledge which got by the students’ participation in group discussion and social competence which got by a good interaction between teacher and students and interaction among students themselves.
Thanks and success of group-discussion approach in teaching mathematic for primary schools especially for 6th grade students.
Selasa, 06 Januari 2009
Pembelajaran dan permasalahannya (refleksi akhir perkuliahan)
Sudah menjadi gejala umum bahwasannya mata pelajaran matematika kurang disukai oleh kebanyakan siswa. Matematika merupakan mata pelajaran yang sukar dipahami, sehingga kurang disenangi siswa. Ketidaksenangan terhadap mata pelajaran ini, dapat berpengaruh terhadap keberhasilan belajar matematika siswa. Begitu banyak gebrakan atau upaya yang dilakukan oleh pihak kalngan pendidikan untuk mengubah paradigma yang masih melekat pada diri siswa, yaitu berusaha menghilangkan kecemasan siswa/pebelajar terhadap matematika.
Adapun cara yang dilakukan untuk menghilangkan rasa takut siswa terhadap matematika, yaitu (1) hadirnya berbagai pendekatan ataupun metode yang diterapkan guru dalam pembelajaran, (2) adanya perubahan paradigma mengajar menjadi paradigma belajar, (3) tawaran kurikulum yang menyenangkan yang akan memudahkan siswa memahami materi pelajaran, dan lain sebagainya.
Untuk menerapkan apa yang menjadi tuntutan dunia pendidikan dan perkembangan ilmu pengetahuan dan teknologi maka dituntut kemampuan yang lebih dari seorang pendidik agar mampu menjawabi tuntutan jaman. Dengan kemampuan tersebut niscaya apapun perkembangan yang terjadi di atas jagad alam raya ini dapat diterima sebagai anugerah yang besar dari sang penciptanya.
Sangatlah tidak adil bila faktor penentu utama perubahan dalam segala bidang merupakan skill figur seorang guru. Hal ini diungkapkan karena berdasarkan pengalaman pribadi saya dilapangan, bahwa masih banyak masyarakat mempercayai penuh lembaga atau sekolah sebagai tempat penitipan bagi anak mereka untuk mendapatkan semua yang mereka inginkan. Sebagai contoh, ada seorang yang kaya raya, bisa dikatakan seorang konglemerat, mempunyai masalah tentang perilaku anaknya yang kurang sopan. Pada suatu hari ia mendatangi sekolah dimana anaknya menimba pengetahuan. Sesampainya disekolah ia bahkan langsung memarahi kepala sekolah, katanya: “anak saya sangat tidak sopan di rumah, apakah disini (sekolah) tidak diajarkan sopan santun?”. Hal tersebut sekiranya sangat mengganggu psikis kepala sekolah. Tetapi demi keadilan rasa tanggung jawab, kepala sekolah langsung bertanya balik, “apakah bapak juga pernah punya waktu untuk mendidik anak bapak dan mengajari bagaimana bersopan santun?”, langsung bapaknya (ortu murid) menundukkan kepalanya, lalu sujud memohon maaf dan langsung pulang.
Dari sedikit ilustrasi di atas mengisyaratkan, bahwa benar-benar masih sebagian besar masyarakat, menyerahkan sepenuhnya kepercayaan mereka kepada guru untuk mendidik dan sekaligus mengubah perilaku anak mereka. Menurut saya, bahwa guru bukanlah satu-satunya pengubah perilaku anak, tetapi bagaimana kita saling melengkapi kebutuhan untuk menjawabi tuntutan perkembangan dan kemajuan teknologi.
Berbagai macam terobosan yang dilakukan untuk meningkatkan mutu pendidikan yang ada di negeri kita, agar siswa tidak lagi merasa gagap terhadap perkembangan, dan mampu meraih apa yang mereka inginkan melalui proses yang terjadi di sekolah khususnya dalam pembelajaran. Lahirlah berbagai aliran pendidikan, yang membuat pakar pendidikan saling beradu argumentasi demi mepertahankan konsistensi hasil penelitian mereka.
Bahwa adanya mitos matematika itu sangat sulit hanya merupakan suatu kompensasi dari yang bersangkutan oleh karena ketidaksiapannya menerima perubahan. Padahal, kalau dilihat, tidak ada seorang pun manusia di muka bumi ini yang tidak membutuhkan matematika. Semua orang membutuhkan matematika. Baik secara langsung mereka rasakan maupun secara tidak langsung. Matematika membutuhkan konsentrasi dari pebelajar dengan mengaitkan dengan fakta yang terjadi dalam kehidupan mereka sehari-hari.
Dalam membelajarkan matematika, khususnya di sekolah dasar menuntut kreativitas guru dan siswa dalam mengikuti proses agar pembelajaran tersebut menjadi bermakna. Tidaklah mudah untuk membelajarkan konsep dan meningkatkan pemahaman matematika bagi siswa sekolah dasar. Tetapi jika kita selaku pengajar dan pebelajar mampu mengaitkan matematika dengan dunia di sekitar serta memanfaatkan objek nyata disekitar maka dalam membelajarkan konsep tertentu yang membutuhkannya akan mudah dipahami. Hal ini tidak terlepas dari kesiapan seorang guru untuk mampu menjalankan tugas keprofesionalannya demi menjunjung tinggi profesi.
Pembelajaran yang ditawarkan dewasa ini, adalah bagaimana matematika itu dilaksanakan secara kontekstual. Siswa pun belajar tidak selalu diruang kelas, tetapi juga dapat memanfaatkan lingkungan belajar di luar kelas yang menuntut keterampilan melakukan sesuatu dan kemampuan mengamati objek jika dikaitkan dengan masalah nyata yang akan mendukung teori yang dipelajari. Semua itu dilakukan demi mendekatkan siswa terhadap pemahaman konsep dan keterkaitannya dengan materi yang dibahas di kelas agar tidak mengalami krisis pengetahuan dan pengalaman. Karena siswa dapat melakukan matematika setelah melihat bendanya atau alur pikirnya yang jelas.
Berbagai terobosan telah ditawarkan dalam matematika, baik pendekatan, metode, maupun strategi yang sekiranya dapat membantu peserta didik memahami matematika. Hal ini ditekankan agar siswa mampu menemukan pola, melakukan investigasi, menyelesaikan masalah, dan mampu mengkomunikasika matematika. Melihat aspek-aspek tersebut, bahwa matematika merupakan suatu rangkaian kegiatan terintegrasi yang tak terpisahkan satu dengan yang lainnya. Matematika yang merupakan kegiatan manusia/insani akan membantu pebelajar menemukan aspek-aspek yang dikuasai dalam membelajarkan matematika.
Semua hal yang merupakan tawaran untuk meningkatkan mutu pendidikan, dapat dilaksanakan asal saja seorang guru berani membuka diri untuk menerima berbagai inovasi dalam bidang pendidikan. Inovasi sangat penting. Tanpa inovasi, maka pendidikan kita tidak akan mengalami perkembangan, siswa masih saja dianggap subjek penerima/pasif dalam pelajaran karena masih menerapkan tradisi yang dilakukan guru dari tahun ke tahun. Dalam mengajar hendaknya tidak terjadi faktor keterpaksaan tetapi merupakan dorongan hati/intusi yang bersumber dari hati nurani.
Perubahan pardigma mengajar (teacher-centered) ke paradigma belajar (student-centered). Tetapi dari berbagai laporan dan pengalaman saya di lapangan, bahwa paradigma pembelajaran matematika yang digunakan sekarang sebagian besar guru menggunakan para digma mengajar. Dalam paradigma ini masih berpegang pada prinsip bahwa pengetahuan sebagai sesuatu yang sudah jadi, sehingga siswa tidak perlu lagi mambuat atau mengkonstruksinya, yang lainnya pengajar sebagai satu-satunya sumber pengetahuan karena siswa duduk diam di kursi dan melipat tangan di atas meja. Hal ini terbukti, jika siswa diminta untuk membuktikan teorema atau alasan mengapa sesuatu rumus dapat digunakan dalam menyelesaikan sesuatu soal, siswa tidak dapat menjawabnya karena mereka tidak diberi kesempatan dalam pembelajaran akibatnya ia merasa kikuk atau tidak berani.
Paradigma pembelajaran matematika seperti yang masih digunakan sekarang sangat tidak sesuai atau bertolak belakang dengan pembelajaran dalam KBK aatupun KTSP. Sekiranya pendekatan pembelajaran seperti apa yang sesuai dengan kegiatan pembelajaran dalam KBK atau KTSP, merupakan tanggungjawab masing-masing guru dalam melaksanakan pembelajaran yang mengutamakan kepentingan peserta didik dan membiarkan siswa mnegkonstruksi sendiri pengetahuannya.
Jadi, dari berbagai ulasan singakt yang sangat sederhana saya pribadi menyimpulkan, bahwa sesuatu dapat dilaksanakan dengan benar asal saja kita selaku pendidik bersedia menerima perubahan, dan mampu melaksanakannya sesuai dengan kemampuan kita. Prinsipnya pantang menyerah, melaksanakan dan mencintai profesi seperti kita mengahargai diri kita sendiri.
Adapun cara yang dilakukan untuk menghilangkan rasa takut siswa terhadap matematika, yaitu (1) hadirnya berbagai pendekatan ataupun metode yang diterapkan guru dalam pembelajaran, (2) adanya perubahan paradigma mengajar menjadi paradigma belajar, (3) tawaran kurikulum yang menyenangkan yang akan memudahkan siswa memahami materi pelajaran, dan lain sebagainya.
Untuk menerapkan apa yang menjadi tuntutan dunia pendidikan dan perkembangan ilmu pengetahuan dan teknologi maka dituntut kemampuan yang lebih dari seorang pendidik agar mampu menjawabi tuntutan jaman. Dengan kemampuan tersebut niscaya apapun perkembangan yang terjadi di atas jagad alam raya ini dapat diterima sebagai anugerah yang besar dari sang penciptanya.
