To Identify Design of Innovative Teaching Learning Process of Mathematics

The teaching learning design in education is very important to help teacher to create, arrange, and organize learning so that education event are able to occure. Design of learning is usefull to guide learning process effectively. Mathematics learning has goal to facilitate student to be critical, humanistic, adaptive students. Design of learning that can accommodate that goal is design of learning that grounded in constructivism paradigm as alternate paradigm. problem solving and reasoning model, inquiry training model, problem-based instruction model, conceptual change instruction model, group investigation model, problem base learning model,research Juriprudensial model, social research model are the designs that are grounded on constructivism paradigm that concluded as innovative learning that suitable on humanistic learning.

Teaching mathematical concepts to students who do not have a very strong background in mathematics is always challenging. This experience is also extremely rewarding when these students begin enjoying the journey, which leads to mastering the concepts. This paper will demonstrate how we can make it possible for learners with an average secondary education level of mathematical skills to make thetransition to a more advanced level more successfully. The main purpose is to determine if the use of innovative methods of teaching (including the technologies associated with modern computing) enhances learning.

According to Baradiya, innovative teaching are required following points:

1.      Subject Matter

It method may be called the vehicle of instruction, subject – matter may be labeled thecargo of instruction. To load an efficient vehiclewith worthless cargo would, of course, be absurd;to use efficient methods in the teaching of worthless subject matter would be equally absurd.Another of the necessary requisites, therefore, foreffective teaching is desirable subject matter. Thiswill meet the needs of pupils and of adults in acomplex and rapidly changing civilization.

The recent slogan, “Teach children ratherthan subject-matter,” is as fallacious as would bethe opposite slogan, “Teach subject-matter ratherthan children”; in sober fact, both subject-matterand children must be taught.

2.      Psychological Law

Learning process is very complex – that it isone of the most baffling things in the world.Although experimentation and other types of investigation have provided much informationregarding the way in which the human mindworks, even the Solomon’s of the profession arestill far from knowing the exact way in which itworks and the (stimuli) which make it work best.Probably the most valuable discovery of psychological investigations has beenconcerning the nature and extent of individualdifferences.

3.      Biological Law

He must also know and follow the bestbiological laws. He must know more than howthe mind works; he must know how the wholehuman organism works. He must realize thatthe whole child comes to school, and notmerely the mental nature of the child. Heshould know that anything which effects onepart of the organism also effects every otherpart of the organism.

4.      Good Environment

The most effective learning can takeplace only when the environmental setting isbest. This means, among other things, thatthe school plant, namely, the site, building,and equipment must be adequate, safe,sanitary, comfortable, and attractive. Overmany-probably most-of these details schoolofficials rather than teachers have control.

For example, teachers can suggest thatshades be secured for the windows, that desks be placed so that the light will enterfrom the left side of the room, that anadequate and wholesome water supply bemade available and that desk secured.

5.      Classroom Management

Closely related to proper school and classroom environment is effective classroom management. For the details of classroom management the teacher is almost wholly responsible. Among the more important detailsof classroom management for which the teacheris largely or wholly responsible are the following; providing for the proper seating of the pupils;arranging for the pupils to pass to and from theclassroom and the building at noon, recesses,and other school intermissions; checking of attendance; providing for the distribution,administration, and supervision of educationalsupplies and equipment; arranging for fire drills;and in general, making certain that everything

References

-          Pangkajkumar, Baradiya. 2011. Quality Education through Good Teacher and Innovative Teaching. http://www.scribd.com/doc/14443673/Quality-Education-Through-Good-Teacher-and-Innovative-Teaching accessed Sunday, March 4^th, 2012 at 07.11 AM

-          Nooriafshar, Mehryar. 2011. The Use of Innovative Teaching Methods for ‘Maximising’ the Enjoyment from Learning Mathematical Concepts. http://www.cimt.plymouth.ac.uk/journal/nooriafsharm1.pdf accessed Sunday, March 4^th, 2012 at 08.47 AM

-          Wayan, Santyasa. 2005. Model Pembelajran Inovatif dalam Implementasi Kurikulum Berbasis Kompetensi. http://file.upi.edu/Direktori/FIP/JUR._PEND._LUAR_SEKOLAH/194704171973032-MULIATI_PURWASASMITA/PEMBELAJARAN_INOVATIF_1.pdf accessed Monday March 5^th, 2012 at 07.23 PM