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developing teacher..

23.19 |




Developing Teacher Training Textbooks for Lesson Study

in Indonesia

By : Marsigit

Reviewed by: Umi Baroroh



             


Perkembangan yang masif mengenai kualifikasi, kompetensi, dan sertifikasi guru serta tenaga pendidik di Indonesia (berdasarkan PP No. 14/2005) menempatkan guru profesional sebagai pilar utama, dengan tujuan: guru harus memiliki kualifikasi minimal 4 tahun, dosen minimal bergelar Master/Ph.D, serta baik guru maupun dosen harus memiliki sertifikat mengajar. Oleh sebab itu, reformasi pendidikan di Indonesia berkomitmen untuk 10 tahun ke depan, 1,75 juta guru harus mencapai minimal 4 tahun sebagai guru muda, 150.000 dosen harus mencapai kualifikasi Master/Ph.D, 2,7 juta guru dan 130.000 dosen harus memiliki sertifikat mengajar, serta gaji pendidik naik menjadi dua kali lipat dari gaji pokok.

            Dengan banyaknya jumlah guru, kerangka resmi untuk reformasi pendidikan di Indonesia membutuhkan aturan yang komprehensif semua aspek pendidikan pada semua level. Hal ini juga membutuhkan adaptasi paradigma ‘pendidikan untuk manusia secara utuh’ daripada ‘pendidikan untuk pengembangan kemampuan manusia’. Konsep dari pendidikan jangka panjang selalu relevan dengan skema penyediaan kesempatan yang ekstensif untuk partisipasi masyarakat. Situasi ini membimbing kita kepada kesimpulan yang berkesan bahwa program massa selalu membutuhkan untuk dipromosikan untuk menutup perluasan praktek pendidikan.

            Penyediaan buku atau buku pelajaran adalah salah satu kebijakan yang krusial untuk meningkatkan kualitas proses belajar mengajar. Program ideal yang menyediakan kebutuhan banyaknya ukuran buku tidak harus berarti monopoli oleh satu atau beberapa institusi, tetapi mempersilahkan sekolah untuk memilih kebutuhan buku  pelajaran yang akan digunakan di sekolah. Hal ini juga dirasakan sendiri oleh siswa untuk memilih buku mereka tanpa harus ada campur tangan dari guru maupun sekolah.

Bagaimanapun, situasinya masih jauh bagi guru untuk memproduksi buku sendiri. Alasan utamanya adalah masih kurangnya kemampuan menulis dan memproduksi buku yang berkualitas. Dalam masalah penyediaan buku pelajaran, kami menghadapi besarnya jumlah siswa yang tidak mampu membeli buku karena latar belakang ekonomi yang rendah. Sehingga, ada antisipasi dari guru bahwa siswa dan masyarakat bahwa pemerintah dapat menyediaka buku dengan harga murah.

Saat ini, pengajaran pendidikan matematika di Indonesia memiliki indikasi bahwa prestasi siswa dalam mata pelajaran matematika dan IPA rendah, ditunjukkan dengan hasil Ujian Akhir Nasional (UAN) dari tahun ke tahun, baik di SMP maupun SMA. Penguasaan siswa terhadap konsep dan kemampuan proses matematika masih rendah. Fakta adalah akibat dari beberapa faktor, salah satunya adalah isi kurikulum matematika dan IPA yang sangat berjubel.

Kami menganggap bahwa pengembangan kurikulum membutuhkan pengkajian yang komprehensif dan mendalam dari semua aspek yang terlibat, ada 6 prinsip sebagai pembimbing, yaitu mengambil kemungkinan untuk mempelajari matematika untuk semua; kurikulum tidak hanya kumpulan mata pelajaran tetapi mereflekfikan aktivitas matematika secara koheren; pembelajaran matematika membutuhkan teori aktivitas siswa yang komprehensif, kesiapan mereka untuk belajar dan guru memfasilitasi belajar mereka; mengambil resiko kepada pelajar untuk mengembangkan konsep matematika mereka; kebutuhan untuk mengembangkan penilaian yang tertanam untuk proses belajar mengajar; menggunakan sumber belajar yang beraneka ragam.


