INOVASI PEMBELAJARAN UNTUK MENINGKATKAN GAIRAH SISWA DALAM BELAJAR
Oleh : Dr. Marsigit, M.A
Ikhtisar oleh : Elsa Winda Prastiana (09313244015)
Blog : elsawinda.blogspot.com
Minggu, 18 September 2011
Managing the learning is not easy because we find that sometimes students have difficulty in learning (Jaworski,1994: 83). Therefore, he stated that there is no right way
to teach. On the other hand found the fact that it is not easy for educators to change the style of teaching (Dean, 1982: 32). While we prosecuted, as educators, to always adjust teaching methods us in accordance with the demands of changing times (Alexander, 1994: 20).
to teach. On the other hand found the fact that it is not easy for educators to change the style of teaching (Dean, 1982: 32). While we prosecuted, as educators, to always adjust teaching methods us in accordance with the demands of changing times (Alexander, 1994: 20).
Judging from the focus, there are at least 4 (four) views different learning how should it be implemented (Kuhs and Ball, 1986 in Grouws, 1992):
1. focused content - conceptual understanding
2. content focus - performance
3. learner focus - construction
4. classroom focus - effective classroom
1. focused content - conceptual understanding
2. content focus - performance
3. learner focus - construction
4. classroom focus - effective classroom
If teachers are required to innovate learning then he should is part of a system that promotes innovation as well. (Schifter, 1993) he stated that if the teacher had intended to make innovations, such things may not be realized when policymakers do not provide opportunities for it. Some of the views above show how potential disagreements concept starting point for the start of educational innovation. Approach to education "conforming" tend to maintain the value-old value; approach "transforming" more emphasis to the order or
oriented to the market, and approach to "reforming" education developed based on human values according to context (Archer, 1989). "Instrumental Curriculum" more emphasis on academic and technical approach; "Interactive Curriculum" approach emphasizes the social and "individualistic Curriculum" more emphasis to the development of individual cognition subject students (Becher and Maclure, 1978). Competency-based education (Curriculum 2004) has now become an alternative to organized learning that emphasizes the skills that should be possessed by graduates; curriculum was developed based on the elaboration of a basic skills competency standards. Basic skills may include the ability of affective, cognitive and psychomotor. Breath of competency-based curriculum is the development of a learning experience first hand, contextual teaching and learning, meaningful teaching, taking into account the life skill of generic skills.
oriented to the market, and approach to "reforming" education developed based on human values according to context (Archer, 1989). "Instrumental Curriculum" more emphasis on academic and technical approach; "Interactive Curriculum" approach emphasizes the social and "individualistic Curriculum" more emphasis to the development of individual cognition subject students (Becher and Maclure, 1978). Competency-based education (Curriculum 2004) has now become an alternative to organized learning that emphasizes the skills that should be possessed by graduates; curriculum was developed based on the elaboration of a basic skills competency standards. Basic skills may include the ability of affective, cognitive and psychomotor. Breath of competency-based curriculum is the development of a learning experience first hand, contextual teaching and learning, meaningful teaching, taking into account the life skill of generic skills.
1. Development of Cognitive Aspects
Ebbutt and Straker (1995: 60-75):
a. Pupils will learn if they have the motivation.
The implications of this view for the business teachers are: to provide fun activities, pay attention to the desire of students, build understanding through what is known by students, creating a classroom atmosphere that supports learning, provide activities that correspond with learning objectives, providing challenging activities, provide activities that gives hope of success, valuing each student achievement.
b. Pupils studying in its own way
The implications of this view are: students learn in different ways
and with different speeds, each student requires experience connected with its own experiences in the past, each students to have socio-economic backgrounds, different cultures. Therefore teachers need: to know the advantages and disadvantages of their students, plan activities appropriate to student ability levels, build knowledge and skills students are good that he got at school and at home, using records of student progress (assessment).
and with different speeds, each student requires experience connected with its own experiences in the past, each students to have socio-economic backgrounds, different cultures. Therefore teachers need: to know the advantages and disadvantages of their students, plan activities appropriate to student ability levels, build knowledge and skills students are good that he got at school and at home, using records of student progress (assessment).
c. Students learn both independently and in collaboration with his friend.
