Concluding remark by :
Dhanty Kumala Sari (10305144013)
http://dhantykumala.blogspot.com/
Actually, mathematics is not a natural science, however mathematical science is a coherent. Numbers in mathematics is very in touch with nature but between mathematics and natural sciences is difficult to look for the difference. Mathematics is an exact science which contains a single system and universal.
Rabu, 04 Januari 2012
GERAKAN REFORMASI UNTUK MENGGALI DAN MENGEMBANGKAN NILAI-NILAI MATEMATIKA UNTUK MENGGAPAI KEMBALI NILAI-NILAI LUHUR BANGSA MENUJU STANDAR INTERNASIONAL PENDIDIKAN Oleh : Dr. Marsigit, M.A.
Concluding remark by :
Dhanty Kumala Sari (10305144013)
http://dhantykumala.blogspot.com/
The national education reform can be carried out on two levels: macro and micro is in. In the macro, the national education reform should be able to renew and develop a vision of education as well as erode the paradigms out constraints with maintaining implementation of education and improve the quality and professionalism and community empowerment towards new Indonesia that Indonesia open, democratic and unified. For a practitioner of education (teachers), educational reform at the level of macro for some it is outside the range of his thinking and his abilities. However given the guru is what determines the success of education, the teacher can cast the object and subject of the reform of education by improving the ability of the educating and managing class. But in fact it is not easy because the students are educated get that learning it is not easy.There are still a considerable gap between educational idealism and practice in the opportunities.
The value of mathematics can be seen from the context of ontological, epistemological and axiological, within the bounds of intrinsic value, extrinsic and systemic. But the mathematical values must be accompanied with developed critical thinking because the mathematics is nothing other than itself is critical thinking. Mathematical acumen capable dreamy future through the concept of teleologi that what happens in the future will at least be photographed through the present. Nevertheless there are still other values that are related to the level of quality.At first then the value of quality mathematics just looks at the outer side only, but on the quality of the second and third and so on then the value of the mathematical metaphysical nature already. With analog thinking then what happens to the disclosure of the value of mathematics can be used on the disclosure of the sublime values of the nation. The sublime values returned do not grasp the other bangsadapat is not not only by the method of translating and translated from the context of the passage of time in the past, present and future. Here's what came to be known people with the hermenitika method.
In the field of education, teachers need to continuously evaluate the lack or excess of teach her to get information for improvement to teach; If you need to learn new techniques that are more interesting and effective (Alexander, et al, in Bourne, 1992). For that teacher needs to get encouragement and assistance from related parties primarily Principal and supervisor of the school, so that they can bring about a good teaching; but keep it roles and functions of the principal, Supervisor and overseer of defined back to educational policies more conducive environmental conditions for teachers and students to develop themselves.A teacher can reflect the style of teaching is good and flexible if a concerned teacher master the ways of organizing the classes, making use of learning resources, the achievement of the purpose of teaching according to the ability of the students, the development of evaluation system, handling individual differences, and embody a particular teaching style according to your needs.
Dhanty Kumala Sari (10305144013)
http://dhantykumala.blogspot.com/
The national education reform can be carried out on two levels: macro and micro is in. In the macro, the national education reform should be able to renew and develop a vision of education as well as erode the paradigms out constraints with maintaining implementation of education and improve the quality and professionalism and community empowerment towards new Indonesia that Indonesia open, democratic and unified. For a practitioner of education (teachers), educational reform at the level of macro for some it is outside the range of his thinking and his abilities. However given the guru is what determines the success of education, the teacher can cast the object and subject of the reform of education by improving the ability of the educating and managing class. But in fact it is not easy because the students are educated get that learning it is not easy.There are still a considerable gap between educational idealism and practice in the opportunities.