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kant's concepts of Mathematics

18.57 |

Kant’s Concepts of Mathematics



By: Marsigit

Reviewed by: Umi Baroroh



Kant berpendapat bahwa matematika adalah murni hasil pemikiran dan buatan secara sempurna. Bukan dari sebuah fakultas, yang memproduksi matematika, tidak lain berdasarkan pengalaman sebelumnya, keyakinan yang membangun prioritas kognitif sebelumnya. Walaupun demikian, Kant menemukan bahwa semua kognitif matematika memiliki keistimewaan yang harus ditunjukkan melalui konsep intuisi visual dan prioritas yang sungguh-sungguh. Di sisi lain, Kant mengklaim bahwa intuisi empiris membolehkan kita tanpa harus bersusah-susah untuk menjabarkan konsep yang kita susun dari intuisi objek.

Matematika harus terlebih dahulu memiliki semua konsep-konsep dalam intuisi, termasuk matematika murni dalam intuisi murni. Berdasarkan intuisi murni, Geometri adalah ruang, dan,  aritmatika menyelesaikannya konsep nomor dengan penambahan berturut unit dalam waktu; dan mekanik murni terutama tidak dapat mencapai konsep-konsep gerak tanpa menggunakan representasi waktu.

Kant menekankan bahwa kedua representasi hanya intuisi, karena jika kita menghilangkan dari empiris intuisi tubuh dan perubahan mereka (gerak) semua empiris, atau milik sensasi, ruang dan waktu masih tetap, karena intuisi murni terletak apriori pada dasar empiris. Oleh karena itu, Kant menyimpulkan bahwa matematika murni, sebagai kognisi sintetis apriori, hanya mungkin mengacu obyek dari indera, di mana, di dasar intuisi empiris terletak sebuah murni intuisi (ruang dan waktu) yang merupakan apriori. Kant menyatakan bahwa ini adalah mungkin, karena intuisi yang terakhir ini hanyalah sekedar bentuk kepekaan, yang mendahului tampilan sebenarnya dari benda-benda. Namun ini intuisi apriori tidak mempengaruhi soal fenomena Kant digambarkan bahwa dalam prosedur biasa dan perlu geometers, semua bukti-bukti kesesuaian lengkap dari dua angka yang diberikan pada akhirnya ada.

Kant menyatakan bahwa di mana-mana ruang memiliki tiga dimensi, dan ruang yang tidak bisa dengan cara apapun memiliki lebih tiga dimensi, didasarkan pada dalil bahwa tidak lebih dari tiga baris dapat memotong pada sudut tepat di satu titik. Kant mengemukakan bahwa gambar garis untuk tak terhingga dan mewakili serangkaian perubahan misalnya ruang Travers oleh gerakan hanya dapat melampirkan intuisi, maka ia menyimpulkan bahwa dasar matematika sebenarnya intuisi murni; sedangkan pemotongan transendental tentang konsep-konsep ruang dan waktu menjelaskan, di saat yang sama, kemungkinan matematika murni.

Kant menjelaskan bahwa matematika murni, dan terutama geometri murni, hanya dapat memiliki realitas objektif pada kondisi bahwa mereka mengacu pada objek akal. Berkaitan dengan prinsip kedua, berlaku bahwa representasi akal kita bukanlah representasi dari hal-hal dalam diri mereka sendiri, tetapi dari cara di mana mereka muncul bagi kita. Oleh karena itu berikut, bahwa proposisi geometri bukan hasil ciptaan belaka kami imajinasi puitis, dan bahwa karena itu mereka tidak dapat disebut dengan jaminan untuk yang sebenarnya objek; melainkan bahwa mereka selalu valid ruang, dan akibatnya dari semua  itu dapat ditemukan di ruang angkasa, karena ruang tidak lain adalah bentuk dari semua eksternal penampilan, dan bentuk sendiri di mana objek akal dapat diberikan.


