“ PERSOALAN PEMBELAJARAN MATEMATIKA DI SEKOLAH”
Oleh : Dr. Marsigit, M.A
Ikhtisar oleh : Elsa Winda Prastiana (09313244015)
Blog : elsawinda.blogspot.com
Minggu, 25 September 2011
Development of mathematical models of learning through action research to overcome the difficulties of service of teachers to give students a positive impact, but in actual experience obstacles both technical, academic, and socio-cultural. Business teachers in meeting the academic demands of a wide range of students, encourage students to improve achievement of low achievers, encourage students to learn actively, and encourage students to learn through collaboration, can be done by:
a. Developing the Student Worksheet
b. Formation of study groups
c. Development of methods class discussions / group
d. Development of teaching aids and educational media.
In the effort to develop a model of learning can be concluded:
a. Teachers are still having difficulty in meeting the various demands of academic students.
b. Teachers have developed a scheme to encourage students to improve achievement of low achievers
c. Teacher has managed to create conditions so as to encourage students active learning; but still have difficulty in develop the scheme.
b. Teachers have developed a scheme to encourage students to improve achievement of low achievers
c. Teacher has managed to create conditions so as to encourage students active learning; but still have difficulty in develop the scheme.
d. Teacher has managed to create conditions to encourage students to learn through
cooperation; but still have difficulty in developing the scheme.
e. Teachers have tried to develop a method of discussion, problem solving and training and the provision of tasks; but still have trouble in developing the scheme.
In general, teachers have sought to develop learning methods in accordance with the purpose of action research; but teachers experiencing technical difficulties, and academic fundamentals. Technical difficulties of teachers in developing teaching methods that have not require tools or learning the necessary facilities. Academic difficulties of teachers in developing teaching methods are not yet perceived incompatibility of the teachers' mathematical learning model with the meaning of the learning model according to the theory referred to.
Suggestions for teachers: Teachers can make efforts to increase the quality of learning mathematics through the development of ways / methods to meet the various needs / demands of academic students, encourage students to learn actively, encourage students to learn to cooperate, and try to start developing a learning tool using technology modern.
In developing methods of learning, the teacher suggested:
• planning a mathematics learning environment
• plan mathematical activities
• develop the role of teacher
• set the time to whom and when to perform activities mathematics together /
not together students
• observe student activities
• evaluate yourself
• assess understanding, processes, skills, facts and results
• assess the results and monitor student progress
Not only the teacher's role is needed, but also the role of both school principals and fellow teachers are also needed for success in overcoming the problems in learning.
REFLECTION ON THE TEACHING OF “THE MULTIPLICATION ALGORITM OF THE 3rd GRADE OF PRIMARY SCHOOL” THROUGH VTR
Oleh : Dr. Marsigit, M.A
Ikhtisar oleh : Elsa Winda Prastiana (09313244015)
Blog : elsawinda.blogspot.com
Minggu, 25 September 2011
VTR untuk pendidikan guru dan gerakan reformasi di Pendidikan Matematika, khususnya untuk mengembangkan studi pelajaran memiliki beberapa manfaat sebagai: ringkasan pendek dari pelajaran dengan penekanan pada masalah utama dalam pelajaran, komponen pelajaran dan peristiwa utama dalam kelas, dan kemungkinan masalah untuk diskusi dan refleksi dengan guru mengamati pelajaran (Isoda, M., 2006). Katagiri, S (2004) tercantum jenis pemikiran matematika sebagai sikap matematika, berpikir matematika yang berkaitan dengan metode matematika, dan berpikir matematika yang berhubungan dengan isi matematika. Ini identifikasi berpikir matematis dengan Katagiri dapat menjadi titik awal untuk mencerminkan proses belajar mengajar matematika di sekolah seperti untuk untuk mencerminkan ajaran "algoritma perkalian dari kelas 3 sekolah dasar" oleh Mr Hideyuki Muramoto, kemudian, VTR pelajaran ini akan ditargetkan untuk serangkaian kegiatan: pengamatan dan refleksi. Karakterisasi Pelajaran :
1. Karakterisasi Pelajaran dari Rencana Pelajaran
Karakteristik awal pengajaran Muramoto adalah ditetapkan dalam Rencana Pelajaran seperti sebagai berikut:
a. Tema: pelajaran matematika kelas tiga yang mendorong kemampuan siswa untuk menggunakan apa yang mereka pelajari sebelumnya untuk memecahkan masalah dan membuat hubungan dalam rangka untuk memecahkan masalah dalam situasi belajar yang baru.
b. Metode
c. Tujuan
d. Skenario Pengajaran
1) Mengembangkan pengajaran yang membantu siswa untuk menyadari sambungan antara apa yang mereka pelajari sebelumnya dan apa yang mereka pelajari sekarang dan menggunakan pengetahuan yang dipelajari sebelumnya untuk mengatasi hambatan dalam situasi baru.