The value of mathematics can be seen from the context of ontological, epistemological and axiological, within the bounds of intrinsic value, extrinsic and systemic. But the mathematical values must be accompanied with developed critical thinking because the mathematics is nothing other than itself is critical thinking. Mathematical acumen capable dreamy future through the concept of teleologi that what happens in the future will at least be photographed through the present. Nevertheless there are still other values that are related to the level of quality.At first then the value of quality mathematics just looks at the outer side only, but on the quality of the second and third and so on then the value of the mathematical metaphysical nature already. With analog thinking then what happens to the disclosure of the value of mathematics can be used on the disclosure of the sublime values of the nation. The sublime values returned do not grasp the other bangsadapat is not not only by the method of translating and translated from the context of the passage of time in the past, present and future. Here's what came to be known people with the hermenitika method.
In the field of education, teachers need to continuously evaluate the lack or excess of teach her to get information for improvement to teach; If you need to learn new techniques that are more interesting and effective (Alexander, et al, in Bourne, 1992). For that teacher needs to get encouragement and assistance from related parties primarily Principal and supervisor of the school, so that they can bring about a good teaching; but keep it roles and functions of the principal, Supervisor and overseer of defined back to educational policies more conducive environmental conditions for teachers and students to develop themselves.A teacher can reflect the style of teaching is good and flexible if a concerned teacher master the ways of organizing the classes, making use of learning resources, the achievement of the purpose of teaching according to the ability of the students, the development of evaluation system, handling individual differences, and embody a particular teaching style according to your needs.
MATHEMATICAL THINKING ACROSS MULTILATERAL CULTURE By : Dr. Marsigit Department of Mathematics Education, Faculty of Mathematics and Science, Yogyakarta State University
Kesimpulan membaca oleh :
Dhanty Kumala Sari (10305144013)
http://dhantykumala.blogspot.com/
Berpikir matematika berarti banyak hal untuk banyak pendidik. Ada beberapa fitur di mana kita dapat mempromosikan berpikir matematika seperti berikut: (1.) fitur pertama adalah reorganisasi melalui mathematization oleh pemikiran reflektif. (2.) Fitur kedua adalah akuisisi dan menggunakan konsep matematika di dunia ideal (3.) Fitur ketiga adalah belajar bagaimana untuk belajar, mengembangkan dan menggunakan matematika dalam dua sebelumnya jenis belajar. (4.) Berbagi ide dan cara berpikir matematika yang diperlukan untuk ilmu pengetahuan, teknologi, pertumbuhan ekonomi dan pembangunan, dan (5.) Mengembangkan pendekatan pengajaran matematika berpikir melalui pelajaran studi (6.) Mengembangkan jaringan untuk berbagi ide-ide melakukan matematika berpikir tingkat nasional, regional maupun internasional.
Dhanty Kumala Sari (10305144013)
http://dhantykumala.blogspot.com/
Berpikir matematika berarti banyak hal untuk banyak pendidik. Ada beberapa fitur di mana kita dapat mempromosikan berpikir matematika seperti berikut: (1.) fitur pertama adalah reorganisasi melalui mathematization oleh pemikiran reflektif. (2.) Fitur kedua adalah akuisisi dan menggunakan konsep matematika di dunia ideal (3.) Fitur ketiga adalah belajar bagaimana untuk belajar, mengembangkan dan menggunakan matematika dalam dua sebelumnya jenis belajar. (4.) Berbagi ide dan cara berpikir matematika yang diperlukan untuk ilmu pengetahuan, teknologi, pertumbuhan ekonomi dan pembangunan, dan (5.) Mengembangkan pendekatan pengajaran matematika berpikir melalui pelajaran studi (6.) Mengembangkan jaringan untuk berbagi ide-ide melakukan matematika berpikir tingkat nasional, regional maupun internasional.
Memanfaatkan Microsoft Word 2007 sebagai Media Pembelajaran Geometri di SMP Oleh : Dr. Marsigit M.A. Jurusan Pendidikan Matematika, FMIPA Universitas Negeri Yogyakarta
Concluding remark by :
Dhanty Kumala Sari (10305144013)
http://dhantykumala.blogspot.com/
The use of the software Microsoft Word 2007 can be done easily because this software is available in all new generation computer. Skills to make build basic geometry using Microsoft Word 2007 facilities can be developed to make wake-up geometry is more complex, such as wake-up the geometry of dimension 3. Skills can be upgraded to study aspects of geometry with a higher standard of competence, for example to determine the value of phi.