Sangatlah tidak adil bila faktor penentu utama perubahan dalam segala bidang merupakan skill figur seorang guru. Hal ini diungkapkan karena berdasarkan pengalaman pribadi saya dilapangan, bahwa masih banyak masyarakat mempercayai penuh lembaga atau sekolah sebagai tempat penitipan bagi anak mereka untuk mendapatkan semua yang mereka inginkan. Sebagai contoh, ada seorang yang kaya raya, bisa dikatakan seorang konglemerat, mempunyai masalah tentang perilaku anaknya yang kurang sopan. Pada suatu hari ia mendatangi sekolah dimana anaknya menimba pengetahuan. Sesampainya disekolah ia bahkan langsung memarahi kepala sekolah, katanya: “anak saya sangat tidak sopan di rumah, apakah disini (sekolah) tidak diajarkan sopan santun?”. Hal tersebut sekiranya sangat mengganggu psikis kepala sekolah. Tetapi demi keadilan rasa tanggung jawab, kepala sekolah langsung bertanya balik, “apakah bapak juga pernah punya waktu untuk mendidik anak bapak dan mengajari bagaimana bersopan santun?”, langsung bapaknya (ortu murid) menundukkan kepalanya, lalu sujud memohon maaf dan langsung pulang.
Dari sedikit ilustrasi di atas mengisyaratkan, bahwa benar-benar masih sebagian besar masyarakat, menyerahkan sepenuhnya kepercayaan mereka kepada guru untuk mendidik dan sekaligus mengubah perilaku anak mereka. Menurut saya, bahwa guru bukanlah satu-satunya pengubah perilaku anak, tetapi bagaimana kita saling melengkapi kebutuhan untuk menjawabi tuntutan perkembangan dan kemajuan teknologi.
Berbagai macam terobosan yang dilakukan untuk meningkatkan mutu pendidikan yang ada di negeri kita, agar siswa tidak lagi merasa gagap terhadap perkembangan, dan mampu meraih apa yang mereka inginkan melalui proses yang terjadi di sekolah khususnya dalam pembelajaran. Lahirlah berbagai aliran pendidikan, yang membuat pakar pendidikan saling beradu argumentasi demi mepertahankan konsistensi hasil penelitian mereka.
Bahwa adanya mitos matematika itu sangat sulit hanya merupakan suatu kompensasi dari yang bersangkutan oleh karena ketidaksiapannya menerima perubahan. Padahal, kalau dilihat, tidak ada seorang pun manusia di muka bumi ini yang tidak membutuhkan matematika. Semua orang membutuhkan matematika. Baik secara langsung mereka rasakan maupun secara tidak langsung. Matematika membutuhkan konsentrasi dari pebelajar dengan mengaitkan dengan fakta yang terjadi dalam kehidupan mereka sehari-hari.
Dalam membelajarkan matematika, khususnya di sekolah dasar menuntut kreativitas guru dan siswa dalam mengikuti proses agar pembelajaran tersebut menjadi bermakna. Tidaklah mudah untuk membelajarkan konsep dan meningkatkan pemahaman matematika bagi siswa sekolah dasar. Tetapi jika kita selaku pengajar dan pebelajar mampu mengaitkan matematika dengan dunia di sekitar serta memanfaatkan objek nyata disekitar maka dalam membelajarkan konsep tertentu yang membutuhkannya akan mudah dipahami. Hal ini tidak terlepas dari kesiapan seorang guru untuk mampu menjalankan tugas keprofesionalannya demi menjunjung tinggi profesi.
Pembelajaran yang ditawarkan dewasa ini, adalah bagaimana matematika itu dilaksanakan secara kontekstual. Siswa pun belajar tidak selalu diruang kelas, tetapi juga dapat memanfaatkan lingkungan belajar di luar kelas yang menuntut keterampilan melakukan sesuatu dan kemampuan mengamati objek jika dikaitkan dengan masalah nyata yang akan mendukung teori yang dipelajari. Semua itu dilakukan demi mendekatkan siswa terhadap pemahaman konsep dan keterkaitannya dengan materi yang dibahas di kelas agar tidak mengalami krisis pengetahuan dan pengalaman. Karena siswa dapat melakukan matematika setelah melihat bendanya atau alur pikirnya yang jelas.
Berbagai terobosan telah ditawarkan dalam matematika, baik pendekatan, metode, maupun strategi yang sekiranya dapat membantu peserta didik memahami matematika. Hal ini ditekankan agar siswa mampu menemukan pola, melakukan investigasi, menyelesaikan masalah, dan mampu mengkomunikasika matematika. Melihat aspek-aspek tersebut, bahwa matematika merupakan suatu rangkaian kegiatan terintegrasi yang tak terpisahkan satu dengan yang lainnya. Matematika yang merupakan kegiatan manusia/insani akan membantu pebelajar menemukan aspek-aspek yang dikuasai dalam membelajarkan matematika.
Semua hal yang merupakan tawaran untuk meningkatkan mutu pendidikan, dapat dilaksanakan asal saja seorang guru berani membuka diri untuk menerima berbagai inovasi dalam bidang pendidikan. Inovasi sangat penting. Tanpa inovasi, maka pendidikan kita tidak akan mengalami perkembangan, siswa masih saja dianggap subjek penerima/pasif dalam pelajaran karena masih menerapkan tradisi yang dilakukan guru dari tahun ke tahun. Dalam mengajar hendaknya tidak terjadi faktor keterpaksaan tetapi merupakan dorongan hati/intusi yang bersumber dari hati nurani.
Perubahan pardigma mengajar (teacher-centered) ke paradigma belajar (student-centered). Tetapi dari berbagai laporan dan pengalaman saya di lapangan, bahwa paradigma pembelajaran matematika yang digunakan sekarang sebagian besar guru menggunakan para digma mengajar. Dalam paradigma ini masih berpegang pada prinsip bahwa pengetahuan sebagai sesuatu yang sudah jadi, sehingga siswa tidak perlu lagi mambuat atau mengkonstruksinya, yang lainnya pengajar sebagai satu-satunya sumber pengetahuan karena siswa duduk diam di kursi dan melipat tangan di atas meja. Hal ini terbukti, jika siswa diminta untuk membuktikan teorema atau alasan mengapa sesuatu rumus dapat digunakan dalam menyelesaikan sesuatu soal, siswa tidak dapat menjawabnya karena mereka tidak diberi kesempatan dalam pembelajaran akibatnya ia merasa kikuk atau tidak berani.
Paradigma pembelajaran matematika seperti yang masih digunakan sekarang sangat tidak sesuai atau bertolak belakang dengan pembelajaran dalam KBK aatupun KTSP. Sekiranya pendekatan pembelajaran seperti apa yang sesuai dengan kegiatan pembelajaran dalam KBK atau KTSP, merupakan tanggungjawab masing-masing guru dalam melaksanakan pembelajaran yang mengutamakan kepentingan peserta didik dan membiarkan siswa mnegkonstruksi sendiri pengetahuannya.
Jadi, dari berbagai ulasan singakt yang sangat sederhana saya pribadi menyimpulkan, bahwa sesuatu dapat dilaksanakan dengan benar asal saja kita selaku pendidik bersedia menerima perubahan, dan mampu melaksanakannya sesuai dengan kemampuan kita. Prinsipnya pantang menyerah, melaksanakan dan mencintai profesi seperti kita mengahargai diri kita sendiri.
Senin, 29 Desember 2008
The ideas related to the questions and expectations from mathematic lecturing at 11th November 2008 from Kurnia Hidayati
The ideas related to the questions and expectations from mathematic lecturing at 11th November 2008 from Kurnia Hidayati
The ideas given by Sabina Ndiung
1. What is the best mathematic learning which appropriate to be applied for elemantary school?
Response:
If we correlate with the figure of Realistic Mathematics Education, mathematic is like human’s activity (freudenthal, 1977). According to him, mathematic must be correlated to the real thing, close to the student experience and relevant to the society which aims mathematic becomes the part of human activity. Besides mathematic as the subject to be transfered, Frudenthal emphasises mathematic idea as the part of human actiity. Mathematic learning must givethe chance to the learner to be “guided” and “refind” learning mathematic by doing it. That is whay a teacher must know the give steps learning activities systematically, like what has been said by (Zulkardi, 2002) the steps of realistic mathematic learning activities are as follows:
1. Preparation
Beside we prepare contextual problem, a teacher must understand the problem and have any strategies that maybe applied by students in solving the exercises
2. Pre-activity/ opening activity
At this part, students are introduced by learning strategy/method that will be used and introduced the real life problem then ask the students to solve the problem by their own concept.
3. Learning process
Students personaly or group try to solve the problem based on their own experience, then each student or group presentates their working to their friends in front of the class and friends give the response or ask related to the result of group presentation. Teacher observes the running of class discussion and give the comment while guide the students to get the best strategy and find the general concept or pattern
4. Post-activity or closing activity
After getting the compromised about the best strategy through class discussion, students are invited to take the conclusion from that lesson. At the end of meeting students must do the evaluation exercises in form of formal mathematic. So, in my understanding, from some cases above indicate that there is no best strategy in learning mathematic except if we want to become the best in process of becoming the best. Someone never stopping to learn and always inovate to find the best choice to be done by her/him. That is why, let’s always prepare and ready to accept related to the change and also we have to love our profesion and love our students as we love as ours.
2. The truth of school mathematic?
Response:
The general of truth mathematic emphasises to students to be possessed by the students as follows:
1. The ability related to the mathematic which can be used to solve the mathematic problem, other lessons or the other reality problem.
