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.
PEMANFAATAN VIDEO TAPE RECORDER (VTR) UNTUK PEGEMBANGAN MATEMATIKA REALISTIK DI SMP
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KTSP DAN IMPLEMENTASINYA
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.
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.
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.
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.
basis and subject matter, learning activities, and indicators of achievement
competence.
UNIVERSITAS NEGERI YOGYAKARTA MENUJU PERGURUAN TINGGI BERTARAF INTERNASIONAL (PTBI) “Yogyakarta State University on the move toward World Class University”
By: Marsigit
Reviwed by: Umi Baroroh
Recently, the institute of education in Indonesia efforts to improve the standard of the school as an international standard school. By the international standard school, Yogyakarta State University has responsibility to prepare teachers which ready to teach international standard school. However, today there are still some study program at Yogyakarta State University are not ready to hold an international class to produce graduates ready to teach in international schools. Yogyakarta State University on the move to Word Class University is effort by all of the component to realize the superiority having standard international in sector Instruction and Education Program, Research and Publication, and also Organization and Education Management.
In order to prepare the international quality of teachers, Yogyakarta State University (YSU) involved in international interaction. This is a responsibility to prepare the graduates so they are ready to trough the life in the future. Besides that, in order to improve the quality of service and learning, enhance the image of YSU in the community, as well as the implementation of internationalization YSU; all faculty in YSU, all institutions, all the bureaus, UPT Library, as well as several departments in the faculty have obtained ISO 9001:2000 quality management certificate. For students, the initiated on the move toward WCU will help them understand and implement the global perspective, which in turn contribute to ability to navigate the international association. For the lecturer, the initiated on the move toward WCU will provide opportunities and wider opportunities to conduct world class research international, publish the results of research in international journals, and
build international scientific community.
build international scientific community.
Realizing the State University of Yogyakarta to be a World Class University which has working culture system that meets international standards in conducting Tridharma Higher Education so as to produce graduates who are qualified and excel in global world. Planning and implementation of programs to prepare and encourage YSU accomplishment as WCU. The process and results can be accounted for (accountability) to stakeholders both locally, nationally and internationally. Continuity (on going activity) to continue and the civilizing process and the results have been achieved. Task Force was formed consisting of various disciplines, committed and experienced in the developing of initiated World Class University.
The long term goal is realizing YSU to be international standard university by gaining a rank less than 500 universities in the world with supported aspects of achievement of the following components, like accredited the study program having international standard, the availability of international-standard curriculum, the teaching learning process qualify international standard, etc.
To support the UNY program towards World Class University, it has been initiated
embryos international study program that begins with education involving lectures held in
English, at least one course in each study program. To support the activities above,
UNY also conducts innovative programs for English Language Improvement Programs and
Preparation Programs Programs International Level. There are 9 study program that have been prepared to international study program. Each faculty was invited to select the international standard, so that every faculty rationed a study program which will be funded frominovarif this program. Subsequently, three other study program will competed in university level.
embryos international study program that begins with education involving lectures held in
English, at least one course in each study program. To support the activities above,
UNY also conducts innovative programs for English Language Improvement Programs and
Preparation Programs Programs International Level. There are 9 study program that have been prepared to international study program. Each faculty was invited to select the international standard, so that every faculty rationed a study program which will be funded frominovarif this program. Subsequently, three other study program will competed in university level.
In 2009, it has opened two international class that is Mathematics Education and Accounting Education. In each year, it’s the class is targeted to opened the new international by doing selection by using the instrument, visitation and dialogue directly to know the readiness study program opened the international class. The program preparation of an international department is concerned with the activities department for add good quality human resources department and infrastructure. This activity has possibility as an activity that supports an increase in international languages. English Language Improvement activities through programs intended to WCU improve English language skills for students and lectures. This activity is also innovative programs implemented in sector I, which include covering classes bilingual, English language courses for lecturers and students, the establishment of Home Club, etc.
sebagai permulaan..
Suatu saat ia melewati sebuah gereja Nashrani yang sedang mengadakan sembahyang. Setelah masuk dan memperhatikan apa yang mereka kerjakan, Salman menjadi kagum. Ia pun bertanya tentang asal agama mereka yang ternyata berasal dari Syria. Salman mennceritakan hal ini kepada bapaknya dan mengatakan bahwa upacara kaum Nashrani sungguh mengagumkan, lebih baik dari agama Majusi yang mereka anut. Lalu terjadilah diskusi antara Salman dan bapaknya yang berujung pada dijebloskannya Salman dalam penjara dengan kaki terikat rantai.
