Resume of English for Mathematics Education I (31-12-2011)

PEMBELAJARAN MATEMATIKA BERDASARKAN

KURIKULUM BERBASIS KOMPETENSI DI SMK

By                   : Dr. Marsigit, M.A.

Reviewed By  : Dian Andarwati_09313244020

Posted             : Saturday, December 31, 2011

Mathematics teacher generally have difficulty to analyze the difference of mathemathics ability among students. Cocroft Report (1982:132) give at least one solution for mathematics teachers to solve these difficulty. Based on research, teacher is given chance to use chice dor their methods of theaching that satisfy the level of student ability and the teaching material such that:

1.      Exploration methods for teacher.

2.      Discussion methods between teacher and students and or between students and students.

3.      Problem solving methods

4.      Investigation methods

5.      Applying creativity and also the principle

The preparation and development of curriculum is a work that need serious thinking. The development of Indonesia at all imply the development of curriculum. Six base principles that must be concerned in developing mathematics syllabus based on competence are:

1.      Chance to study for all educated subjects without exception.

2.      Technique direction of curriculum.

3.      The addition of curriculum in various forms.

4.      The role of teachers  and education worker in planning and developing curriculum.

5.      Socialization to stake-holder.

6.      Evaluation in implementing curriculum

Teaching mathematics is not easy. In order mathematics learning reach the goal of education, Ebutt and Straker (1995:10-62) in Mr. Marsigit’s paper define school mathematics 4 kinds:

1.      Mathematics as activity to find out pattern and relationships.

2.      Mathematics as creativity that need imagination, intuition, and discover.

3.      Mathematics as activity of problem solving.

4.      Mathematics as means of communications.

Mathematics Learning Resources Toward International Level of Schooling

The International Level of Schooling or in Indonesia usually said Sekolah Berstandar Internasional for SBI and Rintisan Sekolah Berstandar Internasional for RSBI is the new educational policy in Indonesia. This policy is both an effort to internationalize schools in Indonesia and a part of the national education decentralization reform. The title The International Level of Schooling is given as an accreditation status to schools that have completed the required standards. The use of the terms “international” has drawn a lot of comments and concerns among the public in general. The existence of International Level of Schoolong is adapted with need of certain area.

Mathematic Learning resources are texts, videos, software, and other mathematics materials that teachers use to assist students to meet the expectations for mathematics learning defined by provincial or local curriculum. Everything that can be used in mathematics learning can be called as mathematics learning resources. The things in environment students are also can be used as mathematics learning resources.

Nowdays, he development of IT has been brought mathematics learning resources as interesting thing. Students can acces and download mathematics learning resources from internet. Teacher can also provide it for students. There are many links of mathematics learning resources that can be accesed by anyone both students and teachers, they are (link of resources)  written in Mr. Marsigit’s blog:http://powermathematics.blogspot.com/2008/12/resources-for-developing-mathematics.html#comment-form. Kemdiknas also provide attractive learning resources that can also be accesed by all students such as http://belajar.kemdiknas.go.id/. In this web students can learn happily because it is provided in multimedia based learning.

Before a mathematics learning resource is used in a classroom, it must be evaluated and approved at either the provincial or local level. Evaluation criteria may include curriculum fit, social considerations, and age or developmental appropriateness.

References:

The International Level of Schooling.

      http://etd.ohiolink.edu/view.cgi/Kustulasari%20Ag.pdf?osu1242851740  

      accessed November 29, 2011

Marsigit, Dr. http://powermathematics.blogspot.com/2008/12/resources-for-developing-mathematics.html#comment-form accesed December 18, 2011

Learning Resources.http://www.bced.gov.bc.ca/irp_resources/ accesed December 18, 2011

Rumah Belajar. http://belajar.kemdiknas.go.id/ accesed December 18, 2011

Resume (4) English for Mathemathics Education I, Week (6)

UNIVERSITAS NEGERI YOGYAKARTA

MENUJU

PERGURUAN TINGGI BERTARAF INTERNASIONAL (PTBI)

“Yogyakarta State University on the move toward World Class University”