From the explanation above can be conclused as follows: (a.) The use of Microsoft Word 2007 is relatively easy to do by the teacher because this software is almost every computer new generation (b.) The use of Microsoft Word 2007 will increase the motivation and a sense of pleasure in learning geometry. (c.) The students can use Microsoft Word 2007 to learn geometry either independently or through cooperation. (d.) by using Microsoft Word 2007, students can initiate an investigation or an investigation into the concepts of geometry. (e.) Using the Microsoft Word 2007, students can conduct problem solving or math problem solving. (f.) Using Microsoft Word 2007, students are able to communicate well to the teacher and the results to other friends.
Dhanty Kumala Sari (10305144013)
http://dhantykumala.blogspot.com/
The use of the software Microsoft Word 2007 can be done easily because this software is available in all new generation computer. Skills to make build basic geometry using Microsoft Word 2007 facilities can be developed to make wake-up geometry is more complex, such as wake-up the geometry of dimension 3. Skills can be upgraded to study aspects of geometry with a higher standard of competence, for example to determine the value of phi.
From the explanation above can be conclused as follows: (a.) The use of Microsoft Word 2007 is relatively easy to do by the teacher because this software is almost every computer new generation (b.) The use of Microsoft Word 2007 will increase the motivation and a sense of pleasure in learning geometry. (c.) The students can use Microsoft Word 2007 to learn geometry either independently or through cooperation. (d.) by using Microsoft Word 2007, students can initiate an investigation or an investigation into the concepts of geometry. (e.) Using the Microsoft Word 2007, students can conduct problem solving or math problem solving. (f.) Using Microsoft Word 2007, students are able to communicate well to the teacher and the results to other friends.
PEMBELAJARAN MATEMATIKA BERDASARKAN KURIKULUM BERBASIS KOMPETENSI DI SMK Disampaikan Pada Penataran Kurikulum Matematika Berbasis Kompetensi Untuk SMK di BPG Yogyakarta, 6 Oktober 2003 Oleh : Drs. Marsigit MA FMIPA Universitas Negeri Yogyakarta
Concluding remark by :
Dhanty Kumala Sari (10305144013)
http://dhantykumala.blogspot.com
Experience and learning activity is an activity that needs to be done of students in order to achieve basic capabilities and the learning material. Review of competence to be achieved, able to memorize learning experience, use, and finding. Viewed from the side of the matter then the learning experience can be childlike voice outside crying with getting facts, concepts, principles, etc. The learning experience can be gained both in and outside the classroom. The student learning experience needs to be supported by the availability of source material, either in the form of a direct object and indirect object that is contextual. Thereby, learning strategies can be developed: (1) emphasis on problem solving, (2) learning in the context of everyday life, 10 (3) encourage students as active learners, (4) respect for the uniqueness of student and pay attention to the diversity of self distinction, (5) students learn through cooperative learning, and (6) developing assessment on the test system.
The allocation of the necessary time is determined by: (1) the level of material adversity, (2) extensive coverage of the material, (3) the frequency and level of the material studied, and (4) the distribution and number of competencies which are studied in each semester. In drawing up the syllabus, the teacher must set the source of the material to be the reference by using the way of writing rules in accordance with the provisions in force. References used should be aligned with the curriculum implementation and competence-based learning with contextual teaching and learning(CT & L).
Units of learning is outlining more operational than the syllabus into partials of learning activities operationally can be done by the teacher. Learning Program is a plan classroom activities designed by the master that contains the scenario stage-by stage on what to do with their students. Units of learning component include: The identity of Learning Subjects, Basic Skills, The Minister of Learning, Learning Strategies,Learning Media, Assessment,and Valuation/Source Materials.