2. The ability of applying mathematic as the tool for communication
3. The ability of applying mathematic as the logical reasoning which can be changed to use for every situation such as critical thinking, logical thinking, systematic thinking, objective, honest, discipline in understanding and solving the problem (PUSKUR, 2002)
If we look above abilities, can be used to the higher education and useful to daily life in society including as the preparation related to our job.
3. The student truth of learning mathematic
Response:
Curriculum center (2006) implicitly at the Based Competence Curriculum the student truth of learning mathematic is student has to have the ability to use logical way, making mathematic manipulate in doing generalization, construct the prove or explain mathematic concept arrange students logic thinking and also crate a good personality and the implementation of mathematic in solving the problem. I think, someone learns anything must have the aim. Likewise, for the student who learns mathematic by learning it can become customized for them to think crittically and systematicaly. By customizing they think critical, it is easy for them to solve the problem. Communicate their ideas and also can develop their competence autodidactly.
4. The traditional and progressive differences of mathematic
Response:
I think, traditional and progressive mathematic if we understand from the terms are not so different each other but if we understand from the process certainly different. If we understand traditional mathematic means we understand from our tradition in learning mathematic. But if we understand from progressive poin of view means want to change a tradition become better understand concept and we want to move from traditional mathematic understanding. Meanwhile, according to Paul Ernest from his writing about The Philosophy of Mathematic Education said that traditional mathematic is like true pattern and progressive mathematic is the process of understanding. If we correlate with the mathematic learning in this era, we still find many teachers/lectures still keeping traditional mathematic understanding just because of their tradition.
5. The ways to explain fraction by appling media
Response:
If we want to go forward, the teachers/lectures should not have the problem in the process of learning especially in explaining the material. Why do say like that? Because each teacher has his/her own strategy in giving the material based on the indicator and the aim of our subject/course. According to me, by applying the medias students can understand easly our explaination. Consequently, of this teacher must choose the appropriate medias to demonstrate in front of the students in order they are not wrong to understand the concept given by the teacher. At the explain the topic tought, example fraction number which one of the competence to be achieved is “explain the meaning of fraction and compare, so as the teacher may use the circle and thin cake like Serabi or the same big circle form paper (Yusuf Hartone, 2007:7-21).
pay attention to the following steps:
• Preparation
As the preparation, early learning done by teacher is the meaning of fraction and the way to arrange. After deciding contextual problem which will be applied to start learning teacher prepares everything needed. This case, we will ue the problem devide the Serambi cake, so teacher must prepare circle form of some papers which the same size as the model of Serabi Cake. Then, teacher prepares learning scenario which will be used in the classroom. There are many posibilities strategies are applied by student in learning activity and teacher should have anticipated this problem. Thus, teacher can manage teaching learning process in the classroom.
• Opening/pre-activity
At the early activity, a teacher tells to the stdents about the old mother gives 3 pieces Srabi cake for 4 her children and each child gets the same size of cake gotten. After that, teacher group the students and each group consist of 4 students. Each group gives 3 the same size circle form paper as cake model and one scissors and they are asked to devide 3 circle form paper among them so each member accepts the same size of the cake. Teacher gives the chance to each group to solve the problem based on their own concept. After time finish, each group gives the chance to solve their problem and other groups give them critical and suggestion. Then teacher devides the into group again and each group consist of 5 members and they are asked to devide 3 circle form paper become 5 part at same size like before. Next, students are asked to compare which pieces is bigger than other pieces ( 3 circle form paper is devided 4 or 5)
• Closing/post activity
As the closing, students are asked to do the exercises and give them the homework which correlated with comparation material of fraction. At the end of lesson, teacher invites the students to take the conclusion together what the students have done at that time.
Expectations :
1. Can convey the knowledge that we got to the students
Response:
Teaching does not move the knowledge from teacher to student, but it is an activity which possible for the students to construct their own knowledge, make the meaning, ask the clear information and become critical to judge. So, teaching is the way form itself (Bettencourt, 1989).
Based on constructivist principle, the role of a teacher is only as the mediator and facilitator who help the student learning process. Thus, the emphasis is at the students themselves not based on the discipline of the teacher or teacher’s way to teach.
As a teacher needs to know the ways of student’s thinking in order can help the students to understand event, from the way they think to solve the problem and ask them how to find the of your answer. This is the best way to find their own concept and find the way why is an answer not to apply for certain condition (Von Glasersfield, 1989).
Teacher needs to understand students’ mistake. Knowledge development full of mistaken and error. Error is one part of the construction from all knowledge that we can not avoid it. Sometimes error indicates students’ logic which is used to solve the problem
Based on Von Glasersfield, teacher needs to let the students find the appropriate way to solve the problem. If a teacher does not respect to students’ way in finding their own concept means that teacher out of science development, which also start from the mistake (Von Glasersfield)
2. Become a professional teacher of mathematic
Response:
A professional can be said if we are realy expert on it. But if we analysis the phenomenon that apper during reformation process, we need to consider that the aim of education in the future, firstly is educate the human being become democratic person, respect to the differences and live together without having worry and be afraid. This can be achieved if since the child students are given the opportunities to explore their thinking without having any worry and get the bad treat from her/his society just because of the differences among them (Marpaung, 1998:1). This problem is the difficult task run by the teacher and make a good personality of her/his students and easy to crate their cognitive competence. If all the learning components teacher is able to run and able to identify what become the problem at his/her teaching, we can say that it is professional.
3. Become easy to learn mathematic for the students
Response:
It is realy difficult for getting the meaning of the term easy, because I think student still find the dificulties for new relative lesson them. In order to achieve this aim a teacher must change the paradigm of thinking to the students. Teacher must change the teaching paradigm becomes learning paradigm. If we still applying the teaching paradigm, consquenly students are as the passive receiver or a teacher is as the center of knowledge/information. Generally as we know, a teacher really wants students must be active in finding the information not always depend on learning condition especially how to understand the knowledge. Teacher is hoped invite their students become independent learning, productive, creative or apply various ideas in learning something. Every student has different each other and has different ability of course ahs different concept to answer teacher’s question but event they are different each other the most important thing is they have the same aim that is to answer the same question from the teacher (Marpaung: 1998). The change of paradigm in teaching from teacher center becomes students center as the effect of the constructivist method accepting and developing (Ernest, 1991; Von Glaserfeld, 1989, 1992; Paul Suparno, 1997 in Marpaung, 1998)
4. Every student loves mathematic/no student hates mathematic
Response:
Talk about mathematic means talk about myth that everybody frightened mathematic for the students who hate mathematic. Based on the experience, many elementary students force their parents to find the school which does not have mathematic lesson, of course this problem makes the parents real confuse and panic how to solve the problem of their child who hates mathematic. This problem actually appear from the parent themselves who never introduce a little bit about their best understanding of mathematic knowledge that is mathematic is like a game such as when we want to calculate our savings in the bank. So, I think we have to delete the students’ frightening of mathematic by applying learning mathematic which based on students’ characteristic and their own real experience.
Commented by SABINA NDIUNG, ELEMENTRY MASTER PROGRAM, YOGYAKARTA STATE UNIVERSITY.
The ideas given by Sabina Ndiung
1. What is the best mathematic learning which appropriate to be applied for elemantary school?
Response:
If we correlate with the figure of Realistic Mathematics Education, mathematic is like human’s activity (freudenthal, 1977). According to him, mathematic must be correlated to the real thing, close to the student experience and relevant to the society which aims mathematic becomes the part of human activity. Besides mathematic as the subject to be transfered, Frudenthal emphasises mathematic idea as the part of human actiity. Mathematic learning must givethe chance to the learner to be “guided” and “refind” learning mathematic by doing it. That is whay a teacher must know the give steps learning activities systematically, like what has been said by (Zulkardi, 2002) the steps of realistic mathematic learning activities are as follows:
1. Preparation
Beside we prepare contextual problem, a teacher must understand the problem and have any strategies that maybe applied by students in solving the exercises
2. Pre-activity/ opening activity
At this part, students are introduced by learning strategy/method that will be used and introduced the real life problem then ask the students to solve the problem by their own concept.
3. Learning process
Students personaly or group try to solve the problem based on their own experience, then each student or group presentates their working to their friends in front of the class and friends give the response or ask related to the result of group presentation. Teacher observes the running of class discussion and give the comment while guide the students to get the best strategy and find the general concept or pattern
4. Post-activity or closing activity
After getting the compromised about the best strategy through class discussion, students are invited to take the conclusion from that lesson. At the end of meeting students must do the evaluation exercises in form of formal mathematic. So, in my understanding, from some cases above indicate that there is no best strategy in learning mathematic except if we want to become the best in process of becoming the best. Someone never stopping to learn and always inovate to find the best choice to be done by her/him. That is why, let’s always prepare and ready to accept related to the change and also we have to love our profesion and love our students as we love as ours.
2. The truth of school mathematic?
Response:
The general of truth mathematic emphasises to students to be possessed by the students as follows:
1. The ability related to the mathematic which can be used to solve the mathematic problem, other lessons or the other reality problem.
2. The ability of applying mathematic as the tool for communication
3. The ability of applying mathematic as the logical reasoning which can be changed to use for every situation such as critical thinking, logical thinking, systematic thinking, objective, honest, discipline in understanding and solving the problem (PUSKUR, 2002)
If we look above abilities, can be used to the higher education and useful to daily life in society including as the preparation related to our job.
3. The student truth of learning mathematic
Response:
Curriculum center (2006) implicitly at the Based Competence Curriculum the student truth of learning mathematic is student has to have the ability to use logical way, making mathematic manipulate in doing generalization, construct the prove or explain mathematic concept arrange students logic thinking and also crate a good personality and the implementation of mathematic in solving the problem. I think, someone learns anything must have the aim. Likewise, for the student who learns mathematic by learning it can become customized for them to think crittically and systematicaly. By customizing they think critical, it is easy for them to solve the problem. Communicate their ideas and also can develop their competence autodidactly.
