KEGIATAN PENELITIAN SEBAGI USAHA UNTUK MENINGKATKAN PROFESIONALISME GURU MATEMATIKA

By : Dr. Marsigit, M.A.

Reviewed by Yustia Rahmawati (p.matswa 09 / 09301244005)

          Teachers or prospective teachers of mathematics as a researcher may deliberately hold changes in learning mathematics in school by doing various experiments, so comes the scientific method. Approach to mathematics education research can be done with barbagai airways including quantitative research. Quantitative studies of learning mathematics rely on the scientific method to find rules, laws and principles about the reality of learning mathematics in school. The laws are found either by way of deduction or induction. The reality of mathematics education can be broken down into 2 parts of the law applicable to the whole that describes the mathematics education also applies to the parts. Quantitative research considers that learning mathematics are objective and measurable. Experiments can be done by manipulating variables that  can be measured quantitatively in order to look for relationships between different variables of teaching and learning mathematics.

          The scope of mathematics education research can be derived from the encouragement by researchers to reform mathematics education, in which it was realized that innovation mathematics education can be sourced to the conceptual factors, values, pragmatic, empirical and politically. By placing the components of learning mathematics, in the context mathematics education research, then Grouws, DA (1992) describe many variations relationship between components at the level of simple or complex level.

          Judging from the practice of mathematics teaching then at least there are two main factors namely the practice of learning itself and the factor value or values. If researchers want to improve learning mathematics in the field of content or learning materials, the researcher may make the observation of sibelajar when studying mathematics. If researchers want repair or wish to acquire an innovative method of learning mathematics, the researcher notice context need to learn mathematics, teachers use the methods and management learning mathematics.

Mathematical Thinking Related to Mathematical Contents :

1. Clarifying sets of objects for consideration and objects excluded from sets, and clarifying conditions for inclusion (Idea of sets)

2. Focusing on constituent elements (units) and Their sizes and relationships (Idea of units)

3. Attempting to think based on the fundamental principles of expressions (Idea of expression)

4. Clarifying and extending the meaning of Things and operations, and Attempting to think based on this (Idea of operation)

5. Attempting to formalize operation methods (Idea of algorithm)

6. Attempting to grasp the big picture of objects and operations, and using the result of this understanding (Idea of approximation)

7. Focusing on basic rules and properties (Idea of the fundamental properties)

8. Attempting to focus on what is determined by one's decisions, finding rules of relationships the between variables, and to use the same (Functional Thinking)

9. Attempting to express propositions and relationships as Formulas, and to read their meaning (Idea of Formulas)

          The nature of student learning mathematics and implications for research and learning. Ebbutt and Straker (1995: 60-75), gave his view that in order for potential students can grow and learn mathematics in an optimal, assumptions about the characteristics of the subject students towards learning mathematics and impikasi given as follows: Students will learn math if they have the motivation, with implications for research and learning that teachers need to: provide a fun activity, attention desires of students, build understanding through what is known by students, creating classroomatmosphere that supports learning, provide activities that are consistent with the objectives learning, providing challenging activities, provide activities that provide expectations of success, valuing each student achievement.  

PEDOMAN KHUSUS PENGEMBANGAN SILABUS MATEMATIKA BERBASIS KOMPETENSI SISWA SEKOLAH MENENGAH UMUM(SMU)/MADRASAH ALIYAH NEGERI (MAN)

By : Dr. Marsigit, M.A.

Reviewed by Yustia Rahmawati (p.matswa 09 / 09301244005)

          Planning and curriculum development is a job that require in-depth and comprehensive study to qualify feasibility. Dynamic development of the Indonesian nation today, demanding that the curriculum development needs to pay attention to: current issues in education, issues that arise in the field, school variation, education personnel, interests and abilities of students, as well as the demands of development society, science and technology. Six basic principles must be considered in the development of syllabus mathematics based on competence, namely: (1) learning opportunities for all subjects students without exception, (2) curriculum is not merely a collection teaching materials but may reflect a coherent mathematical activities, (3) mathematics learning requires an understanding of learning needs students, learning readiness and service learning facilities, (4) opportunities for students to learn mathematics actively to build the structure concepts through knowledge and experience, (5) the need for assessment activities to improve the quality of learning over time, and (6) utilization of various strategies and methods are dynamically and flexible in accordance with the material, students and the learning context. It is recognized that the most fundamental issue is how planning, development and implementation of curriculum in accordance with activities teaching and learning is expected.