Disampaikan pada Seminar Tentang Penelitian dan Pendidikan Matematika

Serta Kontribusinya Dalam Upaya Pencapaian WCU (World Class University)

di FMIPA UNY, Sabtu, 5 Desember 2009

By                   : Dr. Marsigit

Reviewed by   : Dian Andarwati_09313244020

Mr. Marsigit told that in implementing World Class Univerity program for 2 years, foundthe following conclusion and suggestion:

1.      English ability of the lecturer should be increased

2.      Students needed to get more opportunity to increase their englsih ability

3.      The cooperative with others university need to develop intensively

4.      The MOU with others university need to be realized

5.      The lecturer need to increase their ability to do research and publish their research in international journal

6.      Information system should be developed, included developing Web, bilingual web

7.      Developing the cooperative between lecturer UNY and the other lecturer in national and international scale

8.      Realizing joint activity individually or with institution

9.      Need support from administration staff and equipment to support WCU

10.  Need the support and one understanding from all civita UNY to support the paradigm of WCU

11.  Need to be communicated  and sosialited continuously about direction, goal, and all about WCU

12.  Need support and formal basic from universitas from developing UNY to WCU

Resume (3) English for Mathemathics Education I, Week (6)

PROMOTING LESSON STUDY IN INDONESIA:

A Case of Primary and Secondary Mathematics and Science

Teaching

To be Presented at

Workshop and International Symposium:

LessonStudy Pembelajaran Matematika dan Penjas Adapted Untuk

Anak Berkebutuhan Khusus, Faculty of Education (FIP),

Yogyakarta State University

23 – 25 August 2008

Oleh                :  Dr. Marsigit, M.A.

Ikhtisar Oleh   : Dian Andarwati_09313244020

            Dalam perkembangan metode belajar mengajar, pendidik perlu merencanakan skenario mengajarnya, merencanakan aktivitas peserta didiknya, merencanakan peranan pendidik, mendistribusikan tugas, mengembangkan penilaian pembelajaran, dan memonitoring pencapaian kompetensi peserta didik. Untuk mengembangkan pengalamannya, pendidik juga harus sesering mungkin berpartisipasi dalam seminar dan workshop matematika.

            Untuk mengembangkan dan meningkatkan matematika Indonesia, pemerintah juga seharusnya menata kembali kurikulum dan standar kompetensi yang harus dicapai peserta didik Indonesia. Pendefinisian kembali terhadap metode dan strategi mengajar, penilaian pembelaran, maupun substansi materi yang diberikan terhadap peserta didik.

Peninjauan ulang terhadap pembelajaran matematika Indonesia diharapkan akan meningkatkan prestasi matematika Indonesia dikancah dunia, mengingat saat ini matematika dianggap susah oleh sebagian masyarakat Indoneisa. Hal ini merupakan tugas pendidik matematika untuk meluruskan persepsi tersebut dengan mengubah matematika menjadi menyenangkan sehingga prestasi yang gemilang pun akan dicapai Indonesia. 

Resume (2) English for Mathemathics Education I, Week (6)

STRATEGI

MENYIAPKAN SDM MENUJU SEKOLAH DASAR

BERSTANDAR

NASIONAL DAN INTERNASIONAL

Disampaikan Pada:

Workshop Meretas Jalan menuju SDSN Yang Profesional dan

Mandiri

Sabtu, 27 Maret 2010

RSBG Jl. Kartini

Temanggung, Jawa Tengah

By                   : Dr. Marsigit

Reviewed by   : Dian Andarwati_09313244020

Many kinds of activities that done by Mr.Marsigit in PLPG, studium general, and workshop,he got teacher’s perceptions that innovation of learning need to be done in order the students can develop the thinking and the creativity. Teacher’s professionalism will be achieved if all the part of class work hard (teachers, school, government, and people in school environment) sinergicly doing leraning revitalization basicly and comprehensifly. SBI should be developed perpectively so that teaching learning process that held can solve the problems or answers the following questions:

