Pembelajaran Matematika Berbantuan Kalkulator: Studi Kasus Penggunaan Kalkulator Texas Instrument TI 89 pada PBM Matematika di SMK Muhammadiyah IV Yogyakarta

By Dr. Marsigit, MA and Retno Siswanto, S.Pd
The psychological aspect that found , Reviewed by: Dian Permatasari (10313244018)

The using calculator in mathematics learning is an ordinary thing in this era for everyone in elementary school until university. So, many research shown and explain about the calculator. There are two types of calculator by its utility, common calculator and scientific calculator. The common calculator usualy used in daily life.

The research was held in SMK Muhammadiyah IV Yogyakarta on February 2003 to get the describtion about the using calculator in mathematics teaching learning process. The reseacher gave the introduction about using calculator before the research was held. The graphics calculator is used to solve the linear equations and non-equations.

There are four steps to using graphics calculator in mathematics teaching learning activity. First step is to understand the importance of graphics calculator. Second step is to understand the theory and how to use the calculator to solve the the questions about linear equations and non-equations. Next step is to input data of the question in to the calculator. It will be prosessed to change the mathematics language to become the language of calculator. The last step is to construe the output that appeared in the monitor and get the conclusion.

The obstacle of using grapics calculator is the students be in trouble to translate the mathematical sentences in to the language of calculator. Also on other way, the students hard to explain the output of calculator in to the mathematical sentences.

By using the graphics calculator, mathematics teaching learning process in linear equations and non-equations topic will be more easier and fun than before. If the using of calculator is not balanced by conseption the procedure of operation and mathematical thinking, so it will be caused the dependence, lost of student’s confident and indolent to think

STANDAR PROSES UNTUK SATUAN PENDIDIKAN DASAR DAN MENENGAH

By Dr. Marsigit, M.A.

The psychological aspect that found, Reviewed by: Dian Permatasari (10313244018)

Process standard for the unit of basic study and middle study is contain of  :

      The plan of learning process

      The implementation of learning process

      The evaluation of the result of study

      The monitoring of learning process

A.      Syllabi

Syllabi is a reference for RPP development that contain an identity of lesson or lesson theme, SK, KD, learning material, learning activity, attainment indicator, competence, valuation, time allocation and reference. 

B.      RPP or Rencana Pelaksanaan Pembelajaran

RPP is explained from syllabi to direct the student learning activity in effort to get KD (basic competence)

Every teacher in learning unit have obligation to arrange RPP fully and systematically so the learning can be going on with interactive, inspire,  enjoy, challenge, , and can motivate the student to participate actively, and give a space to develop the creativity, and autonomous appropriate with the skill, interest, and physic and psychology development  of student.

C.      The principle to arrange the RPP

1.       Pay attention with the student individual difference
2.       Support the participate of the student
3.       Develop the reading and writing culture
4.       Give a feedback and follow up
5.       Dependability nd cohesiveness
6.       Apply the information technology

D.      Learning plan

Learning plan is implementation of RPP

Learning plan is contain of introduction,  core activity, and closing.

Memanfaatkan Microsoft word 2007 sebagai media pembelajaran geometri di SMP

By Dr. Marsigit, M.A.

The psychological aspect that found, Reviewed by: Dian Permatasari (10313244018)

Using Microsoft word 2007 is a good way for learning geometry in the junior high school.
Microsoft word 2007 contain SmartArt Graphic program that can help user to make a wide range of graphic both two-dimensional or three-dimensional.

The basic forms of geometry can be obtained from the menu insert and select submenu “shapes”. The forms of geometry is available in the menu “Basic Shapes”. To draw objects using SmartArt Graphic, click the menu “insert” and then click “SmartArt” . for colour selection we can click “design” and then click “change colour”.