          Teach math is not easy because the facts show that students experiencing difficulties in learning mathematics (Jaworski, 1994). Necessary to distinguish between mathematics and school mathematics. So mathematics learning can meet the demands of educational innovation in Generally, Ebbutt and Straker (1995: 10-63) defines school mathematics hereinafter referred to as mathematics, as follows: Mathematics as search activity patterns and relationships; Mathematics as creativity requires imagination, intuition, and invention; Mathematics as problem-solving activities (problem solving); Mathematics as a tool to communicate.

          Ebbutt and Straker (1995: 60-75), gave his view that in order potential students can be optimally developed, assumptions about the characteristics subject students and implications for learning mathematics are given as follows: the students will learn math if they have motivation, the students learn mathematics in its own way, the students learn math either independently or through collaboration with his friend,  the students need the context and situation of different in learning mathematics .

          Step-by-step preparation of syllabus-based basic ability eye math lessons, a series of events beginning with the Philosophical study of the development of mathematics education, including is a compilation of scientific structure. In order to obtain a structure of knowledge according to the nature of mathematics and the nature of mathematics learning necessary to validate the structure of science.

REFLECTION ON THE TEACHING OF “THE MULTIPLICATION ALGORITM OF THE 3rd GRADE OF PRIMARY SCHOOL” THROUGH VTR

By : Dr. Marsigit, M.A.

Reviewed by Yustia Rahmawati (p.matswa 09 / 09301244005)

         

          Baru-baru ini penggunaan VTR (Video Tape Recorder) di Indonesia dalam program pelatihan guru dirasakan bermanfaat bagi para guru. Penggunaan VTR di negara maju seperti Jepang memiliki frekuensi penggunaaan yang cukup tinggi, namun di Indonesia penggunaannya hanya kadang-kadang saja.

          Manfaat dari VTR sendiri adalah  ringkasan dari pelajaran singkat dengan penekanan pada masalah utama dalam pelajaran, menekankan pada komponen pelajaran, dan memungkinkan untuk diskusi dan refleksi dengan guru mengamati pelajaran.

          Karakteristik Pelajaran Muramoto, diatur dalam rencana sebagai berikut :

1.     Tema : Ketiga kelas matematika pelajaran yang mendorong kemampuan siswa untuk menggunakan apa yang mereka belajar sebelumnya untuk memecahkan masalah dan membuat hubungan dalam rangka untuk memecahkan masalah dalam situasi belajar yang baru.

2.    Metode: Pengajaran "algoritma Multiplikasi (1)" dengan cara yang berkesinambungan agar siswa dapat menggunakan apa yang telah mereka pelajari sebelumnya untuk memecahkan masalah dalam pelajarn yang baru mereka dapatkan.

3.    Tujuan dari Unit : Suswa dapat berfikir bagaimana menggukan materi yang baru diajarkan (alogaritma) dengan materi yang pernah diajarkan (perkalian) (berpikir matematis).

4.    Skenario Pengajaran : Mengembangkan pengajaran kesinambungan, sambungan antara pengetahuan yang telah dipelajari sebelumnya dan pelajaran baru, serta diajarkan dengan memberikan permasalahan.

          Pembelajaran dengan VTR lebih memperhatikan dan memfokuskan pada cara berfikir siswa daripada interaksi; pola hubungan untuk mempromosikan kebutuhan individu dan penelolaan kelas; dan mencoba menyelesaikan masalah tentang pencocokan teori konsep pemikiran matematika dan kondisi faktual dari pemikiran matematika siswa, prestasi yang rendah serta mengeksplorasi intrinsik, ekstrinsik dan sistemik matematika berpikir.

PHILOSOPHICAL EXPLANATION ON MATHEMATICAL EXPERIENCES OF THE FIFTH GRADE STUDENTS

By : Dr. Marsigit, M.A.

Reviewed by Yustia Rahmawati (p.matswa 09 / 09301244005)

          Tingkat filosofis diskusi memiliki karakteristik seperti sebagai kebutuhan untuk cross-check serta membandingkan beberapa titik pandangan independen, untuk membangun umum teori subjek terkait. Mackenzie, J.S, (1917), menyatakan bahwa filsafat harus memperhitungkan hasil umum dari investigasi semua ilmu untuk membangun umum teori.