4. The traditional and progressive differences of mathematic
Response:
I think, traditional and progressive mathematic if we understand from the terms are not so different each other but if we understand from the process certainly different. If we understand traditional mathematic means we understand from our tradition in learning mathematic. But if we understand from progressive poin of view means want to change a tradition become better understand concept and we want to move from traditional mathematic understanding. Meanwhile, according to Paul Ernest from his writing about The Philosophy of Mathematic Education said that traditional mathematic is like true pattern and progressive mathematic is the process of understanding. If we correlate with the mathematic learning in this era, we still find many teachers/lectures still keeping traditional mathematic understanding just because of their tradition.
5. The ways to explain fraction by appling media
Response:
If we want to go forward, the teachers/lectures should not have the problem in the process of learning especially in explaining the material. Why do say like that? Because each teacher has his/her own strategy in giving the material based on the indicator and the aim of our subject/course. According to me, by applying the medias students can understand easly our explaination. Consequently, of this teacher must choose the appropriate medias to demonstrate in front of the students in order they are not wrong to understand the concept given by the teacher. At the explain the topic tought, example fraction number which one of the competence to be achieved is “explain the meaning of fraction and compare, so as the teacher may use the circle and thin cake like Serabi or the same big circle form paper (Yusuf Hartone, 2007:7-21).
pay attention to the following steps:
• Preparation
As the preparation, early learning done by teacher is the meaning of fraction and the way to arrange. After deciding contextual problem which will be applied to start learning teacher prepares everything needed. This case, we will ue the problem devide the Serambi cake, so teacher must prepare circle form of some papers which the same size as the model of Serabi Cake. Then, teacher prepares learning scenario which will be used in the classroom. There are many posibilities strategies are applied by student in learning activity and teacher should have anticipated this problem. Thus, teacher can manage teaching learning process in the classroom.
• Opening/pre-activity
At the early activity, a teacher tells to the stdents about the old mother gives 3 pieces Srabi cake for 4 her children and each child gets the same size of cake gotten. After that, teacher group the students and each group consist of 4 students. Each group gives 3 the same size circle form paper as cake model and one scissors and they are asked to devide 3 circle form paper among them so each member accepts the same size of the cake. Teacher gives the chance to each group to solve the problem based on their own concept. After time finish, each group gives the chance to solve their problem and other groups give them critical and suggestion. Then teacher devides the into group again and each group consist of 5 members and they are asked to devide 3 circle form paper become 5 part at same size like before. Next, students are asked to compare which pieces is bigger than other pieces ( 3 circle form paper is devided 4 or 5)
• Closing/post activity
As the closing, students are asked to do the exercises and give them the homework which correlated with comparation material of fraction. At the end of lesson, teacher invites the students to take the conclusion together what the students have done at that time.
Expectations :
1. Can convey the knowledge that we got to the students
Response:
Teaching does not move the knowledge from teacher to student, but it is an activity which possible for the students to construct their own knowledge, make the meaning, ask the clear information and become critical to judge. So, teaching is the way form itself (Bettencourt, 1989).
Based on constructivist principle, the role of a teacher is only as the mediator and facilitator who help the student learning process. Thus, the emphasis is at the students themselves not based on the discipline of the teacher or teacher’s way to teach.
As a teacher needs to know the ways of student’s thinking in order can help the students to understand event, from the way they think to solve the problem and ask them how to find the of your answer. This is the best way to find their own concept and find the way why is an answer not to apply for certain condition (Von Glasersfield, 1989).
Teacher needs to understand students’ mistake. Knowledge development full of mistaken and error. Error is one part of the construction from all knowledge that we can not avoid it. Sometimes error indicates students’ logic which is used to solve the problem
Based on Von Glasersfield, teacher needs to let the students find the appropriate way to solve the problem. If a teacher does not respect to students’ way in finding their own concept means that teacher out of science development, which also start from the mistake (Von Glasersfield)
2. Become a professional teacher of mathematic
Response:
A professional can be said if we are realy expert on it. But if we analysis the phenomenon that apper during reformation process, we need to consider that the aim of education in the future, firstly is educate the human being become democratic person, respect to the differences and live together without having worry and be afraid. This can be achieved if since the child students are given the opportunities to explore their thinking without having any worry and get the bad treat from her/his society just because of the differences among them (Marpaung, 1998:1). This problem is the difficult task run by the teacher and make a good personality of her/his students and easy to crate their cognitive competence. If all the learning components teacher is able to run and able to identify what become the problem at his/her teaching, we can say that it is professional.
3. Become easy to learn mathematic for the students
Response:
It is realy difficult for getting the meaning of the term easy, because I think student still find the dificulties for new relative lesson them. In order to achieve this aim a teacher must change the paradigm of thinking to the students. Teacher must change the teaching paradigm becomes learning paradigm. If we still applying the teaching paradigm, consquenly students are as the passive receiver or a teacher is as the center of knowledge/information. Generally as we know, a teacher really wants students must be active in finding the information not always depend on learning condition especially how to understand the knowledge. Teacher is hoped invite their students become independent learning, productive, creative or apply various ideas in learning something. Every student has different each other and has different ability of course ahs different concept to answer teacher’s question but event they are different each other the most important thing is they have the same aim that is to answer the same question from the teacher (Marpaung: 1998). The change of paradigm in teaching from teacher center becomes students center as the effect of the constructivist method accepting and developing (Ernest, 1991; Von Glaserfeld, 1989, 1992; Paul Suparno, 1997 in Marpaung, 1998)
4. Every student loves mathematic/no student hates mathematic
Response:
Talk about mathematic means talk about myth that everybody frightened mathematic for the students who hate mathematic. Based on the experience, many elementary students force their parents to find the school which does not have mathematic lesson, of course this problem makes the parents real confuse and panic how to solve the problem of their child who hates mathematic. This problem actually appear from the parent themselves who never introduce a little bit about their best understanding of mathematic knowledge that is mathematic is like a game such as when we want to calculate our savings in the bank. So, I think we have to delete the students’ frightening of mathematic by applying learning mathematic which based on students’ characteristic and their own real experience.
Commented by SABINA NDIUNG, ELEMENTRY MASTER PROGRAM, YOGYAKARTA STATE UNIVERSITY.
Selasa, 23 Desember 2008
My Reflection of VTR in Japan
Based on the video’s presentation that we know, there is an interactive learning activity between student and teacher also teacher and student, then at that learning activity we can devide two parts of teacher’s activity and student’s activity.
• At teaching learning process teacher gives the early concept about the material such as appresiation to motivate the students in order they can get more concentration when the teaching learning process in going on.
• Teachers prepare for any medias or other learning’s tools before teaching learning process is started. At this process teacher explains the material of geometry such as how to find wide of triangle area, square, rectangle, trapezoid which limited by irreguar area.
• Teaher devides students in to some small group to solve the exercises given by teacher
• effective classroom management indicated by good classrrom atmosphere, students do not the other activities when teaching learning process is going on.
• Techers gives many opportunities to students to construct their own understanding
• There is a good interactive between teacher and student especially when students are devided in small group where the teacher gives the argumentation when the students ask whatever they understand from their group discussion
• Teacher is as a mediator, and teacher does not solve the problem but teacher is only create the problem and allow the students themselves to solve it, event individualy or in group.
• Students full of concentration when learning is going on shown by the student which enthusiastic in aswering teacher’s question
• Students make in small group to finish exercises which given by the teacher then, finish those exercises together at their group discussion
• Students report the result of their group discussion in front of the class and ask the other groups to response it
• Together with the teacher to take the conclusion about those exercises and recorrect the incorrect answer
If we analysis seriouslly from video’s presentation, we can say that teaching learning acivity in Japan is really effective. Why do we say like that? Because there has happened interaction process in teaching and learning also students have been ready to accept the lesson. For example, from the perception related to the Japan’s VTR student answer and finish the exerciseswhich givenby the teacher enthusiasticly. If we compare teaching learning process model in Indonesia at this era has indicated to the changing. As example KTSP curriculum that has been in Indonesia at least to answer education fullfiled. If KTSP curriculum is implemented in right way I believe good result we can get from teaching learning process which supported by good method that is able to answer student’s need. Other example also in Indonesia apply Lesson Study to develop mathematic learning. Based on some result reseachs show that by applying Lesson Study acn develop teacher’s competence and student’s motivation in learning (Sukirman, 2002: 99 A progress of report of the APEC Project). My understanding is that if correlate teaching learning process in Japan has the same perseption in developing the quality of education, teacher’s competence and student’s motivaton.
From VTR’s presentation can find uniques points as follows;
The material which explained by the teacher is realy interesting because of applying the medias that make students easy to underastand. The exact explaination makes students enthusiastic in following the lesson. Students precises in finishing the exercises because they have mastered the concept correctly. The formal teacher’s performance, enthusiastic teaching and applying the appropriate method. Teacher uses the effective time to discuss makes student more motivated in finishing their task. When the teaching is teaching and applying the appropriate the learning media makes student also is not bored. Teacher can manage the class well so student can take their own position.
At teaching learning process there, has described an effective learning activity, interesting and enjoyable by applying the appropriate learning activity that is doing the good steps of good learning. This issue has been said by (Marsigit, 2000) “Promoting Lesson Study as One of the Ways for Mathematics Teachers Profesional Development in Indonesia: the Reflection on Japanese Good Practice of Mathematics Teaching Through VTR”.