The implications of this view for the business teachers are: providing learning opportunities within the group to train co-operation, providing
learning opportunities in the classical style to give an opportunity to exchange
ideas, provide an opportunity for students to conduct their activities
independently, involving students in decisions about activities that are going to do, and teaches how to learn.
learning opportunities in the classical style to give an opportunity to exchange
ideas, provide an opportunity for students to conduct their activities
independently, involving students in decisions about activities that are going to do, and teaches how to learn.
d. Pupils need the context and circumstances that vary in their learning
The implications of this view for the business teachers are: provide and use various props, giving the opportunity to learn in different places and circumstances, provides the opportunity to use for various purposes, develop the attitude to use as a tool to solve problems both at school and at home, appreciate the contribution of tradition, culture and art in the development, and help students assess its own activities.
2. Development of Affective Aspects
Hierarchy of categories according Krathwhol affective aspects include receiving, responding, valuing, organization and characterization. Krathwhol according to aspects of attitude appears when there is commitment, preference value, receiving the value, satisfaction and willingness to respond to respond to the person. Aspects of interest arise when a preference value, receiving the value, satisfaction of responding, willingness to respond, willingness to respond, concentrated attention, willingness to accept and awareness of one's. According to Paul (1963:519) the
attitude of an individual's readiness for react so relatively fixed disposition that has been in have through experience that took place on a regular basis and direction. Krech (1962: 139) states that attitude is a system consisting of cognitive component, feelings and tendencies to act. Attitude is the level of positive or negative feelings are directed to objects psychology. With such an attitude means that the tendency towards feelings object of psychology that is a positive attitude and negative attitude, while the degree feelings are intended as an assessment of the degree of the object.
3. Psychomotor developmental aspects
In addition to aspects of cognitive and affective aspects, aspects of motor skills also have a role that is not less important to know the students' skills in solving problems. In this activity students are given the opportunity to demonstrate abilities and skills such as physical activity. To determine the skill level of students, evaluators can use the observation sheet.
Lesson Study:
Pendekatan Baru untuk Pembelajaran Matematika pada Murid Berkebutuhan Khusus
Oleh : Dr. Marsigit, M.A
Ikhtisar oleh : Elsa Winda Prastiana (09313244015)
Blog : elsawinda.blogspot.com
Minggu, 18 September 2011
Ebutt and Straker (1995) defines school mathematics including for children with special needs rather than merely as a science but rather as a creative and social activities that provide opportunities for children with disabilities specifically to look for patterns or relationships between one concept with another concept, conducting investigations in accordance with the abilities of each child, tries solve math problems, and communicate the results to a friend or teacher either orally or in writing. Some of the problems studied mathematics for children with special needs revolve around the use of mathematics and process information, using information related to mathematics, given some understanding or mathematical procedure, looking for relationships and using mathematics. Another problem related to physical constraints or the other, can be derived from the likelihood they can not read well, do not understand the meaning or purpose of the symbol or symbols of mathematics, can not focus and can not control themselves. For that Torey Hayden (2004) suggested that teachers need to focus on the core things, using simple steps and strategies and clear, always giving and planning assistance whether oral, written or visual, learning based on the existing context and linking with concrete objects , repetitions, and serve the needs of supporting learning in the classroom. Role of Lesson Study, if we assume that Lesson Study is also the research activities education. Lesson Study as a study will provide an opportunity for teachers to discuss the preparation of learning, implement and reflect at the same time. Based on studies in different countries, then the implementation of Lesson Study can variation. Today has developed international cooperation for the implementation of Lesson Study in different countries simultaneously. Criced (Tsukuba, Japan) in cooperation with crème (Khon Kaen, Thailand) with the sponsor countries that joined in APEC, the International Conference held 2 (two) times a year to represent the results of Lesson Study in the field of mathematics learning for these countries APEC.
Lesson Study (Jugyo Sinkekyu) has been developed in Japan hundreds of years and now has spread throughout the world, is a multi-level approach to improving the quality of learning. Lesson Study developed by CRICED since 2004 at least for 2 (two) fields of Mathematics Education and Special Education. But now it began to be tried for other subjects. Lesson Study is a basic element of cooperation. Benefits of Lesson Study, among others, to enhance the professionalism of teachers, to improve the quality of learning, to develop the potential and serve the learning needs of students, to develop a variety of props or teaching aids. Cooperation was developed with the teacher based on self-disclosure. Therefore Lesson Study can be viewed as an improvement activities and by learning from the teacher.