Dhanty Kumala Sari (10305144013)
http://dhantykumala.blogspot.com
Experience and learning activity is an activity that needs to be done of students in order to achieve basic capabilities and the learning material. Review of competence to be achieved, able to memorize learning experience, use, and finding. Viewed from the side of the matter then the learning experience can be childlike voice outside crying with getting facts, concepts, principles, etc. The learning experience can be gained both in and outside the classroom. The student learning experience needs to be supported by the availability of source material, either in the form of a direct object and indirect object that is contextual. Thereby, learning strategies can be developed: (1) emphasis on problem solving, (2) learning in the context of everyday life, 10 (3) encourage students as active learners, (4) respect for the uniqueness of student and pay attention to the diversity of self distinction, (5) students learn through cooperative learning, and (6) developing assessment on the test system.
The allocation of the necessary time is determined by: (1) the level of material adversity, (2) extensive coverage of the material, (3) the frequency and level of the material studied, and (4) the distribution and number of competencies which are studied in each semester. In drawing up the syllabus, the teacher must set the source of the material to be the reference by using the way of writing rules in accordance with the provisions in force. References used should be aligned with the curriculum implementation and competence-based learning with contextual teaching and learning(CT & L).
Units of learning is outlining more operational than the syllabus into partials of learning activities operationally can be done by the teacher. Learning Program is a plan classroom activities designed by the master that contains the scenario stage-by stage on what to do with their students. Units of learning component include: The identity of Learning Subjects, Basic Skills, The Minister of Learning, Learning Strategies,Learning Media, Assessment,and Valuation/Source Materials.
Minggu, 01 Januari 2012
Tugas Membuat Soal
Dhanty Kumala Sari (10305144013)
Question: How much is the total number of refugees from the 21 district? What percentage of refugees in Aceh Besar? If we want to give food aid to refugees in Sabang, how much food do we provide for one week?(in one day of refugees eating 3 times)
The earthquake and tsunami that occurred on 26 December 2004 in Nangroe Aceh Darussalam have destroyed thousands of homes in the territories in Nangroe Aceh Darussalam. Many people living in temporary residential homes and refugee tents. The following data of refugees from the 21 district in Nangroe Aceh Darussalam :
- Banda Aceh : 49.921 people
- Aceh Besar : 97.485 people
- Sabang : 3.712 people
- Pidie : 85.860 people
- Bireuen : 49.803 people
- Aceh Utara : 27.112 people
- Lhokseumawe : 2.494 people
- Aceh Timur : 13.709 people
- Langsa : 6.156 people
- Aceh Tamiang : 3.224 people
- Aceh Jaya : 40.422 people
- Aceh Barat : 72.689 people
- Nagan Raya : 17.040 people
- Aceh Barat Daya : 3.480 people
- Aceh Selatan : 16.148 people
- Aceh Singkil : 105 people
- Simeulue : 18.009 people
- Bener Meriah : 648 people
- Aceh Tengah : 5.288 people
- Gayo Lues : 234 people
- Aceh Tenggara : 611 people
Question: How much is the total number of refugees from the 21 district? What percentage of refugees in Aceh Besar? If we want to give food aid to refugees in Sabang, how much food do we provide for one week?(in one day of refugees eating 3 times)
Answer :
- The total number of refugees from 21 district : 49.921 + 97.485 + 3.712 + 85.860 + 49.803 + 27.112 + 2.494 + 13.709 + 6.156 + 3.224 + 40.422 + 72.689 + 17.040 + 3.480 +16.148 + 105 + 18.009 +648 +5.288 +234 + 611 = 514.150 refugees.
- The percentage of refugees in Aceh Besar : 97.485/514.150 x 100% = 18,96%
- The amount of food for refugees at Sabang in one day : 3 x 3.712 = 11.136 foods
So, the total of foods that we have to give for refugees in Sabang in one week :
11.136 x 7 = 77.952 foods.