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STRATEGI MENYIAPKAN SDM MENUJU SEKOLAH DASAR BERSTANDAR NASIONAL DAN INTERNASIONAL

21.02 |


By: Dr. Marsigit, M. A.
Reviewed by: Umi Baroroh

            Changing habits of teachers from the old paradigm into a new paradigm is not an easy thing. Spirit teacher who has been embedded in the person of the teacher is ingrained so it is not easy to eliminate them. Professionalism of teachers is not only seen from how he describes the lessons, but the transfer value is no less important. The task of teachers is not a transmitter of the material, but as a facilitator for the student to find his own understanding, so the thinking patterns of students to be developed.
            As a teacher, teaching at international standard school is not easy because we find that students are also not easy to learn. On the other hand found the fact that it is not easy for educators to change the style of teaching. While we are required, as educators, to constantly adjust our teaching methods in accordance with the demands of changing times trying to put the revitalization of education to realize the important role teacher education more appropriate to educate in the sense of meaning in truth and nature of science which is the object of learning itself.
Katagiri explained that learning to creatively include three aspects. First,  attitude, second, and third methods of thinking, content. So think also spans the thinking on the dimensions, which means there thinking at school level / material, or college High / formal. In general, the attitude shown by the indicators of pleasure and sincerity to study, favorable attitudes to learning, knowledge sufficient to learning, curiosity, ability to ask, kemamuan to obtain skills and experience. Learning to be creative is an implication of awareness of the importance of reflection activities through study and education on various dimensions. Thus learning international standard school creative meaning how far we are able to perform activities in the range intentions, attitudes, knowledge, skills and experience, education and learning.
Learn creatively in international standard school can be achieved on the basis of an understanding of knowledge that is objective and subjective actors in its efforts to obtain justification about truth through creation, formulation, representation, publication and interaction. In explicit learning creatively based on: knowledge on the various dimensions, which include the nature, justification and occurrence, objects in various dimensions include the nature and origin, the use of formal which include its effectiveness in science, technology and other sciences, and practices on various dimensions are more generally, including the activities of the employees or the activities of the elementary students.
Critical power and creativity students in international standard school can be developed through learning activities creative can start with defining the nature of the school. Ebbutt defined school defines learning as learning is an activity search patterns and relationships, learning activities equire creativity, imagination, intuition and discovery, learning activities and the results need to be communicated, problem solving is part of the activities, and social interaction is required in the activity. Creative learning in schools can emphasize the human relationships in dimensions and appreciate individual differences in both the ability and pangalamannya. If viewed as absolute truth and certainty, but the role of individual very prominent in its accomplishment. But students can be viewed as being evolve (progress).
Revitalization of education in SBI also implies the need to attempt to formulate a learning model that regarded internationally with our conditions and in accordance with the demands of development era. Studying the development of creative, critical thinking power and creativity in International Standard School implications for the function of the teacher as facilitator as well as possible so that students can learn optimally. Learning to be creative in SBI was seen not to be taught by teachers but to be developed by students. Students are placed as the central point of learning. Teacher charge of creating atmosphere, and provide other facilities and the role of teacher more as manager of the instructor. Learning in the SBI conducted in an atmosphere conducive atmosphere is less formal. Students work on learning activities in dsifferent creative with different targets.