1.      How to promote learning that stress on process

2.      How to develop cooperative learning in teaching learning process

3.      How to realize group study lesson in learning mathematics

4.      How to realize study in environment of class

5.      How to develop study with games

6.      How to develop learning model variation

7.      Using concret thing in learning process

8.      Contextual teaching learning

9.      Using environment in teaching learning process

10.  Learning using teaching team

11.  Encourage innovation student in teaching learnig process

12.  Encourage the role of student in learning process

13.  Develop the various of study source

14.  Using learning kit

15.  Various method of learning

16.  Study using experiment

17.  Make innovative learning’s plan

18.  Promoting discussion methods in mathematics learning

19.  Monitoring activity by teacher

20.  Develop lesson study

21.  Mak student become active

22.  Encourage students to do presentation

23.  Encourage the independent of students

24.  Promoting the role of theacher as fasilitator

25.  Develop assessment in teaching

26.  Remedial activity

27.  Make active the activity of student in group

28.  Aperseption activity

29.  Revitalization the role of theacher in learning

30.  The various of interaction and communication

31.  Encourage the creativity of students

32.  Develop portofolio

33.  Encourage student construction on consept

34.  Develop realistic education

35.  Develop reflection activity

36.  Study with informal approach

37.  Develop observation of instrument

38.  The effort of teacher to communicate the idea and the result of learning

39.  How to encourage the responsibility of theacher to the students

40.  Education is for All

41.  How to realize study is a need

42.  How to encourage students to conclude the result o their finding

43.  Revitalization the paradigm of school

44.  The substance of studying of student

45.  Promoting learning that student centris

46.  Developing students worksheets

Resume (1) English for Mathemathics Education I, Week (6)

The Iceberg Approach of Learning Fractions in Junior High School:

Teachers’ Simulations of Prior to Lesson Study Activities

Oleh                :  Dr. Marsigit, M.A.

Ikhtisar Oleh   : Dian Andarwati_09313244020

            Menurut standar nasional pendidikan, kompetensi matematika minimal peserta didik yang harus dicapai antara lain meliputi kemampuan kognitif, afektif, dan psikomotorik. Ini berarti setiap peserta didik harus menguasai ketiga kompetensi tersebut, termasuk kemampuan dalam lingkungannya sendiri. Matematika di SMP mempunyai fungsi dalam pengembangan kemampuan logika, analitis, sistematika peserta didik serta pengembangan kreatifitas dan kemampuan berkolaborasi dengan orang lain.

            Matematika sendiri haruslah dekat dengan sesuatu yang ‘realistis’. Realistis disini bukan hanya sekedar berarti nyata berhubungan dengan lingkungannya, namun juga berhubungan dengan permasalahan yang berbau matematika yang dijumpai peserta didik dalam kehidupan sehari-harinya.

Iceberg Approach in Realistics Mathematics
  (Moerlands, 2004 in Sutarto, 2008)

            Pembelajaran matematika seperti ini dapat dihubungkan dengan pendekatan Iceberg. Menurut (Moerlands, 2004 dalam Sutarto, 2008), Pendekatan Iceberg dari dasar menuju ke atas adalah adalah sebagai berikut:

•         Mathematical World Orientation
•          Material Model
•          Building Mathematical Relationship
•          Formal Notation

Maksud dari pendekatan Iceberg tersebut adalah pendekatan matematika dari yang berpondasi dari permasalahan matematika yang dijumpai peserta didik dalam kehidupannya sehari-hari. Ibarat sebuah bangunan, pondasi adalah dasarnya, maka dalam menerapkan jiwa matematika ke dalam pikiran peserta didik, dasar matematika peserta didik harus dikuatkan yaitu dengan dihubungkan dengan sesuatu yang sering dijumpainya dalam kehidupan. Kemudian peserta didik dituntut untuk bisa memodelkan permasalahan yang dijumpai tersebut dan kemudian menghubungkannya dengan matematika, lalu diharapkan bisa menotasikannya dalam notasi formal matematika.

Jadi, pembelajaran matematika menurut pendekatan Iceberg, peserta didik dituntut tidak hanya pintar berhitung saja, namun juga kompetensi lain yang mendukung tersebut.