ENGLISH FOR VOCATIONAL EDUCATION Presenting at the Workshop of Teachers Professional Development SMK MUHAMMADIYAH 3 KLATEN Saturday 17 May and Friday 23 May 2008 By : Dr. Marsigit
Kesimpulan membaca oleh :
Dhanty Kumala Sari (10305144013)
http://dhantykumala.blogspot.com
Untuk menjadikan Sekolah Berstandar Internasional, perlu didukung dengan staf pengajar yang berkualitas dan profesional serta fasilitas dan manajemen yang baik. Sekolah serta staf akademik harus mampu untuk melakukan relevansi program, efisiensi, efektivitas, akuntabilitas untuk mempertahankan program. Sejalan dengan konsep kompetensi komunikatif, faktor-faktor berikut harus hadir dalam pendidikan kejuruan melalui bahasa Inggris :
1. Kefasihan dan bahasa harus bisa diterima terkait dengan guru .
2. Siswa diharapkan mampu berinteraksi dengan siswa lain dalam teknik berkomunikasi dengan materi pengajaran bahasa inggris .
3. Siswa harus diberikan cukup kesempatan untuk mengembangkan materi pengajaran serta bahasa Inggris.
4. Peran guru tidak hanya untuk memfasilitasi materi komunikasi, tetapi juga untuk memfasilitasi bahasa Inggris sebagai bahasa komunikasi
5. Guru harus mendorong siswa untuk membiasakan berbicara dalam bahasa Inggris di setiap kesempatan.
6. Guru harus mengembangkan media dan alat-bantu pengajaran yang mendukung isi pengajaran dan Inggris.
Dhanty Kumala Sari (10305144013)
http://dhantykumala.blogspot.com
Untuk menjadikan Sekolah Berstandar Internasional, perlu didukung dengan staf pengajar yang berkualitas dan profesional serta fasilitas dan manajemen yang baik. Sekolah serta staf akademik harus mampu untuk melakukan relevansi program, efisiensi, efektivitas, akuntabilitas untuk mempertahankan program. Sejalan dengan konsep kompetensi komunikatif, faktor-faktor berikut harus hadir dalam pendidikan kejuruan melalui bahasa Inggris :
1. Kefasihan dan bahasa harus bisa diterima terkait dengan guru .
2. Siswa diharapkan mampu berinteraksi dengan siswa lain dalam teknik berkomunikasi dengan materi pengajaran bahasa inggris .
3. Siswa harus diberikan cukup kesempatan untuk mengembangkan materi pengajaran serta bahasa Inggris.
4. Peran guru tidak hanya untuk memfasilitasi materi komunikasi, tetapi juga untuk memfasilitasi bahasa Inggris sebagai bahasa komunikasi
5. Guru harus mendorong siswa untuk membiasakan berbicara dalam bahasa Inggris di setiap kesempatan.
6. Guru harus mengembangkan media dan alat-bantu pengajaran yang mendukung isi pengajaran dan Inggris.
PENGEMBANGAN KOMPETENSI GURU MATEMATIKA MELALUI MODEL-MODEL PEMBELAJARAN, LESSON STUDY DAN PTK MELALUI PENINGKATAN PERAN MGMP Oleh:Dr. Marsigit Jurusan Pendidikan Matematika FMIPA UNIVERSITAS NEGERI YOGYAKARTA
Concluding remark by :
Dhanty Kumala Sari (10305144013)
http://dhantykumala.blogspot.com
If we want the development of mathematics education reform models of learning mathematics education will become a necessity. Aside from the legal aspects of the development model of learning formal mathematics education is also needed because of the change of paradigm. By developing a model of learning mathematics education oriented to students, we can be aware of any individual or group differences in learning mathematics, we can determine the position of students in a group, can compare the results of learning between groups. We can also perform checks alignment of objectives and results of the study results. The results of the development model of instruction can be used for refinement of the program, guidance, provision of information to the public. Beside that, we can also make a comparison between the performance and the criteria for each program as well as the refinement of the program dimension and results of the mathematics education as a whole. Next we can conduct studies of program implementation, the influence of the learning environment, the influence of the program, curriculum or syllabus of study results and in the end used for the improvement of mathematics education program in its entirety.