Kepada orang-orang Nashrani, Salman memstorieshukan bahwa ia telah menganut agama mereka dan berpesan agar ia distorieshu jika ada rombongan dari Syiria yang datang. Setelah permintaannya dipenuhi ia pun meloloskan diri dari penjara dan bergambung dengan rombongan tersebut ke Syiria. Di Syiria ia tinggal sebagai pelayan bersama dengan seorang Uskup untuk belajar agama yang baru ia anut. Salman sangat mencintainya dan ketika menjelang wafat ia menanyakan kepada sang Uskup siapa yang harus ia hubungi sepeninggalnya. Lalu orang tersebut menceritakan tentang masa itu yang ternyata sudah dekat dengan kebangkitan seorang Nabi pengikut agama Ibrahim yang hanif, beserta tanda-tanda kenabian yang ada padanya termasuk tempat hijrahnya.
Suatu hari lewatlah rombongan berkendaraan dari jazirah Arab. Salman minta agar mereka mau memintanya membawa pergi ke negeri mereka dengan imbalan sapi-sapi dan kambing-kambing hasil jerih payahnya sebagai peternak. Permintaan tersebut dikabulkan. Namun ketika sampai di negeri yang bernama Wadil Qura, rombongan tersebut menganiaya Salman dan menjualnya kepada seorang Yahudi sebagai budak. Setelah beberapa lama, Salman dibeli oleh seorang Yahudi lain dari Bani Quraidhah dan dibawa ke Madinah. Sesampainya di Madinah Salman pun akhirnya yakin bahwa negeri ini adalah sebagaimana yang disebutkan kepadanya dulu.
Setelah mendengar kedatangan Rasulullah SAW yang hijrah ke Madinah, Salman pun datang menjumpai beliau beberapa kali, dan ia mendapatkan semua tanda-tanda kenabian yang pernah diceritakan kepadanya. Hal ini membuat Salman yakin akan kebenaran Rasulullah SAW dan menyatakan keislamannya. Namun statusnya sebagai budak telah menghalangi Salman untuk turut serta dalam perang Badar dan Uhud. Dengan bantuan finansial para sahabat, Salman pun akhirnya berhasil ditebus dan dimerdekakan.
Ketika terjadi perang Khandaq, kaum Muslimin di Madinah diserang oleh kekuatan gabungan anti Islam dari luar dan dari dalam. Pasukan Quraisy dan Ghathfan menyerbu Madinah dari luar sedangkan Yahudi Bani Quraidhah menyerang dari dalam. Melihat kondisi ini Salman menyarankan strategi perang Persia yang asing bagi bangsa Arab, yakni penggalian parit sepanjang daerah terbuka mengelilingi kota. Melihat ini, pasukan kaum kafir yang hendak menyerbu Madinah merasa terpukul dan dipaksa berkemah di luar kota Madinah hingga pada suatu malam Allah mengirimkan angin topan yang memporak-porandakan mereka.
Salman adalah sahanat utama yang taqwa, cerdas, dan bersahaja. Kendatipun dari golongan kelas atas dan seorang putera Persia, negeri yang terkenal dengan kemewahan, namun ia amat zuhud kepada dunia. Ketika menanti ajal, Sa'ad bin Abi Waqqash datang menjenguknya dan ia dapati Salman menangis, teringat pesan Rasulullah : "Hendaklah bagian masing-masingmu dari kekayaan dunia ini seperti bekal seorang pengendara", sedangkan ia merasa hartanya masih banyak. Sa'ad mengatakan : "Saya perhatikan, tak ada yang tampak di sekelilingku kecuali satu piring dan sebuah baskom."
Sekelumit kisah sang pencari kebenaran Salman Al Faritsi ini mengandung banyak pelajaran. Kecintaan dari ayah, kedudukan terhormat sebagai anak pembesar dan penunggu api, serta kehidupan yang berkecukupan tidaklah menjadi tujuan tertinggi hidupnya. Kendatipun belum menjadi seorang muslim, Salman seakan memiliki pribadi yang hanif dengan fitrah yang bersih.
Salman mampu bersifat objektif dan mau mengakui kekurangan agama Majusi yang dianutnya dibandingkan agama Nashrani yang kemudian dipeluknya. Ia pun tak segan-segan masuk Islam ketika Rasul ditunggu-tunggunya tiba. Bukanlah menjadi soal bagi Salman sang pemuda Persi untuk memeluk agama Nashrani yang berasal dari Syiria. Sungguh bahagia hati Salman, budak dari Persi untuk memeluk Islam yang dibawa oleh Muhammad, orang Arab. Kebenaran adalah dari Allah, tak peduli siapa yang menyampaikan dan darimana asalnya. Maka seseorang yang berjiwa hanif sudah sewajarnya mengikuti kebenaran yang datangnya dari Allah. Wallahu'alam.***
(Sumber : Tabloid MQ EDISI 10/TH.I/FEBRUARI 2001)
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