On the other hand we have a strong enough foundation to develop educational
for children with special needs. As mentioned in the Law no. 20 of 2003 System National Education Article 32 paragraph (1) and paragraph (2) that Special Education is education for learners who have difficulty in following the learning process because of physical, emotional, mental, social and / or have the potential of intelligence and special talents. Special education is an educational service for students in remote or underdeveloped, remote indigenous communities, and / or experiencing a natural disaster, social catastrophe and can not afford economically. Given the variety of abilities, potential and the difficulties experienced by children with special needs, then it is logical that the development of learning certainly requires more attention.
for children with special needs. As mentioned in the Law no. 20 of 2003 System National Education Article 32 paragraph (1) and paragraph (2) that Special Education is education for learners who have difficulty in following the learning process because of physical, emotional, mental, social and / or have the potential of intelligence and special talents. Special education is an educational service for students in remote or underdeveloped, remote indigenous communities, and / or experiencing a natural disaster, social catastrophe and can not afford economically. Given the variety of abilities, potential and the difficulties experienced by children with special needs, then it is logical that the development of learning certainly requires more attention.
Metodologi Pembelajaran Matematika
Oleh : Dr. Marsigit, M.A
Ikhtisar oleh : Elsa Winda Prastiana (09313244015)
Blog : elsawinda.blogspot.com
Minggu, 18 September 2011
Cocroft Report (1982: 132) at least give a solution for teachers of mathematics. After a thorough investigation 'large scale survey' in the UK, this study recommends that at every level, should be learning math provide an opportunity for teachers to use the choice of teaching methods that are suitable to student ability levels and material as follows:
1. method of exposition by the teacher
2. method of discussion, between teachers and Students and between Students and students.
3. methods of problem solving
4. method of investigation
5. basic skills training methods and principles.
6. methods of implementation.
1. method of exposition by the teacher
2. method of discussion, between teachers and Students and between Students and students.
3. methods of problem solving
4. method of investigation
5. basic skills training methods and principles.
6. methods of implementation.
Ebbutt and Straker (1995: 10-63), provides guidance for teachers of mathematics in an effort to encourage the students enjoyed math in school. The guidance provided is based on basic assumptions about the nature of mathematics and the nature of the subject and its implications for student learning of mathematics as follows:
1.Mathematics is the search activity patterns and relationships.
2.Mathematics is the creativity that requires imagination, intuition and
discovery.
3.Mathematics is problem solving activities
4.Mathematics is a tool to communicate
On the other hand, Ebbutt and Straker (1995: 60-75), gave his view that in order for the students' potential can be developed optimally, then the following assumptions and implications can be used as a reference:
1.Students will learn if given the motivation.
2.Students studying in its own way
3.Students learn independently and through cooperation
4.Students need the context and circumstances that variation in their learning
So that mathematics can be taught in a more attractive then Ebbut, S and Straker, A (1995), gives advice on the implementation of mathematical learning, through:
1. Teaching Preparation Phase
• Planning for mathematics learning environment
• Plan activities of mathematics
2. Learning Phase
• Develop the role of teacher
• Set the time to whom and when doing math
3. Evaluation Phase
• Observing student activities
• Evaluate yourself
• Graded the understanding, processes, skills, facts and results of students.
• Evaluate the results and monitor student progress
HELPING TEACHER TO DEVELOP MODEL FOR SECONDARY MATHEMATICS TEACHING :
Action Research of Indonesian Secondary Mathematics Teaching
Oleh : Dr. Marsigit M.A , Y.Sato, Sugeng Mardiyono,
Eko Sulistyowati , Bardi
Ikhtisar oleh : Elsa Winda Prastiana (09313244015)
Blog : elsawinda.blogspot.com
Minggu, 18 September 2011
Selama dua dekade terakhir banyak pendidik menyadari bahwa kualitas pendidikan sangat tergantung pada kualitas dari guru dan instruksi yang mereka berikan (Djalil dan Anderson, 1989). Peningkatan kualitas guru, dengan demikian, telah menjadi salah satu persoalan mendasar dalam peningkatan kualitas pendidikan di Indonesia. Upaya untuk meng-upgrade model guru mengajar berkembang pada situasi di ruang kelas. Guru yang memiliki kemampuan mengajar yang lebih baik dan interpersonal hubungan dengan murid mereka mungkin dapat membawa prestasi siswa. Dahulu, fungsi guru sebagai tokoh sentral dalam menentukan kegiatan dan melakukan instruksi, dan, siswa jarang aktif terlibat dalam pembelajaran secara langsung dari satu sama lain atau memulai proses interaksi dengan orang lain. Para guru tampaknya tidak memiliki kompetensi yang cukup untuk melaksanakan proses belajar mengajar, ini termasuk kurangnya pemahaman tentang teori pengajaran dan bagaimana menerapkan berbagai jenis metode mengajar. Upaya untuk meningkatkan kualitas guru dengan mengharuskan perubahan dalam gaya mengajar.