Dhanty Kumala Sari (10305144013)
http://dhantykumala.blogspot.com
If we want the development of mathematics education reform models of learning mathematics education will become a necessity. Aside from the legal aspects of the development model of learning formal mathematics education is also needed because of the change of paradigm. By developing a model of learning mathematics education oriented to students, we can be aware of any individual or group differences in learning mathematics, we can determine the position of students in a group, can compare the results of learning between groups. We can also perform checks alignment of objectives and results of the study results. The results of the development model of instruction can be used for refinement of the program, guidance, provision of information to the public. Beside that, we can also make a comparison between the performance and the criteria for each program as well as the refinement of the program dimension and results of the mathematics education as a whole. Next we can conduct studies of program implementation, the influence of the learning environment, the influence of the program, curriculum or syllabus of study results and in the end used for the improvement of mathematics education program in its entirety.
“REVITALISASI PENDIDIKAN MATEMATIKA” Oleh : Dr. Marsigit MA Jurusan Pendidikan Matematika FMIPA IKIP YOGYAKARTA
Concluding Remark by :
Dhanty Kumala Sari (10305144013)
http://dhantykumala.blogspot.com/
Revitalizing mathematics education is an effort towards which the practitioners of mathematics education are given opportunity to conduct a self reflection, forthen is exposed to a multiple-entry position-taking on the basis of an in-depth study of a new paradigm has to offer. Recognized that it is not easy realizing educational revitalization without awareness and greatness of soul both macro and micro of the world of our education. If it is not the case then the mathematics education paradigm will remain an utopia which only came to the mere rhetoric.
Dhanty Kumala Sari (10305144013)
http://dhantykumala.blogspot.com/
Revitalizing mathematics education is an effort towards which the practitioners of mathematics education are given opportunity to conduct a self reflection, forthen is exposed to a multiple-entry position-taking on the basis of an in-depth study of a new paradigm has to offer. Recognized that it is not easy realizing educational revitalization without awareness and greatness of soul both macro and micro of the world of our education. If it is not the case then the mathematics education paradigm will remain an utopia which only came to the mere rhetoric.
Pembudayaan Matematika di Sekolah Untuk Mencapai Keunggulan Bangsa Oleh : Dr. Marsigit M.A. Dosen Jurusan Pendidikan Matematika, FMIPA Universitas Negeri Yogyakarta
Concluding Remark by :
Dhanty Kumala Sari (10305144013)
http://dhantykumala.blogspot.com/
To be able to cultivate mathematics required an understanding of the significance of mathematics in various dimensions. The dimensions of the meaning of mathematics can be seen from the side of the math object dimensions for concrete objects and dimensions of mathematics for the object of the mind. Mathematical communication includes communication materials, formal communication, normative communication, and communication of spiritual. In relation to mathematics learning, then we are better suited to define mathematics as a mathematics school, but for college level we define mathematics as a formal or mathematical axiomatic. Cultivation mathematics can contribute to the excellence of nation through innovation learning mathematics carried out continuously. To obtain the excellence of nation, we can think of mathematics, learning mathematics, and mathematics education at different levels of hierarchy or intrinsic, extrinsic or systemic.
Dhanty Kumala Sari (10305144013)
http://dhantykumala.blogspot.com/
To be able to cultivate mathematics required an understanding of the significance of mathematics in various dimensions. The dimensions of the meaning of mathematics can be seen from the side of the math object dimensions for concrete objects and dimensions of mathematics for the object of the mind. Mathematical communication includes communication materials, formal communication, normative communication, and communication of spiritual. In relation to mathematics learning, then we are better suited to define mathematics as a mathematics school, but for college level we define mathematics as a formal or mathematical axiomatic. Cultivation mathematics can contribute to the excellence of nation through innovation learning mathematics carried out continuously. To obtain the excellence of nation, we can think of mathematics, learning mathematics, and mathematics education at different levels of hierarchy or intrinsic, extrinsic or systemic.
