How To Practice A Good Teaching Learning Of Mathematics

To understand about mathematics, of course we must study mathematics intensively. School is one of the educational institutions that teach mathematics intensive. And as a prospective  teacher, we must to know how to teach mathematics so that students can easy to understand what we teach. So, to be a good teacher we must practice a good teaching lerning of mathematics. But how to pactice a good teaching lerning of mathematics ?

Teaching lerning of mathematics have a groove. Start from fundamental concept that is the nature every / each meaning the teaching learning of mathematics. In learning of mathematics, we have to learn to the maximum, which is studied extensively (widest extent) and intensively (deep inside). And then we must develop any aspect in teaching learning of mathematics, for example student develop. To develop student’s creativity there should be an interaction, interactions can occur between students and students, students with teachers, and students with the environment. Direct interaction  can be done in a one way and two way. Interactions can also be done through technologies such as blog, website, social network, etc.

 Teaching learning process have a many factors, there are :

1.      Educational facilities

Educational facilities are becoming increasingly specialized. For example, we have come to understand that classrooms intended for pre-schoolers are fundamentally different from those that best serve high school seniors or the training of mid-career professionals.

Students experience the provision of  adequate educational facilities, e.g.

accommodation (lecture theatres, tutorial  / seminar rooms), technology, libraries,

and other support for teching lerning.

2.      Teaching media

Teaching media in mathematics is teaching aid. A teaching aid is a tool used by teachers, facilitators, or tutors to help learners improve reading and other skills; illustrate or reinforce a skill, fact, or idea; andrelieve anxiety, fears, or boredom, since many teaching aids are like games.

3.      Teaching method

Method of teaching learning is the way for a teacher tobe acceptable to raise the material to students well. There are many teaching methods that can be used by teachers, a good method will create a good learning as well.

4.      Psycological aspects

Psycological aspects such as the readiness of students to receive learning also affect the learning process.

5.      Syllabi ( coming from the curriculum)

syllabus is used as a reference for teaching.

6.      Lesson plan

A lesson plan is a teacher's detailed description of the course of instruction for one class. A daily lesson plan is developed by a teacher to guide class instruction. Details will vary depending on the preference of the teacher, subject being covered, and the need and curiosity of children. There may be requirements mandated by the school system regarding the plan.

7.      Students worksheet

Good worksheet is a worksheet who made by the teacher of mathematics itself and in accordance with a predefined lesson plan.

8.      Assessment

Assessment of teaching and learning is the process of evaluating  the quality and appropriateness of the learning process, including teacher and pedagogic approach.

9.      Teaching learning resources

Teaching learning resourcess used to add a reference of what we learned.

10.  Paradigm

Phylosophy à teories à paradigm

Next groove of teaching learning of mathematics are the object and the framework, references and concert model, and understanding. The object is a content of teaching learning of mathematics and the framework is a scheme of teaching learning of mathematics. About references and concert model, references can be research, book, logic, our mind, and publication, while concert model can be experiences. And the last is understanding or knowledge, we can get them from references.

The last groove of teaching learning of mathematics is spirituality, if the spiritual path has been achieved then we can find the world of mathematics in yourself.

           So to pactice a good teaching lerning of mathematics all aspect of learning must be met. Starting from the fundamental concept, the factor effect of teaching lerning, understanding, and spiritulity.

Reference : http://sydney.edu.au/ab/policies/Good_Prac_T&L.pdf

Comment for "Elegi Permintaan Si Murid Cerdas Kepada Guru Matematika"

How to make mathematics lesson fun ?

Make mathematics lesson become a fun thing was not an a easy thing, but it can be done if the teachers are willing to try. Mathematics will be easy to students when they could understand the material provided and follow the lesson with a good feelings. To create a fun atmosphere, when delivering certain content teachers can use teaching adis and try to involve students directly in order to more easily accepted by students. Teaching aids that used should be easy to find around the students such as paper folding, stick, marbles and there are many simple tools that can be used in order to create a good atmosphere of teaching learning process and then learning becomes more enjoyable.

How to develop student's worksheet ?