Empat alasan mengapa metode eksposisi yang populer dengan guru: pertama, mereka secara matematis rapi dan lengkap masing-masing berisi presentasi dan penjelasan matematika yang mengarah ke sebuah kesimpulan, kedua sebagai pelajaran, mereka meningkatkan harga diri guru karena ia adalah sumber pengetahuan, dan ketiga, guru bisa mendapatkan kepuasan dari menyajikan silabus lengkap dalam urutan pelajaran, dan guru sendiri berhasil belajar matematika sekolah dengan cara ini dan mengharapkan murid-muridnya untuk melakukan hal yang sama (Dean, 1982,h. 77) . Pirie dan Schwarzenberger (1988) dalam Backhouse dkk. (1992) telah memberikan definisi yaitu diskusi matematika sebagai: pembicaraan tujuan; pada subjek matematika di mana ada kontribusi murid asli, dan interaksi. Selanjutnya, mereka menyatakan bahwa diskusi ini berguna dalam banyak cara, termasuk: untuk klarifikasi konsep-konsep, untuk memperjelas sifat dari masalah dalam rangka memahami apa yang diminta, untuk memutuskan data apa yang relevan dengan masalah; untuk memutuskan strategi untuk pemecahan masalah, sedangkan bekerja pada suatu tugas praktis kolaboratif atau proyek, sedangkan bekerja di sebuah mikro, untuk mencari tahu apa yang salah dalam pemecahan masalah. Memecahkan masalah adalah sangat efektif cara pembelajaran matematika (Ebbutt dan Straker, 1995). Selanjutnya, mereka menyarankan bahwa masalah matematika, di sisi lain, fokus pada matematika itu sendiri, dan pada proses tiba di solusi; hasil aktual atau jawaban tidak boleh digunakan untuk tujuan apapun. Jika anak-anak untuk menerapkan konsep-konsep matematika, pengetahuan dan keterampilan berhasil, mereka perlu mengembangkan keterampilan mereka dalam proses kegiatan matematika: penalaran, mengorganisir, mengklasifikasikan, mengenali pola, dsb. SementaraHoyles di Grouws dan Cooney (1988) menyimpulkan bahwa mengajar matematika adalah tentang memfasilitasiproses belajar murid, dan dengan demikian pengajaran yang baik memerlukan kombinasi kompetensi subjek, suatu fleksibilitas gaya mengajar dan strategi, dan kepedulian sebagai emosional dan sosial serta kognitif kebutuhan siswa. Selanjutnya, dia menyarankan bahwa ini memerlukan penggunaan berbagai gaya pengajaran dan fokus pada konsepsi murid 'dan cara kerja serta pada konten matematika. Nickson dalam Tumbuh dkk. (1989) menyimpulkan bahwa untuk menjadi guru yang efektif matematika bukanlah metode yang kaku tetapi memerlukan evaluasi terus menerus dan fleksibilitas, dan adaptasi konten tertentu dan metode untuk siswa tertentu dalam pengaturan tertentu. Shulman (1970) dan Ausubel (1968) di Bell et al. (1983) menunjukkan bahwa adalah mungkin untuk menemukan fakta-fakta yang intrinsik dan materi dapat diasimilasikan bermakna menjadi pengetahuan yang ada bahkan jika belajar dari presentasi ekspositori.
Tujuan utama dari penelitian ini adalah untuk secara aktif meningkatkan praktek mengajar matematika berdasarkan model ideal yang baik mengajar matematika dan berdasarkan asumsi bahwa guru dapat belajar dan menciptakan pengetahuan melalui pengalamannya dan mengamati serta merenungkan pengalaman itu. Manfaat dari penelitian ini adalah bahwa pemahaman guru dan situasi pengajaran proses belajar adalah untuk ditingkatkan. Guru dianggap rekan kerja dalam melakukan penelitian dan peneliti tidak dianggap ahli. Jadi, pendekatan penelitian adalah evaluatif-reflektif-partisipatif-kolaboratif penyelidikan kritis mengajar.
Dalam penelitian pengembangan model pembelajaran, mencakup tindakan berikut (Zuber dan Skerrit, 1992): mengidentifikasi dan menganalisa masalah yang timbul dalam proses belajar mengajar matematika, merancangstrategi untuk memecahkan masalah sebagai hasil komunikasi simetris, menerapkan dan menguji strategi, mengevaluasi efektivitas strategi, mencerminkan hasil, tiba pada kesimpulan dan identifikasi masalah, mengulangi siklus sampai mereka dengan praktek ditingkatkan, melaporkan temuan.
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