LOOKING FOR ALTERNATIVE MODELS IN REFERENCE TO JAPANESE EDUCATIONAL EXPERIENCES

By: Dr. Marsigit, M.A.
Reviewed by: Siti Nurchoiriyah

Saat ini studi tentang matematika dan ilmu pendidikan di Indonesia memiliki indikasi bahwa prestasi anak dalam mata pelajaran Ilmu Pengetahuan dan Matematika sangat rendah, seperti ditunjukkan oleh hasil Ujian Nasional (EBTANAS) tahun ke tahun baik di Sekolah Dasar dan Menengah. Penguasaan anak-anak di Matematika dan konsep serta ketrampilan Ilmu Pengetahuan masih rendah. Fakta ini mungkin sebagai hasil dari: (a) kekurangan kegiatan laboratorium, (b) kurangnya guru yang memiliki ilmu yang menguasai keterampilan pendekatan proses, (c) isi kurikulum pada Matematika dan Ilmu Pengetahuan terlalu padat, (d) waktu yang banyak yang digunakan sebagai syarat administrasi untuk menjadi guru; (e) kurangnya peralatan laboratorium dan sumber daya laboratorium manusia, (f) ketidakcocokan antara pendidikan tujuan, kurikulum, dan sistem evaluasi.
Kerja sama JICA dan Proyek Pengembangan Ilmu dan Pendidikan Pengajaran Matematika di Indonesia (IMSTEP) telah berlagsung sejak sejak 1 Oktober 1998. Untuk yang pertama, selama empat tahun di sana telah banyak kegiatan yang dilakukan di tiga universitas (Universitas Pendidikan Indonesia-UPI, Universitas Negeri Yogyakarta-UNY dan Universitas Negeri Malang-UM). Kegiatan-kegiatan tersebut banyak dilakukan untuk memperkuat guru saat sebelum dan pada saat melakukan training. Diharapkan bahwa beberapa kegiatan IMSTEP JICA dilakukan untuk meningkatkan kegiatan praktek di sekolah. Dua kegiatan termasuk dalam Proyek Matriks Rancangan direvisi "untuk melakukan uji coba untuk meningkatkan matematika dan ilmu pendidikan di sekolah dasar / sekunder" (UU 19/01) dan "bertukar pengalaman di kurikulum dan pelaksanaannya dengan sekolah-sekolah dan dalam layanan lembaga pelatihan guru ". (UU 20/01). Kedua kegiatan yang ditambahkan untuk mengakomodasi harapan Direktorat Jenderal Pendidikan Dasar dan Menengah bahwa hasil dari proyek harus memiliki efek langsung ke sekolah.
Poin-poin yang baik dari pendidikan Jepang yang dapat menjadi referensi meliputi: (a) rata-rata kemampuan dan kualitas guru kelas relatif tinggi, (b) desain kelas yang tepat untuk mengajar, (c) lingkungan pendidikan, kondisi pendidikan dan seterusnya adalah homogen untuk seluruh negeri, (d) guru rajin, (e) prinsip kesetaraan, (f) guru memiliki tanggung jawab yang kuat, (g) pengobatan guru relatif baik, dan (h) guru sekolah umum harus pindah ke sekolah lain dalam beberapa tahun.