Worksheet is not collection of problem, but worksheet is a facility from teacher to students so they can construct the formula their selves. Good worksheet is a worksheet who made by the teacher of mathematics itself and in accordance with a predefined lesson plan. If students can construct the formula their selves, then the students it is easier to understand this formula and will be easier in applying into the matter. So it would be better for teachers to create their own worksheets, because only the teacher who is able to measure the ability of their students. And if the worksheet is used according to the abilities of students so students will easily understand the lessons given.

How to develop lesson plan ?

Before start their teaching, the teacher need to make lesson plan. A lesson plan is a teacher’s detailed description of the course of instruction for one class. A daily lesson plan is developed by a teacher to guide class instruction. Details will vary depending on the preference of the teacher, subject being covered, and the need and curiosity of children. to create a lesson plan, learning will be better because of good preparation, this can make students better learners as well as what is needed in learning will be fulfilled. If the lesson plan can be implemented well, then learning will be in accordance with the planned.

How to give a good punishment for students?

Some teachers give the students punishment with a lot of mathematics problem, but many students don’t like this punishment. If a teacher later on and there are students who make mistakes punish with something simple, not onerous but educate. Such as when student arrive late, do not scold him but tell her to erase the writing on the blackboard, other penalties if it does not do the homework the student is told to do it directly in front of the class and if not then the teacher should still be able to give guidance. Positive punishment will make students feel valued and are reluctant to make mistakes.

How to used a technology in learning?

Using technology such as the website will help students in learning, because students not only learn in class, but also can learn anytime without having to wait a certain day whenthere is a lesson schedule. Through the website students can better appreciate his own work to others. So it is very important for teachers to know the technology, especially the Internet. If the teacher is able to educate students to use technology, then students will get more benefit  when they used the internet.

PENGEMBANGAN KOMPETENSI GURU MATEMATIKA SMP RSBI MELALUI LESSON STUDY

By : Dr. Marsigit, M.A., Dr. Hartono, Sahid, M.Sc , Aryadi Wijaya,  M.Sc.

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

The main objective of this research is to improve the competence of teachers junior high school mathematics RSBI through Lesson Study. More specifically, this study aims to describe the work done in improving the competence pedagogical, professional and social development in middle school mathematics teachers RSBI through Lesson Study. As for Junior High School math teacher I Wates, who successfully developed competencies emphasis on the application method of discussion on the realistic approach to mathematics education (RME) to enhance students' mathematical thinking competencies methods class VIII.

Education has a very important role in the improvement process quality of human resources. Therefore, education is expected to be be one vehicle to prepare the nation's generation, so the birth human resources that are reliable and have the ability to deal dynamic development of science and technology today are fast, precise and effective. Mathematics learning objectives, namely: 
1. Train the way of thinking and reasoning in drawing conclusions, for example through investigation activities, exploration, experimentation, showing similarities, differences, consistent and inconsistencies. 
2. Develop a creative activity involving imagination, intuition, and discovery by developing divergent thinking, original, curiosity, make predictions and allegations, and to experiment. 
3. Develop problem-solving capabilities. 
4. Develop the ability convey information or communicate ideas, among others, through verbal conversations, notes, charts, maps, and diagrams 
(Balitbang Depdiknas, 2003: 6).

So, Lesson Study activities are held at large running smoothly, but due to the eruption of Mount Merapi, then there are adjustments and The scheduled repair activities. Lesson Study activities developed capable of overarching activities student research by developing an instrument of reference was selected. Teacher Competencies developed include: 1. Competence to developed realistic approach to mathematics, 2. Developing Mathematical Competence Thingking and 3. Competence developed a method of discussion, between teachers with pupils and between pupils and students, problem-solving methods (Problem solving) and the method of discovery (investigation). Teacher competence in the field of mathematical thinking developed attitude, include: trying to ask, trying to understand a mathematical problem, try find a mathematical problem, trying to solve mathematical problems, sought to link mathematics with each other, trying to using data to solve the problem, try to record & communicate the problem-solving activities, trying to arrange & Arrange the objects of mathematics. 