Resume (4) English for Mathemathics Education I, Week (5)

PENGEMBANGAN KOMPETENSI GURU MATEMATIKA

SMP RSBI MELALUI LESSON STUDY

By                   : Dr. Marsigit, M.A, Dr. Hartono, Sahid, M.Sc., Aryadi Wijaya, M.Sc.

Reviewed by   : Dian Andarwati_09313244020

            Lesson study activity usually held without problem, but because of Merapi eruption so there were adaptation and reschedule the activity. That activity that developed can struggle with student research by developing instrument from choosen reference. Teacher competence that developed as follows:developing competence through realistic mathematics education approach, developing mathematical thinking, and competence to develop discussion method, problem solving, and investigation.

            Competence of teacher in developing realistic mathematics education approach such as using real world to bulid student mathematics concept, student experience, and also bulid formal-abstract mathematics. Teacher competence to develop mathematical thinking, finding and solving mathematics problem, communicating mathematics with other, etc. Competence of teacher in developing problem solving such as make relevan mathematics I daily routine. Competence of teacher in mathematical thinking such as inductive thinking, analogy thinking, abstrack thinking, simplify rhinkin, make conclusion, special thinking, using symbol, number, picture, etc. Developing discussion methods is such that developing social skill of students.

            So in order increasing the practice of mathematics education in school, planning activity should be increase to increase the quality of lesson plan and worksheet. The worksheet content should be developed and developed. Theacher must increase their activity in workshop and studim general to increase their experience. 

Resume (3) English for Mathemathics Education I, Week (5)

GOOD PRACTICE OF MATHEMATICS TEACHING

THROUGH LESSON STUDY AND TEACHERS

PROFESSIONAL DEVELOPMENT

Oleh                :  Dr. Marsigit, M.A.

Ikhtisar Oleh   : Dian Andarwati_09313244020

            Dalam mengembangkan metode pembelajaran,pendidik perlu untuk merencanakan scenario mengajar, untuk merencanakan aktivitas peserta didik, peranan peserta didik, untukmendistribusikan tugas, mengembangkan metode penilaian pembelajaran, dan dalam memonitor perkembangan peserta didik. Mengembangkan pengalaman matematika peserta didik, pendidik perlu berpartisipasi         dalam workshop dan seminar matematika. Peserta didik menikmati pembelajarannya karena mereka terlibat langsung dalam pembelajaran. Meskipun banyak materi KBM, kegiatan ‘lesson study’ diyakini peneliti sebagai salah atu cara untuk meningkatan matematika peserta didik.

            Untuk meningkatkan pendidikan matematika dan pengetahuan alam, pemerintah pusat pelu meningkatkan kebutuhan sebagai berikut:

1.      pengimplementasian kurikulum yang cocok (sederhana dan fleksibel)

2.      mendefiniskan kembali peranan pendidik (bahwa pendidik adalah fasilitator bukan sebagai didaktor untuk peserta didik)

3.      mendefiniskan kembali prinsip pendidik (pendidik diijinkan dan disarankan mengikuti kegiatan seminar, workshop dalama pengembangan matematika)

4.      mendefinisikan kembali pernanan sekolah

5.      mendefinisikan kembali pernanan supervisor

6.      meningkatkan otonomi pendidik dalam mengembangkan inovasi matematika

7.      melakukan kolaborasi yang baik antara sekolah dan universitas

8.      mendefinisikan kembali system evaluasi

9.      membangun proyek dalam mempromosikan kembali paradigma dan inovasi pendidikan

Proyek ‘lesson study’telah terbukti efektif diterapkan dalam pembelajaran, entusias peserta didik dalam pembelajaran ilmu alam, membantu peserta didik dalam mengembangkan kemampuan ekperimen dan diskusi mereka, memberikan kesempatan dalam mengembangkan konsep matematika dengan caranya sendiri. Dalam hal ini juga dilaporkan tentang pendekatan konstuktivisme. Peserta didik diharapkan menemukan cara terbaiknya sendiri dalam belajar matematika. Kompetensi dalam mengungkapkan pengetahuan mereka terhadap apa yang sedang mereka pelajari dalam diskusi kelompok maupun mempresentasikannya di depan kelas.