          Para peneliti berpendapat bahwa kesetiaan epistemis diperlukan untuk mengajar dengan konsep model, sedangkan aksesibilitas mempromosikan keterlibatan kelas kaya. Epistemis kesetiaan dan aksesibilitas memiliki peran yang berbeda dalam pendirian transparansi. Dari semua temuan tersebut, ada berusaha untuk mengembangkan metode untuk mengungkap apa yang ada di balik konsep tersebut. Lebih dari itu, kita memperhatikan status pengetahuan siswa matematika yang dihasilkan dengan memanipulasi dengan bahan fisik, dalam skema Greimas 'Hermenetics Struktural Analisis. Jika perbedaan antara dua jenis persepsi masih mitos, maka kita masih bisa berdebat pada status matematika pengetahuan. Seperti yang diakui oleh para peneliti yang beberapa bahan manipulatif dapat mengganggu tafsir dan terbuka; itu dapat menjelaskan dengan teori doubleaffection karena fakta bahwa para guru sudah akrab dengan konsep-konsep yang disajikan. Ada penekanan bahwa konteks yang berbeda, yaitu dalam jangka waktu dan ruang seperti yang diberitahukan oleh Kant, mungkin pengaruh persepsi objek siswa. Oleh karena itu, guru perlu mempekerjakan orang-orang semacam faktor sebagai mendukung satu dalam belajar mengajar matematika. Hubungan antara fitur perangkat dan target pengetahuan yang sangat intensif dibahas oleh Kant Kritis tentang Murni Alasan Umum teori aspek proses belajar matematika adalah untuk mengejar dalam jangka waktu tertentu dalam hubungan mahasiswa sebagai subjek dan fisik materi sebagai objek dalam skema Greimas 'Hermenetics Struktural Analisis. Upaya untuk menentukan tingkat kualitas titik filsafat tampilan.

MENGEMBANGKAN NILAI-NILAI FILOSOFIS MATEMATIKA DALAM PEMBELAJARAN MATEMATIKA MENUJU ERA GLOBAL

By :Dr. Marsigit, M.A.

Reviewed by Yustia Rahmawati (p.matswa 09 / 09301244005)

          Becher and Maclure, (1978) refer to 2 (two) kinds positions of teachers in the innovation mathematics learning linked to curriculum development. First, in the curriculum that is instrumental, the teacher's role is expressed as implementers of curriculum, by developing the role of dominance towards learning mathematics organized in order to escort the students to achieve certain goals. Second, in the curriculum that is  Interactive / Individually, the role of teachers is expressed as a curriculum developer, with  develop teacher functions as a serving / facilitators and assist the learning needs students, with the assumption that students should be given opportunities to express initiative and construc mathematical concepts in accordance with the speed and readiness of each. Student has the right to learn.

            Mathematics is an abstract subjects. Abstract is a value to the concrete. Recognized that the content and methods of mathematics that makes the math becomes abstract. This is nature of science and mathematics. Nothing is wrong for the concrete, informal, subjective, special, or discoveries: they only are not included in the science, and certainly not included in mathematics (Popper, 1979 in Ernest, 1991: 132).

          Mathematics associated with all the knowledge of the human self, it is clear that mathematics is not neutral and value free. Thus the mathematical 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  math activities into 4 (four) types, where each has characteristics that different:

a. formal mathematics-pure, including mathematics developed at the University and mathematics is taught in schools;

b. formal-applied mathematics, namely that developed in education and beyond, as a statistician who worked in the industry.

c. informal-pure mathematics, ie mathematics which developed outside the institution education; may be attached to the culture of pure mathematics.

d. informal mathematics, applied mathematics that is used in all life day-to-day, including crafts, office work and trade.

LANDASAN PENGEMBANGAN DESAIN PEMBELAJARAN MATEMATIKA DI SEKOLAH LANJUTAN

By :Dr. Marsigit, M.A.

Reviewed by Yustia Rahmawati (p.matswa 09 / 09301244005)

          Teaching mathematics is not easy because we find that students do not easily accept a mathematics lesson. Cocroft Report recommend variation of teaching learning (1982: 132), here is : exposition methods, method of discussion, problem-solving metods, method of discovery (investigation), methods of basic skills training and principles, method of application.