PEMBELAJARAN MATEMATIKA BERDASARKAN KURIKULUM BERBASIS KOMPETENSI DI SMK

By : Dr. Marsigit, M.A.
Reviewed by : Siti Nurchoiriyah

The main concern for development of mathematics curriculum is to ensure that curriculum reflects the learning process that has been intended, therefore, we need to consider: 1) Guidelines for developing the syllabus, 2) Guidelines for the implementation of the curriculum, 3) supporting documents such as handouts, student worksheets , 4) involvement of teachers in curriculum development, 5) socialization and dissemination of curricula, and 6) routine monitoring of its implementation. Subject of competency-based curriculum is the development of a learning experience, contextual teaching and learning (CT & L), meaningful teaching, with attention to life skills in the form of three generic skills (personal skills, social skills, academic skills and proficiency skills). All skills / competencies are developed with the principles of authentic assessment assessed.
In fact, it's not easy to teach math, because we encounter many students who still find it hard to understand the math, even among those who regard mathematics as a frightening subject. As teachers we must know the characteristics of mathematics. Mathematics as search activity patterns and relationships, which require mathematics as a creative imagination, intuition and discovery, mathematics as problem-solving activities (problem solving), and mathematics as a tool to communicate.
In addition, we must understand the characteristics of learners, which students will learn mathematics if they have the motivation, students learn mathematics in its own way, students study math either independently or in collaboration with his colleagues, students need a context and a different situation in the study of mathematics . All these characteristics are called cognitive aspects. In addition to cognitive aspects, there are also aspects of affective and motoric aspects that must be considered. Hierarchy of categories according Krathwhol affective aspects include receiving state (receiving), respond (responding), formation of values (valuing), organization and characterization. For motoric aspects, teacher ask students to demonstrate abilities and skills of physical activity.
Learning strategies that developed in competency-based curriculum are: (1) emphasis on problem solving, (2) learning in various contexts of everyday life, (3) encourage students as active Learners, (4) appreciate the uniqueness of students and attention to diversity differences students, (5) learn through cooperative learning, and (6) developed the assessment in the test system.

USAHA GURU DALAM MENINGKATKAN MINAT SISWA MEMPELAJARI MATEMATIKA

By : Drs. Marsigit MA
Reviewed by: Siti Nurchoiriyah

As we already know that not all sisiwa can see the beauty of mathematics, they tend to see mathematics is the subject of the most difficult and unattractive, Mathematics subjects are not much liked by the students at the school. Most of the students at school should feel afraid of the math subjects. Therefore, it is necessary to the efforts of teachers to be able to make mathematical subjects into subjects that are not scary and not scary but it is a subject of interest by students at the school.
But apparently there are some obstacles that hinder the teachers in an effort to increase students' interest towards mathematics courses. Some of these constraints, among others, the meaning of mathematical theories that are less well understood by students and teachers, the difficulties the students and teachers about how to apply mathematical theories in everyday life, studying the existing system that sometimes does not support or less support in learning mathematics, the environmental conditions that are less supportive, and also used in the learning facilities inadequate.
In addition to some constraints experienced by teachers, teachers also have some difficulties in its efforts to increase students' interest towards mathematics courses.
Some of the difficulties these teachers, among others, teachers sometimes have difficulty in dealing with students 'mathematical skills are different, the difficulty in encouraging and improving students' activeness in teaching and learning activities, difficulties in developing mathematics learning of existing technologies, as well as the achievement target NEM very high and the completion of the syllabus within a specified period.
Therefore we need the efforts of teachers to improve students' motivation to learn mathematics. Effort to increase student motivation, among others, teachers provide a fun learning system, teachers create a classroom atmosphere that supports learning mathematics, teachers must consider the preferences of students, teachers provide learning activities to students in accordance with the purpose of learning mathematics, and teachers appreciate the or achievement of the students in learning mathematics.
In an effort to increase students' interest towards the subjects of mathematics, teachers also need to allow and supervise so that students learn in their own way because each student has a way of learning different speeds in the absorbing material also varies, and each student also has a background different both in terms of economic, social and cultural rights. Therefore, teachers must know the strengths and weaknesses of each student and to plan learning activities appropriate to students' ability level.