PURSUING GOOD PRACTICE OF SECONDARY MATHEMATICS EDUCATION THROUGH LESSON STUDIES IN INDONESIA By : Mr. Marsigit Department of Mathematics Education, Faculty of Mathematics and Science, State University of Yogyakarta, Indonesia
Kesimpulan membaca oleh :
Dhanty Kumala Sari (10305144013)
http://dhantykumala.blogspot.com/
Hasil kegiatan belajar mengajar dan bertukar pikiran mendatangkan saran bahwa untuk meningkatkan pengajaran matematika dan sains di indonesia, dibutuhkan peran serta pemerintah,guru-guru dan kepala sekolah, serta sekolah-sekolah. Untuk mengenalkan praktek mengajar matematika dan sains yang baik, para guru perlu membudayakan upaya mereka dalam inovasi proses belajar mengajar yang memenuhi kebutuhan akademik siswa, mendorong siswa menjadi pembelajar aktif,mengembangkan berbagai strategi pengajaran, mengembangkan bahan pengajaran yang bervariasi, dan dalam mengembangkan evaluasi pengajaran. Dalam mengembangkan metode belajar mengajar para guru perlu merencanakan skenario mengajar, merencanakan kegiatan siswa, mendistribusikan tugas, mengembangkan metode penilaian dan memantau kemajuan prestasi siswa.
Untuk mendorong inovasi pendidikan, dibutuhkan peran kepala sekolah,yaitu:
1.)membuat suasana yang nyaman dalam proses belajar mengajar;
2.)mengenalkan berbagai metode mengajar dan sumberdaya belajar mengajar;
3.)memberi peluang pada guru dan siswa untuk mengembangkan kreatifitas mereka;
4.)mengenalkan pembelajaran yang kooperatif;
5.)mendukung guru dalam mengembangkan/membuat kurikulum;
6.)mengenalkan kelas penelitian sebagai model untuk inovasi pendidikan;
7.)melaksananakan sekolah yang berbasis manajemen; dan
8.)menggiatkan partisipasi orang tua siswa.
Selanjutnya, selain pihak dari sekolah, pemerintah pusat juga harus turut andil dalam meningkatkan kualitas pengajaran terutama untuk matematika dan sains . Diantaranya dengan :
1.)melaksanakan kurikulum yang tepat ,sederhana dan fleksibel;
2.)mendefinisikan peran guru yaitu guru harus memfasilitasi kebutuhan siswa untuk belajar;
3.)mendefinisikan kembali peran kepala sekolah,dalam arti kepala sekolah harus mendukung pengembangan profesional guru dengan memberikan kesempatan mereka untuk menghadiri dan berpartisipasi dalam pertemuan-pertemuan dan pelatihan;
4.)mendefinisikan peran sekolah(sekolah harus mempromosikan sekolah berbasis manajemen);
5.)mendefinisikan peran pengawas(pengawas harus memiliki latar belakang yang sama dengan guru agar dapat melakukan pengawasan akademik);
6.)meningkatkan guru dalam pengajaran dan pembelajaran matematika dan ilmu pengetahuan;
7.)mempromosikan kolaborasi yang baik antara sekolah dan universitas( komunikasi antara
dosen dan guru harus ditingkatkan, ini dapat dilakukan melalui kolaborasi
tindakan penelitian dan bertukar pengalaman melalui seminar dan lokakarya);
8.)mendefinisikan sistem evaluasi; dan
9.)mengenalkan paradigma baru dan inovasi pendidikan.
Dhanty Kumala Sari (10305144013)
http://dhantykumala.blogspot.com/
Hasil kegiatan belajar mengajar dan bertukar pikiran mendatangkan saran bahwa untuk meningkatkan pengajaran matematika dan sains di indonesia, dibutuhkan peran serta pemerintah,guru-guru dan kepala sekolah, serta sekolah-sekolah. Untuk mengenalkan praktek mengajar matematika dan sains yang baik, para guru perlu membudayakan upaya mereka dalam inovasi proses belajar mengajar yang memenuhi kebutuhan akademik siswa, mendorong siswa menjadi pembelajar aktif,mengembangkan berbagai strategi pengajaran, mengembangkan bahan pengajaran yang bervariasi, dan dalam mengembangkan evaluasi pengajaran. Dalam mengembangkan metode belajar mengajar para guru perlu merencanakan skenario mengajar, merencanakan kegiatan siswa, mendistribusikan tugas, mengembangkan metode penilaian dan memantau kemajuan prestasi siswa.