2) Sambungan antara pengetahuan yang telah dipelajari sebelumnya dan pelajaran baru
3) Mewakili suatu situasi masalah dengan diagram.
4) Mengembangkan pelajaran yang menggabungkan ide ini dan membantu siswa untuk menggunakan diagram untuk berpikir
Karakterisasi Pelajaran dari VTR
a. Masalah dari rekaman video
- Kualitas gambar yang relatif baik
- Kamera tunggal membuat pembatasan lansekap kelas
- Tulisan kecil di layar membantu untuk menangkap lebih gambar kelas
b. Komponen pelajaran
b. Komponen pelajaran
- Seluruh kelas telah mengurangi kompleksitas interaksi kelas menjadi
pola sederhana atau linear dari interaksi antara guru dan siswa.
- Menyoroti ide-ide tertentu dari siswa tertentu telah mengabaikan ide siswa
- Menyoroti ide-ide tertentu dari siswa tertentu telah mengabaikan ide siswa
lainnya
- Menyoroti aspek tertentu dari pemikiran matematika dari siswa-siswa
- Menyoroti aspek tertentu dari pemikiran matematika dari siswa-siswa
tertentu.
c. Mendorong dan mengungkap siswa berpikir matematika
c. Mendorong dan mengungkap siswa berpikir matematika
- Guru usaha dalam mendorong dan mengungkap siswa berpikir matematika
adalah cukup efektif.
- Upaya Guru dalam melayani siswa secara individual tidak efektif lagi.
- Beberapa siswa mampu melakukan pemikiran matematika
- Guru mampu mencapai tujuan pelajaran
- Berpikir Matematika dari siswa tertentu dapat menjadi model bagi orang
lain.
- Siswa yang berbeda, dalam alokasi waktu yang sama, apakah masalahnya
sama dengan menggunakan metode yang berbeda untuk menumbuhkan
hasil yang sama.
- Diskusi Siswa di antara mereka sendiri belum muncul.
- Keterlibatan siswa dalam manajemen kelas masih terbatas.
- Guru telah efektif menggunakan alat bantu mengajar yang tepat.
Revitalisasi Pendidikan Matematika
Oleh : Dr. Marsigit, M.A
Ikhtisar oleh : Elsa Winda Prastiana (09313244015)
Blog : elsawinda.blogspot.com
Minggu, 25 September 2011
Teach mathematics is not easy because we find that students are also not easy to learn mathematics (Jaworski, 1994: 83). 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 are required, as educators, to constantly adjust our teaching methods in accordance with the demands of changing times (Alexander, 1994: 20). Revitalization of mathematics education trying to put the important role of teachers to make math education more in line with the (returned to) educate in the sense of meaning in truth and nature of science which is the object of learning it self.
Cocroft Report (1982: 132) at least gives one solution. After a thorough investigation 'large scale survey' in Britain, learning mathematics should be offered an opportunity for teachers to use the choice of teaching methods that are tailored to student ability levels and material ajarnya 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 discovery (investigation)
5. basic skills training methods and principles.
6. methods of implementation.
Because the mathematics associated with all the knowledge of the human self, it is clear that mathematics is not neutral and value free. Thus mathematics requires a social foundation for their development (Davis and Hers, 1988: 70 in Ernest 1991: 277-279).Shirley (1986: 34) explains that mathematics can be classified into formal and informal, applied and pure. Based on this division, we can divide the activities of mathematics into 4 (four) types, where each has different characteristics:a. formal mathematics-pure, including mathematics developed at the University and the mathematics taught in schools;
b. formal-applied mathematics, namely that developed in and outside education, such as a statistician who worked in the industry.
c. informal-pure mathematics, ie mathematics which developed outside the educational institution; may be attached to the culture of pure mathematics.
d. informal mathematics, applied mathematics that is used in all daily life, including crafts, office work and trade.
Dowling in Ernest (1991: 93), based on recommendations from Foucault and Bernstein, developed a variety of contexts mathematical activities. He divided the one-dimensional model into 4 (four) types: Production, Recontextualization, Reproduction and Operationalization. The second dimension of development includes 4 (four) types: Academic, School, Work and Popular.
Ebbutt and Straker (1995: 10-63), provides guidelines for the revitalization of mathematics education in the form of basic assumptions and their implications for learning 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
5. Mathematics Teaching Materials include:
- Facts
- Concepts
- Skills algorithms
- Reasoning Skills
- Problem-solving Skills
- Investigation Skills
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 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 vary in their learning
Revitalization of mathematics education is an effort in the direction where the practitioners mathematics education are given the opportunity to conduct self-reflection, for then faced with multi-entry decision on the basis of the attitude of the in-depth study towards a new paradigm has to offer. That teachers are better able to realize the revitalization of the (educational) learning mathematics that fosters the creativity of students the teacher must pass the Phase Preparation Teaching, Learning Phase, and Phase Evaluation.