Competence of teachers in the development of problem solving activities that successfully developed include: making math relevant to / be able to explore mathematics of everyday life - the day, able to use mathematics to solve everyday problems, capable of using various learning resources, the idea / problem-solving ideas are pure or derived from own experience, able to solve mathematical problems or issues, and translate the mathematical problem.  Competence in the development of successful methods of discussion developed include: understanding and infer other people's opinions, ideas, the idea is original, free and contain initiatives, the ability to discuss which is supported by the confidence, language skills and relationships. A good personal, able to solve mathematical problems, and discussions to all directions (between students and students with a teacher). Student activities related to teacher competence is examined and the analysis with separately by the student for the purposes of writing Thesis.
  

Pembudayaan Matematika di Sekolah untuk Mencapai Keunggulan Bangsa

By : Dr. Marsigit, M.A.

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

          Materially, mathematics can be either concrete objects, pictures or models of cubes, colorful emblem or large numbers of small, square-shaped pond, pyramid-shaped roofs, the pyramids in Egypt, easel-shaped roof of a right triangle, wheel-shaped circle, and so on. Formally, the mathematics may take the form of pure mathematics, mathematical axiomatic, formal mathematics or mathematics deductively defined.

          Civilize mathematics in aspects of the school have an understanding of the nature of mathematics, the nature of mathematics school, the nature of mathematics education, the nature of the mathematics, nature study mathematics, the nature of mathematics teaching and learning process, the nature of mathematics civilizing the school. In general, whatever we are talking about, is always associated with 2 (two) things, the question is: what object and what method? Mathematics, mathematics education,learning math, etc, have the meaning contained in the object. Explicitly civilizing mathematics based on: (1) knowledge of mathematics in various dimensions, which include the nature, justification and occurrence, (2) mathematical objects at various dimensions which include the nature and origin, (3) the use of formal mathematics include its effectiveness in science, technology and other sciences, and (4) practices mathematics in a variety of dimensions more generally, including the activities of the mathematicians or mathematics activities from elementary school students.

          Various Views About Math and How Learn

          Acknowledged that the content and formal mathematical methods, because in principle, make mathematics as abstract, general, formal, objective, rational, and theoretical. This is the essence science and mathematics. With this approach the absolutist building, Formal mathematics is regarded as neutral and value free (Shirley, 1986). The things bound with the social implications and the values ​​attached to them, explicitly, the removal. The unwavering absolutist stance in looking at it objectively neutrality of formal mathematics. New mathematical knowledge on the scope social, are objective and thus new knowledge on the scope of individual will is subjective. Thus, social interactions in learning mathematics became very important to bring knowledge of mathematics to the subjective knowledge objectives. It will thus be easily understood and implemented if teachers concerned also understand the assumptions referred to earlier.

          Cultivating Learning Mathematics Through Communication Mathematics

          Hartman (1942) outlined that anything about the object of thought, including mathematics, always have value includes 4 (four) things: value due to its meaning, value due to purpose or benefit, because the value of the function and value due to its uniqueness. In order to an attempt is made to civilize mathematics at school, then we should use material dimensions of mathematics or mathematics on the dimensions of the transition to formal mathematics.

          So To be able to cultivate an understanding of the meaning of mathematics is required mathematics in various dimensions. Dimensional mathematical meaning can be seen from the side dimensional mathematical objects to concrete objects and mathematical dimensions to object mind. Mathematical communication includes communication materials, formal communication, normative communication and spiritual communication. In relation to learning math then we are more suitable to define mathematics as the mathematics school, but for college-level mathematics we define as formal or axiomatic mathematics. Acculturation of mathematics can contribute to nation of excellence through innovation pembelajran conducted on a continuous mathematical and again. In relation to gain superiority nation then we can think mathematics, mathematics learning and mathematics education at various hierarchy level or the level of intrinsic, extrinsic or systemic. 

LESSON STUDY ON MATHEMATICAL THINKING: Developing Mathematical Methods in Learning the Total Area of a Right Circular Cylinder and Sphere as well as the Volume of a Right Circular Cone of the Indonesian 8th Grade Students

By : Marsigit, Mathilda Susanti, Elly Arliani.

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

          Keputusan Menteri No 22, 23, 24 tahun 2006, Pemerintah Indonesia telah menerapkan kurikulum baru untuk pendidikan dasar dan menengah, yang disebut KTSP " Kurikulum Berbasis Sekolah ". Kurikulum berbasis sekolah ini menggabungkan dua paradigma yaitu kompetensi siswa dan proses belajar siswa.