          Constraints faced is by teacher is less understanding the theory, hoe to implement it, the exiting system, environmental condition, learning facilities.

          View of the social community contructivist is Mathematics Mathematics is seen as a science knowledge is tied to culture, mathematics is the result of cultural evolution humans. There is a close relationship between mathematics with social circumstances, all knowledge of any basis all knowledge has a foundation the same is 'deal', mathematics is not neutral and free value, mathematics needsocial foundation for the development.

          Matematika is an activity search pattern and search pattern of relations and relationships. The implications of this view of the development. instructional design are: gives students the opportunity to conduct activities discovery and investigation of patterns for determine the relationship, provide an opportunity for students to perform experiment with a variety of ways, encourage students to discover the existence of the order, encourage students to draw general conclusions, help students understand and find relationship between understanding one another.

Learning Phase : develop the role of teacher, encourage and develop student understanding, provide opportunities for every student to demonstrated ability to do activities mathematics, errors of students contain pedagogical value, encourage students are responsible for learning. Evaluation phase : observing student activities, what the students mastered / not mastered, what the student needed. 

Developing Teacher Training Textbooks for Lesson Study in Indonesia

By :Dr. Marsigit, M.A.

Reviewed by Yustia Rahmawati (p.matswa 09 / 09301244005)

          Dalam dekade terakhir, Pemerintah Indonesia telah upaya drastis untuk melakukan  inovasi untuk semua aspek pendidikan. Pemerintah banyak melakukan program inovasi pendidikan , mulai dari meninjau hukum formal pendidikan dan kemudian  meninjau pelaksana untuk yang lebih deskriptif. Dengan sejumlah besar orang, mahasiswa, dan guru, Indonesia menghadapi tantangan untuk meningkatkan kualitas pengajaran. Oleh karena itu, Pemerintah berusaha untuk mempercepat 'sertifikasi dalam skema dari guru guru profesional guna membangun pendidikan.

          Besar peningkatan kualifikasi, kompetensi, dan sertifikasi guru serta tenaga kependidikan di Indonesia (Berdasarkan UU No 14/2005) menempatkan pengembangan guru profesional sebagai pilar utama, yang bertujuan: guru harus memenuhi kualifikasi minimal 4 tahun Sarjana; dosen harus memenuhi kualifikasi minimal tingkat Master / Ph.D.; serta guru dan dosen harus memiliki sertifikat mengajar. Pengembangan kurikulum membutuhkan studi komprehensif dan mendalam tentang semua aspek yang terlibat, setidaknya ada enam prinsip sebagai panduan (Marsigit, 2003): 1) kesempatan untuk belajar matematika untuk semua, 2) kurikulum bukanlah sekedar kumpulan materi tetapi harus mencerminkan kegiatan matematika koheren, 3) pembelajaran matematika perlu teori yang komprehensif kegiatan siswa, kesiapan mereka untuk belajar dan peran guru memfasilitasi mereka belajar, 4) kesempatan kepada pelajar untuk mengembangkan konsep-konsep matematika, 5) perlu mengembangkan penilaian tertanam untuk mengajar proses belajar, 6) menggunakan berbagai jenis mengajar sumber belajar. 

       

Kegiatan Pelajaran Matematika Studi dan Buku Teks :

1. Kegiatan Lesson Study (kegiatan yang diselenggarakan guru untuk mempromosikan anak untuk berpikir matematika).

2. Persepsi Guru terhadap Buku yang Baik untuk Matematika SMP ( buku pelajaran yang baik untuk SMP adalah sistematis, dilengkapi latihan beserta penyelesaiannya, tata letak yang baik, contoh yang diberikan relevan dengan kehidupan sehari-hari, mempromosikan belajar aktif)

3. Kendala dari Textbook untuk Mengembangkan Matematika SMP (kesulitan utama yang dihadapi dalam membuat textbook adalah kurangnya keterampilan dan pengetahuan tentang menulis buku matematika)

PROMOTING LESSON STUDY AS ONE OF THE WAYS FOR MATHEMATICS TEACHERS PROFESSIONAL DEVELOPMENT IN INDONESIA

By :Dr. Marsigit, M.A.