For detaily he described learning acivity as follow:
• Teacher creates problem and ask students to give their response then try to find and construct their own understanding related to that problem which given through the drawing from the blackboard/whiteboard
• Students can start to reflect by applying their previous knowledge. Experience and chance to learn some previous concepts
• Students analysis the problem in to square,rectriangle, right triangle and triangle, paralellium or trapezoid in sequencing to find the wide of area about the draw
• At student’s group discussion they start by learning how to find the wide the area from triangle
• Students discuss how to analysis the picture. So, they decide to make small group in solving the problems through some steps as follow:
- Triangle shown at the exercise can be analysized into right triangle
- Triangle shown at the exercise can be analysized into some triangle
- Triangle shown at the exercise can be analysized into right triangle, parallelium or trapezoid
- Students formulate the way to find the area of no particular triangle
- Students try to find the wide area which fullfill four which used for the pattern of the wide triangle area
- Students can find the four wide from the ares used
- Students use paralelium to find the wide the area triangle of rectriangle, and with a digonal line, students can solve the problem
- Students try to find the wide of paralelium area
- Student support to consider how to find the wide of rhoumbus area from a trapezoid
For developing efective learning and achieve the maximum education quality which very difficult done by a teacher if she or he can not accept the changing at his/her tradisition. Like what the teacher does in this era that teaching is like routine activity that can not distrub the other people include the change that make her/his better teaching. When we visit the elementary schools especially at rural area, most of those schools still apply conventional method. This problems happens because of they are really difficult to accept the changes because of any reasons that they can not explain. That many class administrations that must be finished by them which need lot of time to finish it so they most of them teach the old material that they have prepared and it is for the continously teaching. By knowing this condition education in Indonesia still find difficulties to get globalization education standard because lack of inovative in learning so students are not challenged to find the problem and solve it. If teaching learning process in Japan as the inovative to the elemtary learning in Indonesia I believe our education especially for elemantary mathematic can develop the quality of learning that in the future can craete good personal resource, inovative and can follow the education development itself. Interesting learning strategy, enjoyable classroom, good medias applying can mativate the students to follow the process of learning and students can solve the problem arround them. Students can construct their own understanding based on the problem given.
Based on ministry of education decision no. 22, 23 and 24 in 2006 since June of 2006, Indonesian goverment decided to implement the new curriculum at elemantary and Junior high school levels that is called KTSP. It is hoped that by implementing this curriculum students have to have a basic competence cognitive, affective and psychomotoric. To achieve those basic competences we need a good method that appropriate with elemantary student’s characteristic and the basic issue of mathematic for elemantary school. Indonesian goverment develops contextual teaching learning and realistic method to support the implementation basic school curriculum that means goverment suggests to the teachers to develop students ability to utilize that ability to support students’ learning activity. Mathematic knowledge for elematry school consist of number, geometry, measuring and data analysis (that’s got from: Marsigit and friends. file “Lesson Study:Promoting Student Thinking on the Concept of Least Common Multiple (LCM) Through Realistic Approach in the 4th Grade of Primary Mathematics Teaching. The State University of Yogyakarta: Indonesia).
Jenning & Dunne (1999) said that, most of students experenced the difficultin mathematic application into real life. This case, that make mathematic is difficult to students because mathematic learning activity lack of meaning. Teacher in the classroom does not correlate with the students knowledge and lack of opportunities given to student by the teacher to refind and construct their own mathematic’s ideas. One of matehematic learning which focuses at mathematize of everyday experience and applicate at daily life is realistic mathematic. Realistic mathematic firstly developed and done in Holland more than 30 years and it has been understood in getting students’ understanding. This approach appeared with curriculum mathematics in contex (Romberg, 1998). This learning activity focuses at the important real context (Gravemeijer, 1994) becomes essential point and it can be become starting point in mathematic learning/teaching learning process.
• At teaching learning process teacher gives the early concept about the material such as appresiation to motivate the students in order they can get more concentration when the teaching learning process in going on.
• Teachers prepare for any medias or other learning’s tools before teaching learning process is started. At this process teacher explains the material of geometry such as how to find wide of triangle area, square, rectangle, trapezoid which limited by irreguar area.
• Teaher devides students in to some small group to solve the exercises given by teacher
• effective classroom management indicated by good classrrom atmosphere, students do not the other activities when teaching learning process is going on.
• Techers gives many opportunities to students to construct their own understanding
• There is a good interactive between teacher and student especially when students are devided in small group where the teacher gives the argumentation when the students ask whatever they understand from their group discussion
• Teacher is as a mediator, and teacher does not solve the problem but teacher is only create the problem and allow the students themselves to solve it, event individualy or in group.
• Students full of concentration when learning is going on shown by the student which enthusiastic in aswering teacher’s question
• Students make in small group to finish exercises which given by the teacher then, finish those exercises together at their group discussion
• Students report the result of their group discussion in front of the class and ask the other groups to response it
• Together with the teacher to take the conclusion about those exercises and recorrect the incorrect answer
If we analysis seriouslly from video’s presentation, we can say that teaching learning acivity in Japan is really effective. Why do we say like that? Because there has happened interaction process in teaching and learning also students have been ready to accept the lesson. For example, from the perception related to the Japan’s VTR student answer and finish the exerciseswhich givenby the teacher enthusiasticly. If we compare teaching learning process model in Indonesia at this era has indicated to the changing. As example KTSP curriculum that has been in Indonesia at least to answer education fullfiled. If KTSP curriculum is implemented in right way I believe good result we can get from teaching learning process which supported by good method that is able to answer student’s need. Other example also in Indonesia apply Lesson Study to develop mathematic learning. Based on some result reseachs show that by applying Lesson Study acn develop teacher’s competence and student’s motivation in learning (Sukirman, 2002: 99 A progress of report of the APEC Project). My understanding is that if correlate teaching learning process in Japan has the same perseption in developing the quality of education, teacher’s competence and student’s motivaton.
From VTR’s presentation can find uniques points as follows;
The material which explained by the teacher is realy interesting because of applying the medias that make students easy to underastand. The exact explaination makes students enthusiastic in following the lesson. Students precises in finishing the exercises because they have mastered the concept correctly. The formal teacher’s performance, enthusiastic teaching and applying the appropriate method. Teacher uses the effective time to discuss makes student more motivated in finishing their task. When the teaching is teaching and applying the appropriate the learning media makes student also is not bored. Teacher can manage the class well so student can take their own position.
At teaching learning process there, has described an effective learning activity, interesting and enjoyable by applying the appropriate learning activity that is doing the good steps of good learning. This issue has been said by (Marsigit, 2000) “Promoting Lesson Study as One of the Ways for Mathematics Teachers Profesional Development in Indonesia: the Reflection on Japanese Good Practice of Mathematics Teaching Through VTR”.
For detaily he described learning acivity as follow:
• Teacher creates problem and ask students to give their response then try to find and construct their own understanding related to that problem which given through the drawing from the blackboard/whiteboard
• Students can start to reflect by applying their previous knowledge. Experience and chance to learn some previous concepts
• Students analysis the problem in to square,rectriangle, right triangle and triangle, paralellium or trapezoid in sequencing to find the wide of area about the draw
• At student’s group discussion they start by learning how to find the wide the area from triangle
• Students discuss how to analysis the picture. So, they decide to make small group in solving the problems through some steps as follow:
- Triangle shown at the exercise can be analysized into right triangle
- Triangle shown at the exercise can be analysized into some triangle
- Triangle shown at the exercise can be analysized into right triangle, parallelium or trapezoid
- Students formulate the way to find the area of no particular triangle
- Students try to find the wide area which fullfill four which used for the pattern of the wide triangle area
- Students can find the four wide from the ares used
- Students use paralelium to find the wide the area triangle of rectriangle, and with a digonal line, students can solve the problem
- Students try to find the wide of paralelium area
- Student support to consider how to find the wide of rhoumbus area from a trapezoid
For developing efective learning and achieve the maximum education quality which very difficult done by a teacher if she or he can not accept the changing at his/her tradisition. Like what the teacher does in this era that teaching is like routine activity that can not distrub the other people include the change that make her/his better teaching. When we visit the elementary schools especially at rural area, most of those schools still apply conventional method. This problems happens because of they are really difficult to accept the changes because of any reasons that they can not explain. That many class administrations that must be finished by them which need lot of time to finish it so they most of them teach the old material that they have prepared and it is for the continously teaching. By knowing this condition education in Indonesia still find difficulties to get globalization education standard because lack of inovative in learning so students are not challenged to find the problem and solve it. If teaching learning process in Japan as the inovative to the elemtary learning in Indonesia I believe our education especially for elemantary mathematic can develop the quality of learning that in the future can craete good personal resource, inovative and can follow the education development itself. Interesting learning strategy, enjoyable classroom, good medias applying can mativate the students to follow the process of learning and students can solve the problem arround them. Students can construct their own understanding based on the problem given.
Based on ministry of education decision no. 22, 23 and 24 in 2006 since June of 2006, Indonesian goverment decided to implement the new curriculum at elemantary and Junior high school levels that is called KTSP. It is hoped that by implementing this curriculum students have to have a basic competence cognitive, affective and psychomotoric. To achieve those basic competences we need a good method that appropriate with elemantary student’s characteristic and the basic issue of mathematic for elemantary school. Indonesian goverment develops contextual teaching learning and realistic method to support the implementation basic school curriculum that means goverment suggests to the teachers to develop students ability to utilize that ability to support students’ learning activity. Mathematic knowledge for elematry school consist of number, geometry, measuring and data analysis (that’s got from: Marsigit and friends. file “Lesson Study:Promoting Student Thinking on the Concept of Least Common Multiple (LCM) Through Realistic Approach in the 4th Grade of Primary Mathematics Teaching. The State University of Yogyakarta: Indonesia).
Jenning & Dunne (1999) said that, most of students experenced the difficultin mathematic application into real life. This case, that make mathematic is difficult to students because mathematic learning activity lack of meaning. Teacher in the classroom does not correlate with the students knowledge and lack of opportunities given to student by the teacher to refind and construct their own mathematic’s ideas. One of matehematic learning which focuses at mathematize of everyday experience and applicate at daily life is realistic mathematic. Realistic mathematic firstly developed and done in Holland more than 30 years and it has been understood in getting students’ understanding. This approach appeared with curriculum mathematics in contex (Romberg, 1998). This learning activity focuses at the important real context (Gravemeijer, 1994) becomes essential point and it can be become starting point in mathematic learning/teaching learning process.