Untuk mendorong inovasi pendidikan, dibutuhkan peran kepala sekolah,yaitu:
1.)membuat suasana yang nyaman dalam proses belajar mengajar;
2.)mengenalkan berbagai metode mengajar dan sumberdaya belajar mengajar;
3.)memberi peluang pada guru dan siswa untuk mengembangkan kreatifitas mereka;
4.)mengenalkan pembelajaran yang kooperatif;
5.)mendukung guru dalam mengembangkan/membuat kurikulum;
6.)mengenalkan kelas penelitian sebagai model untuk inovasi pendidikan;
7.)melaksananakan sekolah yang berbasis manajemen; dan
8.)menggiatkan partisipasi orang tua siswa.
Selanjutnya, selain pihak dari sekolah, pemerintah pusat juga harus turut andil dalam meningkatkan kualitas pengajaran terutama untuk matematika dan sains . Diantaranya dengan :
1.)melaksanakan kurikulum yang tepat ,sederhana dan fleksibel;
2.)mendefinisikan peran guru yaitu guru harus memfasilitasi kebutuhan siswa untuk belajar;
3.)mendefinisikan kembali peran kepala sekolah,dalam arti kepala sekolah harus mendukung pengembangan profesional guru dengan memberikan kesempatan mereka untuk menghadiri dan berpartisipasi dalam pertemuan-pertemuan dan pelatihan;
4.)mendefinisikan peran sekolah(sekolah harus mempromosikan sekolah berbasis manajemen);
5.)mendefinisikan peran pengawas(pengawas harus memiliki latar belakang yang sama dengan guru agar dapat melakukan pengawasan akademik);
6.)meningkatkan guru dalam pengajaran dan pembelajaran matematika dan ilmu pengetahuan;
7.)mempromosikan kolaborasi yang baik antara sekolah dan universitas( komunikasi antara
dosen dan guru harus ditingkatkan, ini dapat dilakukan melalui kolaborasi
tindakan penelitian dan bertukar pengalaman melalui seminar dan lokakarya);
8.)mendefinisikan sistem evaluasi; dan
9.)mengenalkan paradigma baru dan inovasi pendidikan.
HELPING TEACHER TO DEVELOP MODEL FOR SECONDARY MATHEMATICS TEACHING Action Research of Indonesian Secondary Mathematics Teaching By : Mr. Marsigit ,Mr. Y.Sato ,Mr. Sugeng Mardiyono,Mrs. Eko Sulistyowati, & Mr. Bardi
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Oleh : Dhanty Kumala Sari / 10305144013
Penelitian dan pengembangan pada praktek mengajar matematika yang baik, memberikan kesempatan bagi guru untuk mengembangkan suatu model proses pembelajaran matematika. Penelitian dan pengembangan dilakukan untuk meningkatkan kualitas pengajaran matematika bagi guru. Hasil penelitian menunjukkan bahwa gaya mengajar guru masih dengan metode eksposisi ,yaitu mengajar dengan cara formal & klasik dalam menjelaskan konsep-konsep, memberikan contoh, dan memberikan tugas. Tercatat bahwa masih banyak hambatan dan kesulitan yang dialami guru dalam menerapkan praktek mengajar yang baik sesuai dengan kriteria yang digariskan “Cockroft Report(1982)”. Untuk meningkatkan kualitas pengajarannya, seorang guru harus memfasilitasi siswa dengan berbagai kebutuhan yang berhubungan dengan kompetensi akademik siswa, mendorong siswa untuk menjadi pembelajar aktif, menerapkan pengajaran dengan metode yang bervariasi dan menarik, serta harus mengembangkan alat bantu pembelajaran dan bahan pengajaran
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