Reviewed by Yustia Rahmawati (p.matswa 09 / 09301244005)

          VTR (Video Tape Recorder) untuk pendidikan guru dan gerakan reformasi pendidikan matematika di Indonesia, yang khusus dikembangkan untuk studi pelajaran memiliki beberapa manfaat sebagai berikut : ringkasan pendek dari pelajaran dengan penekanan pada masalah-masalah utama dalam pelajaran, komponen pelajaran dan utama kejadian di kelas, dan kemungkinan masalah untuk diskusi dan refleksi dengan guru mengamati pelajaran (Isoda, M., 2006). Menurut dia, Lesson Study dibagi menjadi tiga bagian: a) perencanaan pelajaran, b) bagian observasi, dan, c) bagian diskusi dan refleksi.

          Jika kita amati proses belajar mengajar melalui VTR, ringkasan pendek diperlukan untuk memahami isi dan kita perlu mengamati beberapa kali VTR untuk memahami isinya dengan jelas. Setelah melakukan ini, mungkin kita akan menemukan isu-isu yang berguna untuk diskusi dan refleksi serta untuk mencerminkan pada praktek-praktek atau pelajaran inovatif untuk reformasi pendidikan matematika.

          Secara umum, kegiatan yang merefleksikan konteks Jepang mengajar matematika melalui VTR di program pelatihan dianggap sebagai sesuatu yang baik dan berguna oleh guru. Para guru yang merasakan bahwa kegiatan tersebut perlu disosialisasikan ke kabupaten lain agar lebih banyak guru dapat mempelajarinya. Mereka merasa bahwa ajaran tercermin dalam VTR adalah model yang baik yang juga dapat diimplementasikan dalam konteks Indonesia. Namun, mereka menganggap bahwa tidak mudah untuk menerapkannya.

          Para guru merasa bahwa di perkumpulan guru mereka mampu membahas dan mengembangkan rencana pelajaran dan lembar kerja siswa. Guru menyarankan bahwa pembangunan program profesional guru  harus didasarkan pada kebutuhan guru dan karena itu, kebutuhan seperti penilaian butuhkan sebelum program dijalankan. Mereka juga berharap bahwa pemerintah memperhatikan pengadaan fasilitas sekolah dan meningkatkan gaji mereka. 

USAHA GURU DALAM MENINGKATKAN MINAT SISWA MEMPELAJARI MATEMATIKA

Oleh :Dr. Marsigit, M.A.

Reviewed by Yustia Rahmawati (p.matswa 09 / 09301244005)

Teaching mathematics is not easy because we find that students are also not easy in learning mathematics. Some of the constrains of teachers in teaching mathematics is understanding concepts, applying concepts, learning systems, environmental conditions, and existing learning facilities. Whereas the difficulties faced by teachers is addressing the differences mathematical abilities of the students, encourage students to actively learn, developing technology learning mathematics.

Nature of Mathematics is abstract, universal, formal, objective, rational, theoretical, neutral and value free.

Substance of mathematics

Mathematics is an activity search patterns and relationship; mathematics is the creativity that requires imagination, intuition and invention; mathematics is an problem solving activity; mathematics is a tool to communicate.

The nature of Students learn mathematics is the students will learn if they gets motivation  , the students  learn with their own ways, the students learn independently and through cooperation, the students need a context and different situations in the learning.

Assessed in the learning of mathematics is understanding, processes, skills, facts and results. Some ways that teachers can do to make students love the math is made ​​of students be an active learner; do not scold the students if they are wrong but show how the right way; use a variety of teaching learning method; apply mathematics in everyday life, it make the students easily understand; give the students motivation to learn mathematics ; teachers should be good facilitators for their students; and teachers must provide good service to their students' needs are met.

Konsep Dasar Kurikulum 2004 (MATEMATIKA) SEKOLAH MENENGAH ATAS(SMA)/MADRASAHALIYAH NEGERI (MAN)

Oleh :Dr. Marsigit, M.A.

Reviewed by Yustia Rahmawati (p.matswa 09 / 09301244005)

          Curriculum development can’t be separated from the development of syllabus. Here is the principles of mathematics syllabus development : the same learning opportunities, curriculum that reflecs the activities of mathematics, understanding of lerning needs, opportunities to learn mathematics, holding of assesment activities, utilization of approriate teaching methods.  