Minggu, 21 Desember 2008
Komentar pendekatan realistik dalam membelajarkan pecahan di SMP
Menurut hemat saya, pendekatan realistik yang akhir-akhir ini masih proses pengembangannya di wilayah pulau jawa dan sumatra sangat relevan dengan situasi pembelajaran yang dituntut oleh kebanyakan masyarakat(kalangan pendidikan). saya sangat mendukung dengan hadirnya berbagai ide yang dapat mengembangkan model pembelajaran yang cocok terutama bersasarkan klasifikasi jenjangnya. karena sekarang ini matematika itu masih saja dianggap hal yang mengkwatirkan bagi sebagian siswa dan kalangan yang tidak suka matematika. pendekatan realistik yang berkonteks nyata kiranya lebih meningkatkan daya kreativiatas dan pemahaman siswa. untuk mengajarkan materi pecahan memang dibutuhkan sebuah pendekatan yang sangat relevan, dan seperti yang ada sekarang ini, yaitu pendekatan realistik, maka melalui peragaan dengan benda kongkrit saya yakin siswa tidak merasa bingung untuk memahami arti pecahan. pada intinya saya mendukung bahwa pembelajaran pecahan bagi siswa SMP dapat diterapkan melalui pendekatan realistik.
pertanyaan:
berdasarkan observasi di lapangan bahwa setelah realistik dikembangkan matematika masih banyak guru yang belum mempelajari secara benar apa sesungguhnya pendekatan realistik itu sendiri sehingga masih menerapkan konsep yang keliru khususnya pada pokok bahasan yang diangap sulit di sekolah dasar yaitu pecahan.
pertanyaan:
berdasarkan observasi di lapangan bahwa setelah realistik dikembangkan matematika masih banyak guru yang belum mempelajari secara benar apa sesungguhnya pendekatan realistik itu sendiri sehingga masih menerapkan konsep yang keliru khususnya pada pokok bahasan yang diangap sulit di sekolah dasar yaitu pecahan.
Minggu, 07 Desember 2008
Refleksi VTR Jepang
Tugas 2
REFLEKSI TAYANGAN VIDEO PEMBELAJARAN MATEMATIKA SD DI JEPANG
(14 OKTOBER 2008)
Mata Kuliah : Pembelajaran Matematika SD
Dosen Pengampu : Dr. Marsigit
Waktu : 07. 30 – 09.10
Ruang : 200B
Program Studi : Pascasarjana Pendidikan Dasar UNY
Kelompok:
Ketua : Sabina Ndiung (07712251014)
Anggota : 1. Attiahturahmaniah (07712251004)
2. Sariffudin (07712251007)
Refleksi singkat hasil tayangan video Pembelajaran Matematika di Jepang pada tanggal 14 Oktober 2008.
Berikut ini adalah beberapa hal yang sempat kami paham berkenaan dengan tayangan video tersebut antara lain;
Refleksi:
Dari hasil tayangan video tersebut maka kami dengan segala keterbatasannya mencoba merefleksikan berdasarkan apa yang kami lihat dalam tayangan video pembelajaran matematika SD di Jepang pada tanggal 14 Oktober 2008, pembelajaran matematika berkenaan dengan konsep geometri bangun datar di kelas IV SD.
Berdasarkan hasil apa yang dilihat dalam tayangan maka adanya kegiatan pembelajaran yaitu interaksi antara siswa dengan guru juga guru dengan siswa, sehingga pada kegiatan pembelajaran tersebut dapat dibagi menjadi dua bagian yaitu kegiatan guru dan kegiatan siswa.
Kegiatan Guru Meliputi:
· Pada proses pembelajaran berlangsung guru memberikan konsep awal materi semacam apersepsi untuk memotivasi siswa agar mereka lebih konsensentrasi pada saat pembelajaran berlangsung.
· Guru menyiapkan segala media atau sarana pembelajaran sebelum proses berlangsung. Pada proses tersebut guru menyajikan materi konsep bangun datar yaitu bagaimana menemukan luas daerah segitiga, persegi, segiempat, trapesium yang dibatasi oleh sebuah bidang sebarang.
· Guru membagikan siswa kedalam beberapa kelompok kecil untuk menyelesaikan soal-soal yang diberikan guru.
· Pengelolaan kelas sangat efektif ditandai saat pembelajaran berlangsug kondisi kelas relatif aman, tidak menunjukkan siswa melakukan aktivitas yang lain.
· Guru memberi kesempatan kepada siswa untuk mengkonstruksi sendiri pemahamannya.
· Adanya interaksi antara guru dengan siswa khususnya pada saat siswa dibagikan kedalam kelompok kecil dimana guru memberikan argumen bila anggota kelompok menanyakan hal yang mereka pahami dari hasil diskusi kelompok.
· Guru sebagai mediator, dimana guru tidak menyelesaikan masalah tetapi ia hanya menyediakan masalah dan siswa disuruh menjawabnya sendiri, baik secara individu maupun dalam bentuk kelompok.
Kegiatan Siswa Meliputi:
· Siswa penuh konsentrasi pada saat pembelajaran berlangsung yang ditunjukkan oleh siswa dengan penuh semangat menjawab pertanyaan yang diberikan guru.
· Siswa duduk membentuk kelompok kecil untuk menyelesaikan soal-soal yang diberikan guru lalu menyelesaikan soal-soal itu secara bersama-sama dalam diskusi kelompoknya.
· Siswa melaporkan hasil diskusi kelompok di depan kelas dan meminta kelompok lain untuk menanggapinya.
· Bersama-sama dengan guru menyimpulkan soal-soal tersebut dan menyempurnakan jawaban yang masih dianggap keliru.
Jika kita mencermati dengan sungguh-sungguh hasil tayangan video tersebut maka dapat dikatakan bahwa kegiatan pembelajaran yang terjadi disana sangat efektif. Mengapa dikatakan demikian, karena disana sudah terjadi proses interaksi dalam belajar serta siswa sudah siap menerima pelajaran. Sebagai contoh dari persepsi terhada VTR (video tape recording) Jepang siswa dengan antusias menjawab dan menyelesaikan soal-soal yang diberikan guru. Jika kita bandingkan model pembelajaran di Indonesia saat ini sudah mengarah kepada perubahan. Kita ambil contoh kurikulum KTSP yang berlaku saat ini seyogianya menjawab tuntutan dunia pendidikan sekarang. Apabila kurikulum KTSP diterapkan dengan benar saya yakin proses pembelajaran akan berlangsung dengan baik dibarengi dengan penggunaan metode pengajaran yang mampu menjawab kebutuhan peserta didik. Contoh lain juga bahwa di Indonesia juga menerapkan Lesson Study untuk meningkatkan pembelajaran matematika. Berdasarkan beberapa hasil penelitian menunjukkan bahwa dengan Lesson Study dapat meningkatkan kompetensi guru dan motivasi siswa dalam pembelajaran (sukirman, 2002: 99 A Progress Report of the APEC Project ). Saya berpendapat bahwa apabila kita kaitakan pembelajaran yang ada di Jepang mempunyai kesamaan dalam meningkatkan kualitas pendidikan, kompetensi guru, dan motivasi siswa.
Dari tayangan VTR (Video Tape Recording) tersebut maka ditemui hal- hal yang menurut kami sangat unik atau istimewa antara lain;
Materi yang disampaikan guru sangat menarik karena menggunakan media/alat bantu sehingga memudahkan pemahaman siswa. Ketepatan penyampaian materi membuat siswa antusias mengikuti pelajaran. Siswa dengan tepat menyelesaikan soal-soal karena mereka telah menguasai konsepnya dengan benar. Penampilan guru yang sangat formal, mengajar penuh semangat dengan memilih metode yang cocok. Guru, dengan tepat/efektif menggunakan waktu untuk berdiskusi membuat siswa termotivasi menyelesaikan tugasnya. Pada saat mengajar guru menggunakan media pembelajaran yang sesuai yang membuat anak tidak jenuh mengikuti pelajaran. Guru mengelola kelas dengan baik sehingga waktu diskusi siswa dapat mengambil posisinya sendiri-sendiri.
Pada proses pembelajaran yang terjadi disana sudah mencerminkan kegiatan pembelajaran yang efektif menarik dan menyenangkan dengan strategi pembelajaran yang sesuai yaitu melakukan langkah-langkah pembelajaran dengan baik. Hal ini seperti yang telah diutarakan oleh Marsigit (2002) “Promoting Lesson Study as One of the Ways for Mathematics Teachers Profesional Development in Indonesia: the Reflection on Japanese Good Practice of Mathematics Teaching Through VTR”.
Secara rinci ia menggambarkan kegiatan pembelajaran sebagai berikut:
· Guru mengajukan masalah, dan meminta siswa untuk memberi tanggapan dan mencoba menemukannya dan mencoba membangun pemahaman siswa terhadap masalah yang diberikan dari gambar yang ada di papan tulis.
· Siswa memulainya dengan refleksi pada pengetahuan mereka sebelumnya. Pengalaman, dan kesempatan untuk mempelajari beberapa daerah pada tingkat sebelumnya.
· Siswa menguraikan masalah kedalam persegi, segiempat, daerah segitiga siku-siku dan segitiga, jajargenjang atau trapesium dalam urutan menemukan luas daerah dari gambar.
· Dalam diskusi kelompok siswa mereka memulainya dengan mempelajari bagaimana untuk menemukan luas daerah dari sebuah segitiga.