          KERANGKA TEORITIS

Katagiri, S. (2004) menegaskan bahwa kemampuan yang paling penting yang perlu didapatkan siswa saat ini dan di masa depan, sebagai masyarakat, ilmu pengetahuan, dan memajukan teknologi secara dramatis, bukan kemampuan untuk benar dan cepat melaksanakan tugas-tugas yang telah ditentukan dan perintah, melainkan kemampuan untuk menentukan sendiri apa yang harus mereka lakukan atau apa yang mereka harus lakukan. Tentu saja, kemampuan untuk benar dan cepat mengeksekusi masalah matematika yang diperlukan juga diperlukan, tetapi dari sekarang, bukan dari cekatan untuk meniru metode yang terampil atau pengetahuan orang lain, kemampuan yang akan datang dengan ide-ide siswa sendiri, tidak peduli seberapa kecil, dan untuk mengeksekusi siswa sendiri kemerdekaan, tindakan lebih baik akan sangat penting. Kegiatan matematika tidak dapat hanya ditarik keluar dari topik, mereka harus dipilih dengan cermat sehingga anak-anak bentuk konsep, mengembangkan keterampilan, mempelajari fakta-fakta dan memperoleh strategi untuk menyelidiki dan memecahkan masalah.

          Dalam Lesson Study, para peneliti telah berusaha untuk mengungkap gambaran yang telah guru diupayakan untuk mempromosikan metode matematika dalam mempelajari total luas silinder dan bola serta volume kerucut lingkaran tegak. Hasil penelitian dapat dinyatakan bahwa metode matematika siswa dapat ditelusuri melalui skema kegiatan belajar mengajar sebagai berikut:

1. Masalah Pembentukan dan Pemahaman para siswa:

a. model tertentu diamati dari silinder lingkaran tegak, bidang lengkung, dan model tertentu dari kerucut lingkaran tegak.

b. mengidentifikasi komponen-komponen dari silinder lingkaran tegak, bola, dan kerucut.

c. mendefinisikan konsep silinder lingkaran tegak, bola, dan kerucut     .

d. mendapat pertanyaan dan pemberitahuan dari guru untuk mencari konsep-konsep

2. Membangun Perspektif para siswa:

a. Model yang digunakan beton untuk mencari luas total silinder, area bola dan volume kerucut lingkaran tegak.

b. belajar bahwa tinggi silinder yang tepat adalah sama dengan lebar nya persegi panjang, dan keliling lingkaran adalah sama dengan panjang persegi panjang.

c. panduan belajar guru untuk memahami prosedur bagaimana untuk mencari

volume kerucut lingkaran tegak.

d. dapat menguraikan komponen-komponen model silinder lingkaran tegak.

3. Solusi Pelaksana yang muncul ketika para siswa:

a. mencoba untuk mencari tahu area lateral silinder lingkaran tegak

b. mencoba untuk mengetahui total luas silinder lingkaran tegak

c. mengumpulkan data dari pengukuran volume kerucut dibandingkan dengan volume silinder.

PERAN INTUISI DALAM MATEMATIKA MENURUT IMMANUEL KANT

By : Dr. Marsigit, M.A.

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

          According to Kant, mathematics as a science is possible if the concept constructed based on mathematical and spatial intuition of time. According to Kant, mathematics was not developed only with the concept of a posteriori because if so math will be empirical. However, empirical data  gained from experience  isrequired for sensing explore the mathematical concepts that are a priori. This is where the uniquethe role of Kant's theory, which attempts to give solution (middle) of extreme conflict between the rationalist and the empiricist in build the foundation of mathematics. According to Kant, intuition becomes the core and key the understanding and construction of mathematics.

          Preliminary. Kant's view of mathematics can contribute significantly in terms from the philosophy of mathematics, especially regarding the role of intuition and construction concepts of mathematics. Michael Friedman (Shabel, L., 1998) mention that what was achieved Kant has given the depth and accuracy of the mathematical foundation, and by because it's achievements can not be ignored.