Usaha Guru dalam Meningkatkan Minat Siswa Mempelajari Matematika

By : Drs. Marsigit MA
Reviewed by: Siti Nurchoiriyah

As we already know that not all sisiwa can see the beauty of mathematics, they tend to see mathematics is the subject of the most difficult and unattractive, Mathematics subjects are not much liked by the students at the school. Most of the students at school should feel afraid of the math subjects. Therefore, it is necessary to the efforts of teachers to be able to make mathematical subjects into subjects that are not scary and not scary but it is a subject of interest by students at the school.
But apparently there are some obstacles that hinder the teachers in an effort to increase students' interest towards mathematics courses. Some of these constraints, among others, the meaning of mathematical theories that are less well understood by students and teachers, the difficulties the students and teachers about how to apply mathematical theories in everyday life, studying the existing system that sometimes does not support or less support in learning mathematics, the environmental conditions that are less supportive, and also used in the learning facilities inadequate.
In addition to some constraints experienced by teachers, teachers also have some difficulties in its efforts to increase students' interest towards mathematics courses.
Some of the difficulties these teachers, among others, teachers sometimes have difficulty in dealing with students 'mathematical skills are different, the difficulty in encouraging and improving students' activeness in teaching and learning activities, difficulties in developing mathematics learning of existing technologies, as well as the achievement target NEM very high and the completion of the syllabus within a specified period.
Therefore we need the efforts of teachers to improve students' motivation to learn mathematics. Effort to increase student motivation, among others, teachers provide a fun learning system, teachers create a classroom atmosphere that supports learning mathematics, teachers must consider the preferences of students, teachers provide learning activities to students in accordance with the purpose of learning mathematics, and teachers appreciate the or achievement of the students in learning mathematics.
In an effort to increase students' interest towards the subjects of mathematics, teachers also need to allow and supervise so that students learn in their own way because each student has a way of learning different speeds in the absorbing material also varies, and each student also has a background different both in terms of economic, social and cultural rights. Therefore, teachers must know the strengths and weaknesses of each student and to plan learning activities appropriate to students' ability level.

PHILOSOPHICAL EXPLANATION ON MATHEMATICAL EXPERIENCES OF THE FIFTH GRADE STUDENTS

By : Marsigit
Reviewed By : Siti Nurchoiriyah

Kita memperhatikan status siswa bahwa matematika sebagai pengetahuan yang dihasilkan dengan memanipulasi secara fisik, dalam skema Greimas 'Hermenetics Struktural
Analisis. Jika perbedaan antara dua jenis persepsi masih mitos, maka kita masih bisa berdebat pada status matematika sebagai pengetahuan. Seperti yang diakui oleh para peneliti beberapa bahan manipulatif yang dapat ditafsir mengganggu ataupun terbuka; itu dapat dijelaskan dengan teori doubleaffection karena faktanya para guru sudah akrab dengan konsep-konsep yang disajikan.

Dalam tinjauan teoretis mereka, Stacey, K,(2001) Mengindikasikan bahwa menunjukkan kesetiaan yang epistemis adalah salah satu pengaruh faktor transparansi instruksional materi. Mereka juga mengindikasikan bahwa kesetiaan epistemis materi tergantung pada penggunaan matematika oleh siswa. Secara eksplisit, mereka mendefinisikan bahwa kesetiaan epistemis dari sebuah instruksional materi merupakan ukuran kualitas analogi pemetaan antara fitur bahan dan pengetahuan sasaran domain penuh. Selanjutnya, mereka menyatakan bahwa epistemis kesetiaan model tergantung pada hubungan fitur intrinsik di model untuk target matematika yang terstruktur, dan independen dari penggunanya.

Di sisi lain, Gram, S.M. (1975) memberikan pertanyaan yang jelas dan komprehensif, menyimpulkan bahwa epistemis kesetiaan, yang ia sebut ' kasih sayang'. Dia menyatakan bahwa apa yang mempengaruhi kepekaan kita adalah 'sebuah fenomenal objek ', akan memungkinkan segala sesuatu yang memiliki spasial atau temporal karakteristik untuk
dihitung seperti sebagai benda. Lebih lanjut ia menyatakan yang, menurut Kant, sensibilitas adalah kapasitas (yang diklaim sebagai peneliti 'Kualitas') untuk menerima representasi
melalui mode di mana kita terpengaruh oleh benda.
Dari dua sudut pandang kita dapat belajar bahwa, meskipun ada kesamaan dari klaim relasi antara subyek dan obyek belajar, meskipun penulis tidak bisa mengidentifikasi apa yang mereka maksud dengan 'ukuran kualitas pemetaan analogis antara fitur dari material dan target pengetahuan domain ', kategori itu terdiri dari sangat baik, baik, memuaskan dan tidak memuaskan. Jika diartikan bahwa kesetiaan epistemis adalah kapasitas untuk menerima representasi melalui mode yang dipengaruhi oleh objek, masalah berikutnya adalah bahwa kita perlu menjelaskan kepada mereka.