· Siswa diskusi bagaimana menguraikan gambar. Maka, mereka membentuk kelompok kecil untuk menyelesaikan dengan terpisah mengikuti:
- Gambar pada masalah dapat diuraikan kedalam segitiga siku-siku dan segitiga
- Gambar pada masalah diuraikan kedalam beberapa segitiga.
- Gambar pada masalah diuraikan kedalam segitiga, jajargenjang atau trapesium.
- Siswa merumuskan metode/cara untuk menemukan luas daerah dari segitiga yang tidak sama kakinya.
- Siswa mencoba untuk menemukan luas daerah yang berisi empat digunakan untuk rumus luas daerah segitiga.
- Siswa dapat menemukan luas daerah dari keempat daerah yang digunakan.
- Siswa menggunakan jajargenjang untuk menemukan luas daerah dua segitiga kongruan dari segiempat, dan dengan sebuah garis diagonal, siswa dapat menyelesaikan masalah.
- Siswa mencoba menemukan luas daerah jajargenjang.
- Siswa mendukung untuk mempertimbangkan bagaimana menemukan luas daerah belahketupat suatu trapesium.
Untuk meningkatkan keefektifan pembelajaran dan mencapai kualitas pendidikan yang maksimal sangat sulit dilakukan oleh seorang guru apabila ia tidak siap menerima perubahan dalam tradisinya. Seperti yang biasa dilakukan guru saat ini bahwa mengajar merupakan kegiatan rutinitas yang tidak perlu diganggu oleh pihak luar maupun perubahan yang menghampirinya. Pada saat kita mengunjugi sekolah-sekolah khususnya SD di daerah pinggiran kota, kebanyakan dari mereka masih menerapkan metode pembelajaran yang bersifat konvensional. Hal ini disebabkan mereka sangat sulit menerima perubahan karena berbagai alasan yang menyebabkan mereka tidak dapat menjalankannya. Bahwa dengan banyaknya administrasi kelas yang mereka harus selesaikan akan menyita banyak waktu untuk menyelesaikannya sehingga kebanyakan mereka mengajar materi yang sejak lama mereka kemas dan diperuntukkan untuk pembeelajaran secara berkelanjutan. Dengan kebiasaan inilah pendidikan di Indonesia masih saja sulit mencapai standar pendidikan dunia karena kurangnya inovatif dalam pembelajaran sehingga siswa kurang ditantang untuk menemukan masalah dan dapat memecahkannya. Jika pembelajaran yang ada di Jepang akan merupakan inovasi bagi pembelajaran SD di Indonesia saya yakin pendidikan kita khususnya matematika SD dapat meningkatkan kualitas pembelajaran yang nantinya mampu membentuk manusia yang berkepribadian, inovatif dan mampu menjawab tutuntutan jaman. Strategi pembelajaran yang sangat menarik, kondisi kelas yang menyenangkan, media pembelajaran yang memadai akan memotivasi siswa untuk mengikuti proses pemeblajaran serta siswa mampu menyelesaikan masalah yang ada disekitar mereka. Siswa dapat mengkonstruksi pemahamannya berdasarkan masalah yang diberikan.
Berdasarkan keputusan mentri pendidikan no 22, 23 dan 24 tahun 2006 sejak Juni 2006, pemerintah menetapkan untuk mengimplementasikan kurikulum baru di SD dan SMP yang disebut “KTSP” (Kurikulum Tingkat Satuan Pendidikan). Diharapkan dengan penerapan kurikulum ini siswa mempunyai kompetensi dasar baik kognitif, afektif maupun psikomotor. Untuk mencapai kompetensi dasar tersebut maka dibutuhkan metode pembelajaran yang sesuai dengan karakteristik siswa SD dan hakekat matematika sekolah. Pemerintah Indonesia mengembangkan pembelajaran yang bersifat kontekstual (Contextual teaching Learning) dan Realistik untuk mendukung implementasi kurikulum dasar-sekolah artinya bahwa pemerintah menganjurkan guru untuk mengembangkan kemampuan siswa untuk memanfaatkan secara optimal untuk mendukung aktivitas belajar siswa. Bidang matematika sekolah dasar meliputi: Bilangan, Geometri dan Pengukuran, dan Analisis Data (dikutip dari: Marsigit, dkk. file “Lesson Study:Promoting Student Thinking on the Concept of Least Common Multiple (LCM) Through Realistic Approach in the 4th Grade of Primary Mathematics Teaching. The State University of Yogyakarta: Indonesia).
Jenning & Dunne (1999) mengatakan bahwa, kebanyakan siswa mengalami kesulitan dalam mengaplikasikan metematika kedalam situasi kehidupan real. Hal lain yang menyebabkan sulitnya matematika bagi siswa adalah karena pembelajaran matematika kurang bermakna. Guru dalam pembelajaran di kelas tidak mengaitkan dengan skema yang telah dimilki siswa dan siswa kurang diberi kesempatan uantuk menemukan kembali dan mengkonstruksi sendiri ide-ide matematika.
Salah satu pembelajaran matematika yang berorientasi pada matematisasi pengalaman sehari-hari (mathematize of everyday experience) dan menerapkan dalam kehidupan sehari-hari adalah Pembelajaran Matematika Realistik. Pembelajaran matematika realistik pertama kali dikembangkan dan dilaksanakan di Belanda selama kurang lebih 30 tahun dan dipandang sangat berhasil untuk mengembangkan pengertian siswa. Pendekatan ini muncul dengan nama kurikulum mathematics in contex (Romberg, 1998). Pembelajaran ini menekankan akan pentingnya konteks nyata yang dikenal murid dan proses konstruksi pengetahuan matematika oleh murid sendiri. Masalah konteks nyata (Gravemeijer, 1994) merupakan bagian inti dan dijadikan starting point dalam pembelajaran matematika.
REFLEKSI TAYANGAN VIDEO PEMBELAJARAN MATEMATIKA SD DI JEPANG
(14 OKTOBER 2008)
Mata Kuliah : Pembelajaran Matematika SD
Dosen Pengampu : Dr. Marsigit
Waktu : 07. 30 – 09.10
Ruang : 200B
Program Studi : Pascasarjana Pendidikan Dasar UNY
Kelompok:
Ketua : Sabina Ndiung (07712251014)
Anggota : 1. Attiahturahmaniah (07712251004)
2. Sariffudin (07712251007)
Refleksi singkat hasil tayangan video Pembelajaran Matematika di Jepang pada tanggal 14 Oktober 2008.
Berikut ini adalah beberapa hal yang sempat kami paham berkenaan dengan tayangan video tersebut antara lain;
Refleksi:
Dari hasil tayangan video tersebut maka kami dengan segala keterbatasannya mencoba merefleksikan berdasarkan apa yang kami lihat dalam tayangan video pembelajaran matematika SD di Jepang pada tanggal 14 Oktober 2008, pembelajaran matematika berkenaan dengan konsep geometri bangun datar di kelas IV SD.
Berdasarkan hasil apa yang dilihat dalam tayangan maka adanya kegiatan pembelajaran yaitu interaksi antara siswa dengan guru juga guru dengan siswa, sehingga pada kegiatan pembelajaran tersebut dapat dibagi menjadi dua bagian yaitu kegiatan guru dan kegiatan siswa.
Kegiatan Guru Meliputi:
· Pada proses pembelajaran berlangsung guru memberikan konsep awal materi semacam apersepsi untuk memotivasi siswa agar mereka lebih konsensentrasi pada saat pembelajaran berlangsung.
· Guru menyiapkan segala media atau sarana pembelajaran sebelum proses berlangsung. Pada proses tersebut guru menyajikan materi konsep bangun datar yaitu bagaimana menemukan luas daerah segitiga, persegi, segiempat, trapesium yang dibatasi oleh sebuah bidang sebarang.
· Guru membagikan siswa kedalam beberapa kelompok kecil untuk menyelesaikan soal-soal yang diberikan guru.
· Pengelolaan kelas sangat efektif ditandai saat pembelajaran berlangsug kondisi kelas relatif aman, tidak menunjukkan siswa melakukan aktivitas yang lain.
· Guru memberi kesempatan kepada siswa untuk mengkonstruksi sendiri pemahamannya.
· Adanya interaksi antara guru dengan siswa khususnya pada saat siswa dibagikan kedalam kelompok kecil dimana guru memberikan argumen bila anggota kelompok menanyakan hal yang mereka pahami dari hasil diskusi kelompok.
· Guru sebagai mediator, dimana guru tidak menyelesaikan masalah tetapi ia hanya menyediakan masalah dan siswa disuruh menjawabnya sendiri, baik secara individu maupun dalam bentuk kelompok.
Kegiatan Siswa Meliputi:
· Siswa penuh konsentrasi pada saat pembelajaran berlangsung yang ditunjukkan oleh siswa dengan penuh semangat menjawab pertanyaan yang diberikan guru.
· Siswa duduk membentuk kelompok kecil untuk menyelesaikan soal-soal yang diberikan guru lalu menyelesaikan soal-soal itu secara bersama-sama dalam diskusi kelompoknya.
· Siswa melaporkan hasil diskusi kelompok di depan kelas dan meminta kelompok lain untuk menanggapinya.
· Bersama-sama dengan guru menyimpulkan soal-soal tersebut dan menyempurnakan jawaban yang masih dianggap keliru.
