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.
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