          Curriculum 2004 is as a concept, as well as aprogram, according Siskandar Competency-Based Curriculum (2003) have characteristics:emphasis on student achievement of competence, either individually orclassical;results-oriented and diversity;delivery of learning using the approach and methodsvaries;source of learning not only teachers but other learning resources that meeteducational element;assessment emphasizes the process and learning outcomes in an effort to control

Characteristics of Matematics. Generally, Ebbutt and Straker (1995: 10-63) defines school mathematics, as follows :Mathematics as search activity patterns and relationships,mathematics as a creative activity that requires imagination, mathematics as a problem solving activity, and mathematics as a tool to communicate.

Characteristics of students, Ebbutt dan Straker (1995: 60-75) give their opinion that is the characteristics of students towards learning mathematics : the students will learn math if they havemotivation, the students learn mathematics in its own way, the students learn math either independently or through collaboration with his friend, the students need the context and situation of different in learning mathematics.

          Determination of Learning Materials and description. Mathematics instructional material is the material studied by students,as a means to acquire basic skills and learning goals.The following formulation examples of learning materials that have been adjusted tobasic skills and competency standards.

Basic Competency Material : Using the propertiesand rules ondub, roots, and logarithm inproblem solving; Forms of Power, Roots, andLogarithm;  Solve contextual problems that related to the nature and rules concerning dub, roots, and logarithms in solving problem.
 

MATH PROGRAMS FOR INTERNATIONAL COOPERATION IN INDONESIA

Oleh :Dr. Marsigit, M.A.

Reviewed by Yustia Rahmawati (p.matswa 09 / 09301244005)

          Seperti yang tercantum dalam UUD 1945, tingkat intelektual rakyat dan kesejahteraan umum masyarakat indonesia selalu menjadi perhatian utama dari pemerintah. Seperti yang kita tahu pendidikan sangat penting bagi kehidupan. Di Indonesia sendiri, tujuan dari sistem pendidikan meliputi : meningkatkan ketaatan pada Allah SWT, mengembangkan kecerdasan dan keterampilan individu, mendorong sikap untuk mandiri dan berkembang, dan memastikan semua anak terbebas dari buta huruf.

          Kebayakan guru di Indonesia menghabiskan sebagian waktunya untuk memberi informasi kepada siswanya, sehingga partisipasi anak dalam kegiatan pembelajaran sangat sedikit. Tantangan bagi pendidik generasi berikunya adalah bagaimana meningkatkan keterampilan siswa dalam matematika dan guru harus mengatur instruksi untuk melibatkan anak didik sehingga mereka dapat membangun pengetahuannya sendiri dengan pemahaman (Peterson di Grouws, dkk, 1988).

MENGEMBANGKAN PENDIDIKAN MATEMATIKA DAN ILMU PENGETAHUAN DI INDONESIA

          Gambaran tentang matematika di Indonesia adalah menunjukkan indikasi bahwa prestasi anak dalam pembelajaran matematika masih rendah. Hal ini ditunjukkan dengan rendahnya hasil Ujian Nasional dari SD sampai SMA. Ada beberapa hal yang menyebabkan anak kurang menguasai matematika dan konsep ilmu pengetahuan, diantaranya adalah sebagai berikut : kurangnya kegiatan di laboratorium, kurangnya guru yang memiliki ilmu menguasai keterampilan, isi kurikulum yang terlalu ramai, administrasi bagi guru yang memakan banyak waktu, dan kurangnya peralatan laboratorium serta sumber daya manusia untuk mengelola laboratorium.

          Untuk mengatasi berbagai persoalan-persoalan tersebut pemerintah terus mengupayakan agar prestasi matematika siswa di Indonesia, salah satu caranya adalah dengan mencari model alternatif untuk referensi di Jepang. Tujuan dari pendidikan matematika di Jepang adalah untuk mempelajari bagaimana siswa berpikir, memandang setiap hal, dan pembentukan manusia yang lebih baik melalui pembelajaran matematika. Berdasarkan pengamatan praktek pengajaran dan kunjungan sekolah di Jepang (Marsigit, 2000), penulis memiliki beberapa kesimpulan bahwa sistem pendidikan yang ada di Jepang berjuang untuk melakukan pembelajaran seumur hidup di mana ia mendorong keterampilan dasar dan kemampuan. Dengan kerjasama antara lembaga pendidikan Indonesia dan lembaga pendidikan di Jepang, diharapkan Indonesia dapat meningkatkan prestasinya dalam matematika.