Jika kita mencermati dengan sungguh-sungguh hasil tayangan video tersebut maka dapat dikatakan bahwa kegiatan pembelajaran yang terjadi disana sangat efektif. Mengapa dikatakan demikian, karena disana sudah terjadi proses interaksi dalam belajar serta siswa sudah siap menerima pelajaran. Sebagai contoh dari persepsi terhada VTR (video tape recording) Jepang siswa dengan antusias menjawab dan menyelesaikan soal-soal yang diberikan guru. Jika kita bandingkan model pembelajaran di Indonesia saat ini sudah mengarah kepada perubahan. Kita ambil contoh kurikulum KTSP yang berlaku saat ini seyogianya menjawab tuntutan dunia pendidikan sekarang. Apabila kurikulum KTSP diterapkan dengan benar saya yakin proses pembelajaran akan berlangsung dengan baik dibarengi dengan penggunaan metode pengajaran yang mampu menjawab kebutuhan peserta didik. Contoh lain juga bahwa di Indonesia juga menerapkan Lesson Study untuk meningkatkan pembelajaran matematika. Berdasarkan beberapa hasil penelitian menunjukkan bahwa dengan Lesson Study dapat meningkatkan kompetensi guru dan motivasi siswa dalam pembelajaran (sukirman, 2002: 99 A Progress Report of the APEC Project ). Saya berpendapat bahwa apabila kita kaitakan pembelajaran yang ada di Jepang mempunyai kesamaan dalam meningkatkan kualitas pendidikan, kompetensi guru, dan motivasi siswa.
Dari tayangan VTR (Video Tape Recording) tersebut maka ditemui hal- hal yang menurut kami sangat unik atau istimewa antara lain;
Materi yang disampaikan guru sangat menarik karena menggunakan media/alat bantu sehingga memudahkan pemahaman siswa. Ketepatan penyampaian materi membuat siswa antusias mengikuti pelajaran. Siswa dengan tepat menyelesaikan soal-soal karena mereka telah menguasai konsepnya dengan benar. Penampilan guru yang sangat formal, mengajar penuh semangat dengan memilih metode yang cocok. Guru, dengan tepat/efektif menggunakan waktu untuk berdiskusi membuat siswa termotivasi menyelesaikan tugasnya. Pada saat mengajar guru menggunakan media pembelajaran yang sesuai yang membuat anak tidak jenuh mengikuti pelajaran. Guru mengelola kelas dengan baik sehingga waktu diskusi siswa dapat mengambil posisinya sendiri-sendiri.
Pada proses pembelajaran yang terjadi disana sudah mencerminkan kegiatan pembelajaran yang efektif menarik dan menyenangkan dengan strategi pembelajaran yang sesuai yaitu melakukan langkah-langkah pembelajaran dengan baik. Hal ini seperti yang telah diutarakan oleh Marsigit (2002) “Promoting Lesson Study as One of the Ways for Mathematics Teachers Profesional Development in Indonesia: the Reflection on Japanese Good Practice of Mathematics Teaching Through VTR”.
Secara rinci ia menggambarkan kegiatan pembelajaran sebagai berikut:
· Guru mengajukan masalah, dan meminta siswa untuk memberi tanggapan dan mencoba menemukannya dan mencoba membangun pemahaman siswa terhadap masalah yang diberikan dari gambar yang ada di papan tulis.
· Siswa memulainya dengan refleksi pada pengetahuan mereka sebelumnya. Pengalaman, dan kesempatan untuk mempelajari beberapa daerah pada tingkat sebelumnya.
· Siswa menguraikan masalah kedalam persegi, segiempat, daerah segitiga siku-siku dan segitiga, jajargenjang atau trapesium dalam urutan menemukan luas daerah dari gambar.
· Dalam diskusi kelompok siswa mereka memulainya dengan mempelajari bagaimana untuk menemukan luas daerah dari sebuah segitiga.
· Siswa diskusi bagaimana menguraikan gambar. Maka, mereka membentuk kelompok kecil untuk menyelesaikan dengan terpisah mengikuti:
- Gambar pada masalah dapat diuraikan kedalam segitiga siku-siku dan segitiga
- Gambar pada masalah diuraikan kedalam beberapa segitiga.
- Gambar pada masalah diuraikan kedalam segitiga, jajargenjang atau trapesium.
- Siswa merumuskan metode/cara untuk menemukan luas daerah dari segitiga yang tidak sama kakinya.
- Siswa mencoba untuk menemukan luas daerah yang berisi empat digunakan untuk rumus luas daerah segitiga.
- Siswa dapat menemukan luas daerah dari keempat daerah yang digunakan.
- Siswa menggunakan jajargenjang untuk menemukan luas daerah dua segitiga kongruan dari segiempat, dan dengan sebuah garis diagonal, siswa dapat menyelesaikan masalah.
- Siswa mencoba menemukan luas daerah jajargenjang.
- Siswa mendukung untuk mempertimbangkan bagaimana menemukan luas daerah belahketupat suatu trapesium.
Untuk meningkatkan keefektifan pembelajaran dan mencapai kualitas pendidikan yang maksimal sangat sulit dilakukan oleh seorang guru apabila ia tidak siap menerima perubahan dalam tradisinya. Seperti yang biasa dilakukan guru saat ini bahwa mengajar merupakan kegiatan rutinitas yang tidak perlu diganggu oleh pihak luar maupun perubahan yang menghampirinya. Pada saat kita mengunjugi sekolah-sekolah khususnya SD di daerah pinggiran kota, kebanyakan dari mereka masih menerapkan metode pembelajaran yang bersifat konvensional. Hal ini disebabkan mereka sangat sulit menerima perubahan karena berbagai alasan yang menyebabkan mereka tidak dapat menjalankannya. Bahwa dengan banyaknya administrasi kelas yang mereka harus selesaikan akan menyita banyak waktu untuk menyelesaikannya sehingga kebanyakan mereka mengajar materi yang sejak lama mereka kemas dan diperuntukkan untuk pembeelajaran secara berkelanjutan. Dengan kebiasaan inilah pendidikan di Indonesia masih saja sulit mencapai standar pendidikan dunia karena kurangnya inovatif dalam pembelajaran sehingga siswa kurang ditantang untuk menemukan masalah dan dapat memecahkannya. Jika pembelajaran yang ada di Jepang akan merupakan inovasi bagi pembelajaran SD di Indonesia saya yakin pendidikan kita khususnya matematika SD dapat meningkatkan kualitas pembelajaran yang nantinya mampu membentuk manusia yang berkepribadian, inovatif dan mampu menjawab tutuntutan jaman. Strategi pembelajaran yang sangat menarik, kondisi kelas yang menyenangkan, media pembelajaran yang memadai akan memotivasi siswa untuk mengikuti proses pemeblajaran serta siswa mampu menyelesaikan masalah yang ada disekitar mereka. Siswa dapat mengkonstruksi pemahamannya berdasarkan masalah yang diberikan.
Berdasarkan keputusan mentri pendidikan no 22, 23 dan 24 tahun 2006 sejak Juni 2006, pemerintah menetapkan untuk mengimplementasikan kurikulum baru di SD dan SMP yang disebut “KTSP” (Kurikulum Tingkat Satuan Pendidikan). Diharapkan dengan penerapan kurikulum ini siswa mempunyai kompetensi dasar baik kognitif, afektif maupun psikomotor. Untuk mencapai kompetensi dasar tersebut maka dibutuhkan metode pembelajaran yang sesuai dengan karakteristik siswa SD dan hakekat matematika sekolah. Pemerintah Indonesia mengembangkan pembelajaran yang bersifat kontekstual (Contextual teaching Learning) dan Realistik untuk mendukung implementasi kurikulum dasar-sekolah artinya bahwa pemerintah menganjurkan guru untuk mengembangkan kemampuan siswa untuk memanfaatkan secara optimal untuk mendukung aktivitas belajar siswa. Bidang matematika sekolah dasar meliputi: Bilangan, Geometri dan Pengukuran, dan Analisis Data (dikutip dari: Marsigit, dkk. file “Lesson Study:Promoting Student Thinking on the Concept of Least Common Multiple (LCM) Through Realistic Approach in the 4th Grade of Primary Mathematics Teaching. The State University of Yogyakarta: Indonesia).
Jenning & Dunne (1999) mengatakan bahwa, kebanyakan siswa mengalami kesulitan dalam mengaplikasikan metematika kedalam situasi kehidupan real. Hal lain yang menyebabkan sulitnya matematika bagi siswa adalah karena pembelajaran matematika kurang bermakna. Guru dalam pembelajaran di kelas tidak mengaitkan dengan skema yang telah dimilki siswa dan siswa kurang diberi kesempatan uantuk menemukan kembali dan mengkonstruksi sendiri ide-ide matematika.
Salah satu pembelajaran matematika yang berorientasi pada matematisasi pengalaman sehari-hari (mathematize of everyday experience) dan menerapkan dalam kehidupan sehari-hari adalah Pembelajaran Matematika Realistik. Pembelajaran matematika realistik pertama kali dikembangkan dan dilaksanakan di Belanda selama kurang lebih 30 tahun dan dipandang sangat berhasil untuk mengembangkan pengertian siswa. Pendekatan ini muncul dengan nama kurikulum mathematics in contex (Romberg, 1998). Pembelajaran ini menekankan akan pentingnya konteks nyata yang dikenal murid dan proses konstruksi pengetahuan matematika oleh murid sendiri. Masalah konteks nyata (Gravemeijer, 1994) merupakan bagian inti dan dijadikan starting point dalam pembelajaran matematika.
the second quality of teaching
Based on my understanding related to the Second Quality of Teaching is how the Mathematic teacher teaches the material in the classroom without depending on certain methods. As we know many currently methods appear in teaching, but from those methods we of course we find the proper one or may be we mix any techniques of any methods related our task to give the best to our students. By understanding the Second Quality of Teaching, teacher is hoped can create his or her own method in giving the material in the classroom. By applying this new paradigm, the mathematic teacher can develop their mind related to select all methods offered in teaching. Those methods can be read by the teachers to enlarge their knowledge in creating their own concept in teaching itself. Thus, the Second Quality of Teaching is going to be had by the quality teacher.
Commented by: Sabina Ndiung, Dikdas, 2007. Jogjakarta State University.
Commented by: Sabina Ndiung, Dikdas, 2007. Jogjakarta State University.
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