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INOVASI PEMBELAJARAN UNTUK MENINGKATKAN GAIRAH SISWA

16.55 |

By: Marsigit

Reviewed by: Umi Baroroh
           
            During this time, the learning is applied in Indonesia has not centered on the learner. Learning is applied traditional learning. In the management of learning, in particular the management class, a teacher must pay attention to psychological aspects of students. The pattern of teacher-centered teaching that often limit the development of student thinking. In fact, a teacher is required to continually develop the mindset of students and also depraved.
            There are four different views of how learning should be implemented. First, states that learning should emphasize on understanding the material (content focused - conceptual understanding). Second, states that learning needs to give priority to learning outcomes (content focus - performance). Third, learning should be learner centered on the subject, so that they can develop and build knowledge (learner focus - construction). Fourth, that learning should start from the planning of classroom management that is conducive to learning (classroom focused - effective classroom).
            While a teacher's teaching style is divided into two types, namely the learning of traditional and modern learning. Learning methods used must correspond to the level of student ability, such as methods exposition by the teacher; method of discussion, between teachers and pupils and between pupils and students; method of solving problems (problem solving); method of discovery (investigation); method basic training skills and principles; method of application.
So that potential students can be optimally developed, assumptions about the characteristics subject students and implications for learning is given as follows:
1.        Pupils will learn if they have the motivation, so that teachers attempt to provide fun activities, pay attention to students' desires, creating a classroom atmosphere that supports learning activities.
2.        Pupils studying in its own way, that students learn in different ways and at different speeds, each student has a socio-economic backgrounds, different cultures, so teachers need to know the advantages and disadvantages students, plan activities appropriate to student ability level, etc.
3.        Students learn both independently and in collaboration with his friend. The implications of this view for the business teacher is to provide learning opportunities to practice cooperation in groups, provide learning opportunities in the classical style to give an opportunity to exchange ideas, etc.
4.        Pupils need the context and circumstances that vary in their learning. Teachers must 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.
Aspects of interest arise when a preference value, receiving the value, satisfaction of responding, willingness to respond, willingness to respond, the attention is concentrated, and the willingness to accept from a person's consciousness. The process of internalization occurs when these aspects are blended into a hierarchical taxonomy.

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PENDEKATAN MATEMATIKA REALISTIK PADA PEMBELAJARAN PECAHAN DI SMP

23.20 |

 

By: Dr. Marsigit
Reviewed by: Umi Baroroh

            Learning mathematics with an emphasis on methods of Realistic Mathematics of the context of construction concrete objects as a starting point for students to acquire mathematical concepts. Concrete objects and environment objects can be used as a context for learning mathematics in building mathematical connections through social interaction. Concrete objects manipulated by the student within the framework of efforts to support students in the process matematisasi concrete to the abstract. Students should be given opportunities to construct and produce mathematics in a manner and language of their own.
When students do activities to learn math, then in her place matematisasi process. There are two kinds matematisasi, namely matematisasi matematisasi horizontal and vertical. Matematisasi horizontal proceeds from the real world into mathematical symbols. The process occurs in students when he was confronted with problems in your life / real situations. While the vertical matematisasi is a process that occurs in the system of mathematics itself, for example: the discovery of about menyelesaiakn strategy, linking the relationship between concepts or applying mathematical formulas.
In the curriculum development guidelines stated that in learning mathematics can be started with an introduction to issues appropriate to the situation (contextual problems). By asking a contextual problem, learners are gradually guided to master math concepts. Four-phase model of Realistic Mathematics learning is the introduction, the creation and development of symbolic models, explanations and excuses, cover / application.
Development of realistic problems related to fractions can be done through the teacher's explanations are accompanied by concrete examples in daily life or with images. In learning through PMRI Numbers Fractions can be done by giving students the chance to explore and reflect on alternative concepts of fractions ideas, explore and gain new pengetahauan about fractions by establishing that knowledge to himself, gaining knowledge as a process of change that includes the addition, creation, modification, refinement, understanding, working on and implementing fractions.
            Teachers need to revitalize itself so mendudukan itself as a facilitator, to develop interactive learning, giving students the chance to be active, develop curriculum and syllabus and curriculum actively associate with the real world, both physically and socially, and to be able to develop learning scenarios. There are two kinds of learning scenarios, namely:
a. scheme in the form of a classical interaction, group discussion, individual activity.
b. achievement of competence scheme of motivation, attitudes, knowledge, skill, and experience.


           

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PEMANFAATAN VIDEO TAPE RECORDER (VTR) UNTUK PEGEMBANGAN MATEMATIKA REALISTIK DI SMP