          Intuition as the Basis for Mathematics. According to Kant (Kant, I., 1781),, and the construction of mathematical understanding is obtained by first finding pure intuition in the sense or mind. The mathematics are synthetic a priori can be constructed through three stages of intuition ie intuition sensing, intuition is reasonable, and intuitive mind.

          Intuition in Arithmetic. Kant (Kant, I., 1787) argues that the propositions of arithmetic should are synthetic in order to obtain new concepts. If you just rely on method analytic, then it will not be obtained for new concepts. If we call the "1" as the original numbers and only at the mention of it, then we do not acquire new concepts other than those referred to it, and this of course is analytic. But if we consider the sum of 2 + 3 = 5. Intuitively 2 and 3 are different concepts and 5 is the concept differently. So 2 + 3 has produced a new concept that is 5; and so of course it is synthetic.

          Intuition in Geometry. While Kant (Kant, I, 1783), argues that the geometry should based on pure spatial intuition. If the geometry of the concepts we remove the empirical concepts or sensing, the concept of spatial concepts and time will still remain; namely that the concepts of geometry are a priori.

          Intuition in Decision Mathematics. According to Kant, with the intuition of mind, we hold the ratio of the argument (mathematical) and combine the decisions (mathematics). Decision mathematics is awareness of the nature of complex cognition that have the characteristics: a) relating with mathematical objects, both directly (through intuition) and are not directly (through concepts), b) include both mathematical concepts and predicate concepts entirely on the subject, c) is a pure reasoning accordance with pinsip-pinsip pure logic, d) involve the laws of mathematics constructed by intuition, and e) state the value of the truth of a proposition of mathematics.

          Knot. Kant (Randall, A., 1998) concluded that mathematics is arithmetic and geometry is a discipline that is synthetic and independent one with the others. In his work The Critique of Pure Reason and the Prolegomena to Any Future Metaphysics, Kant (ibid.) concludes that the truths of mathematics is a synthetic a priori truths. Truths of logic and truth are derived only through the definition of the truth of which is analytic.

GERAKAN REFORMASI UNTUK MENGGALI DAN MENGEMBANGKAN NILAI-NILAI MATEMATIKA UNTUK MENGGAPAI KEMBALI NILAI-NILAI LUHUR BANGSA MENUJU STANDAR INTERNASIONAL PENDIDIKAN

By : Dr. Marsigit, M.A.

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

          Entering the third millennium to the Indonesian nation-colored with the era of reform in all areas of life, which is the difficult times as a result of a severe economic crisis. Phenomenon that emerged from a prolonged crisis that indicates changes in society in various aspects of political life, economics, law and education. Even
identified the emergence of a second economic crisis which consequently may be more severe than the economic crisis first.

          At the macro level, the picture of the education system still shows characteristics of centralism that rigid, with a very strong dominance of bureaucracy, so that at every level of education occurs stagnation or stagnation. Creativity or improvisation towards innovation is very hard to do national education system because they tend to follow the guidelines from above. Our current educational system also is still closed so fosters corrupt practices and collusion; such event marked by a placement officer education is not based on professionalism and educational backgrounds but based on collusion. On the other hand, various educational reports from home and abroad implicitly mentioned the failure of the Indonesian government in the administration education.

          National education reform can be done at two levels of macro and

micro. In the macro, national education reform must be able to renew the vision and

develop educational paradigm and scrape out the constraints education while maintaining and improving the quality and National education reform can be done at two levels of macro and micro. In the macro, national education reform must be able to renew the vision and develop educational paradigm and scrape out the constraints

education while maintaining and improving the quality and ability. The lowest value of mathematics is that if only his own use, a higher value if math can be used for public interest. But the highest math scores is if systemically can be used for wider interest. But the values mathematics that was developed should be coupled with critical thinking because the math does not others do not is not is the critical thinking itself. Sharpness mathematics can wander future through a teleological concept that what happens in the future can at least photographed through the present. Nevertheless there are still values that other relation to levels of quality. At first the quality of the math scores only appear on the outside, but on the quality of the second and third and so on then the value mathematics is metaphysical. With analog thinking then what happens to disclosure of the value of mathematics can be used also in the disclosure of noble values nation.