Wawasan Tentang Strategi dan Aplikasi Pembelajaran Matematika Berbasis Kompetensi
Oleh : Dr. Marsigit, M.A
Ikhtisar oleh : Elsa Winda Prastiana (09313244015)
Blog : elsawinda.blogspot.com
Minggu, 25 September 2011
• Characteristics of School Mathematics
In order to meet the demands of learning mathematics educational innovation in general, Ebbutt and Straker (1995: 10-63) defines the mathematical school, hereinafter referred to as a mathematician, as follows:
1. Mathematics as search activity patterns and relationships.
2. Mathematics as a creativity that requires imagination, intuition and invention.
3. Mathematics as problem solving activities (problem solving)
4. Mathematics as a tool to communicate
In order to meet the demands of learning mathematics educational innovation in general, Ebbutt and Straker (1995: 10-63) defines the mathematical school, hereinafter referred to as a mathematician, as follows:
1. Mathematics as search activity patterns and relationships.
2. Mathematics as a creativity that requires imagination, intuition and invention.
3. Mathematics as problem solving activities (problem solving)
4. Mathematics as a tool to communicate
• Characteristics of Student Learning Mathematics
Ebbutt and Straker (1995: 60-75), gave his view that in order for the students' potential can be developed optimally, subject to assumptions about the characteristics of learners and implications for learning mathematics are given as follows:
1. Pupils will learn math if they have the motivation
2. Pupils learn mathematics in its own way
3. Pupils learn math either independently or through collaboration with friends
4. Pupils need the context and the different situations in studying mathematics
Ebbutt and Straker (1995: 60-75), gave his view that in order for the students' potential can be developed optimally, subject to assumptions about the characteristics of learners and implications for learning mathematics are given as follows:
1. Pupils will learn math if they have the motivation
2. Pupils learn mathematics in its own way
3. Pupils learn math either independently or through collaboration with friends
4. Pupils need the context and the different situations in studying mathematics
• Hierarchy Aspects of Affective and Psychomotor
According to Paul (1963:519) the attitude of an individual's readiness for
react so relatively fixed dispositions that have been in had through experience that took place on a regular basis and direction. Krech (1962: 139) states that attitude is a system consisting of the cognitive component, feelings and tendencies to act. Attitude is the level of positive feelings or negatively directed to objects of psychology. Thus the mean attitude tendency of feeling toward the object of psychology that is a positive attitude and negative attitude whereas the degree of feeling in the mean as the degree of assessment of the object.
react so relatively fixed dispositions that have been in had through experience that took place on a regular basis and direction. Krech (1962: 139) states that attitude is a system consisting of the cognitive component, feelings and tendencies to act. Attitude is the level of positive feelings or negatively directed to objects of psychology. Thus the mean attitude tendency of feeling toward the object of psychology that is a positive attitude and negative attitude whereas the degree of feeling in the mean as the degree of assessment of the object.
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 asked to demonstrate abilities and skills do physical activities such as drawing a triangle, square painting, painting circles, etc.. To determine the skill level of students, evaluators can use the observation sheet.
• Competency-Based Mathematics Curriculum
A. The Standard of Competency
The curriculum is designed to be in the process of learning mathematics, students are able to perform the search patterns and relationships; develop creativity with imagination, intuition and invention; perform problem-solving activities; and communicate mathematical thinking to others.
B. Syllabus Format
Format syllabus is a form of presentation of the syllabus content consists of standard
competencies, basic skills, learning materials, descriptions of learning materials,
student learning experience of time allocation, and reference sources used, while
systematic presentation of the syllabus describes the sequence of parts of the syllabus.
competencies, basic skills, learning materials, descriptions of learning materials,
student learning experience of time allocation, and reference sources used, while
systematic presentation of the syllabus describes the sequence of parts of the syllabus.
C. Syllabus Preparation Steps Basic Capabilities-Based Currency Math Lessons
Step-by-step preparation of syllabus-based Basic capable eye Math lessons, a series of events that begins with the study philosophical development of mathematics education, including the preparation of scientific structures.
C. Determination of Learning Materials and description
For all levels of education, mathematics learning materials include:
a. Facts
b. Concepts.
c. Reasoning skills
a. Facts
b. Concepts.
c. Reasoning skills
d. Algorithmic skills
e. Mathematical problem-solving skills
f. Skills investigation
E. Learning Development Unit
Component units of learning include: Identity Subject, Basic Capabilities, Learning Materials, Learning Strategy, Learning Media, Assessment / Assessment, Material Resources
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