23.42 |

By: Marsigit
Reviewed by: Umi Baroroh

Mathematics is a science that requires a lot of logic because a lot of abstract things. Every problem in our life can be related to the mathematical sciences. Thus, the application of mathematics in the our life is very important. A teacher who teaches mathematics at the school should related to subject matter with daily life so that students are easy to understand. One way is with a realistic mathematical learning. Realistic Mathematics Education emphasizes the construction of the context of concrete objects as a starting point for students to acquire mathematical concepts. Concrete objects and environment objects can be used as a context for learning mathematics in building mathematical connections through social interaction.
In the side of teachers, how teachers' efforts to obtain ideide about concrete objects and objects surrounding environment that can used as a context for learning mathematics in making onnections mathematics through social interaction? Assessment and analysis of learning mathematics that have been recorded into the video tape recorder (VTR) is one one way or businesses that can be done by the teacher.
One method of learning in realistic mathematics education is to use a video tape recorder (VTP). A mathematical model of learning that has been recorded in the VTR certainly has its advantages and disadvantages. So the teachers can discussion to acquire new knowledge in a way compare with the experience. As for the VTR itself also have drawbacks, such as: the limited point of view, not all aspects can be recorded, image quality, the moment of decision image that is not appropriate.
Using of VTR realistic approach to learning mathematics can be gives the following benefits:
1. Teachers have the opportunity to test the concrete objects and obyekobyek
environment can be used as a learning context mathematics in building mathematical connections through social interaction.
2. Teachers have the opportunity to explore and reflect on the concepts realistic mathematics learning.
3. Teachers have the opportunity to exchange experiences with other teachers about the development of realistic mathematical learning.
4. Teachers have the opportunity to reflect on the preparation of the learning process
teaching in junior high school mathematics in accordance with the principles or PMRI
5. Teachers have the opportunity to reflect on the development of sources
learning to the learning process in mathematics at junior high school in accordance with principles PMRI.
6. Teachers have the opportunity to reflect on development activities assessment for teaching and learning process (PBM) in mathematics at SMP in accordance with principles PMRI.

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KTSP DAN IMPLEMENTASINYA

22.31 |





By: Marsigit
Reviwed by: Umi Baroroh

School-Based Curriculum (SBC) is the operational curriculum arranged and implemented by each educational unit (school). SBC as a manifestation
of primary and secondary education curriculum that developed in accordance with its relevance by any group or committee of the education unit and school under the coordination and supervision of the local education office of the Department of Religion District / City.
In the era of autonomy, as now, the central authority more reduced, while the regional authority is large and spacious. Of course this is a fairly large impact, including in education. In the curriculum the teacher is a curriculum developer who is in a decisive and strategic position of teacher is the person most knowledgeable about the developmental level of learners, individual differences (individual) students, absorptive capacity, the atmosphere of learning activities, facilities and resources available. So in the curriculum, the teacher has the authority to develop the curriculum into the syllabus. Curriculum development in this syllabus should be based on several things, among them: the content (content), the concepts, skills / skills, problems and interests of students.
Syllabus is an elaboration of standards of competence and basic competence in the subject matter, learning activities, and indicators of achievement of competencies for assessment. Subjects syllabus prepared based on the allocation of time provided to subjects during the education in schools. Preparation of syllabus implemented jointly by the classroom teacher / teachers who teach the same subject at one school or school group by taking into account the characteristics of each school.
1.Ketikkan teks atau alamat situs web atau terjemahkan dokumen.
2.Batal
There are many steps of Syllabus Development :
1.        Assessing Competency Standards and Basic Competence
That is the order of competence and basic competence based on the concept of discipline and level of difficulty of material; linkages between standards of competence.
2.        Identify Subject Matter
Identifying the main materials that support the achievement of standards competence and basic competence to consider: the level of physical, intellectual, emotional, social, and spiritual learners; usefulness for students; the structure of science: depth and breadth material; relevance to the needs of learners and demands of the environment and time allocation.
3.        Developing Learning Experience
The learning experience is a mental and physical activities are conducted learners in interacting with the learning resources through the approach variety of learning and enable learners. Experience learn life skills that need to load the master learners. formulation
learning experience also reflects the management of the learning experience learners.
4.        Formulate  Indicators of  Learning Success
Indicators developed in accordance with the characteristics of the education unit, the potential area and learners, and formulated in operational verb measurable and/or observable. Indicators are used as the basis for develop assessment tools.
5.        Determination  the Types of Assessment
Assessment carried out by using tests and non-test in form of written or oral, observation of performance, attitude, work assessment a project or product, the use of portfolios, and self-assessment.
6.        Determining the Time Allocation
Allocation of time included in the syllabus is approximate time taken by  learners to master basic competencies.
7.        Determining the Learning Source
Determination of learning resources based on competency standards and competency
basis and subject matter, learning activities, and indicators of achievement
competence.

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