By utilizing the various facilities in Microsot Office 2007 we can develop learning geometry in junior high school. In particular, junior High School competency standards relating to geometric capability can be described as follows :

1.       understand the relationship line to line, line with an angle, corner angle and determine its size

2.       understand the concept of a rectangle and a triangle and determine its size

3.       using Pythagoras theorem in problem solving

4.       determining element of the circle and the circle, and size

5.       understand the properties of the cube, beam, prism, pyramid and its parts, and determine its size

6.       understand “ kesebangunan bangun datar” and its use in problem solving

7.       understand the properties of tubes, cones, spheres, and determine its size

Elegi Menggapai Ontologi dan Epistemologi Jawa: Mengerti Hidup?

By Marsigit

The psychological aspect that found

By Dian Permatasari (10313244018)

This elegy tells us that there are three powers or aim of the philosophy that can become as media to increase the human life dimension of Java/Indonesia/ East.

1.       The awareness about space and time.

There are many problem happens because of the human still no have awareness to understand the problem of the dimension of space and time. Like in the wayang, in the peak of the show, there are a battle between Batara Kala and Batara Khrisna, then it is won by Batara Khrisna with Cakra as the weapon,its means that bad time can be lost by the good time. From it, we know that Javanese/Indonesia/East country think that awareness about the space and time is so important. Space and Time is the life of myself, with aware it, so they will know the life. So learn about philosophy is learn to aware about space and time.

2.       The analysis have a characteristics intensive and extensive

Think intensive is thinking deeply, and think extensive is thinking broadly. This activity of think can give the ontology’s answer for the human life problem. Think intensive will be illuminate the nature of something with bright of 1000 watt, so there are no think that can be hide because of it. with think extensive, human can be out of the partial thinking, so it will get all of the unity and the unity of all. So with thinking deeply and broadly, it can give sincere for the thinking subject. So learn philosophy is can be said that it is a human effort to get the knowledge.

3.       Ketiga, selalu berusaha menggapai LOGOS dan menggapai BUKAN MITOS.
The real enemy for philosopher is when stop to critical thinking or myth. If we feel that we have been gotten the clear and bright then we don’t want to think again. So, learn philosophy can be call as the effort of person so still can be life and more life.

This is allegoric meaning from the precept of java/Indonesia/East that full with metaphor, that is the precept that hide, so the human need to think it.

http://powermathematics.blogspot.com

Elegi Menggapai "Ideology of Mathematics Education: What are they thinking?"

Oleh Marsigit

Aspek Psikologi Yang Ditemukan, direview oleh Dian Permatasari (10313244018)

Ideologi pendidikan matematika mencakup sistem kepercayaan penerapan pendidikan matematika. Ideologi itu mencakup radikal, konservatif, liberal, dan demokrasi. Perbedaan pendidikan matematika adalah perbedaan bagaimana mengembangkan dan mengatur pengetahuan, pengajaran, pembelajaran, dan sekolah. 

Ideologi berdasarkan Cohran-Smith dan Fries adalah tiang pondasi perbaikan proses yang tentu sama. Dalam waktu yang sama, sebuah penyelidikan bagaimana ideologi telah menyediakan, dengan siapa, dan bagaimana ideologi itu dilanjutkan dan diungkapkan perbedaannya. Furlong mengutip eatherstone, “ satu paradoks akibat dari proses globalisasi, kesadaran dalam berbagai bidang baik yang terbatas maupun yang tak terbatas, ini tidak diproduksi  kebersamaan, tapi membiasakan dengan keragaman, jarak yang luas dari kebudayaan lokal.

Ernest menjelajahi beberapa cara dalam proses globalisasi dan pengetahuan gobal  untuk mengetahui akibat dalam pendidikan matematika. Dia mengenali 4 komponen ideologi yang berakibat pada pendidikan matematika. Yang pertama, mengartikan kembali pengetahuan. Kedua, ideologi progresif. Ketiga, ada komponen individual yang mempromosikan dengan cara memuja individual dalam mengorbankan komunitas dan juga membantu menopang ideologi konsumtif. Yang keempat, mitos  dari standar universal dalam penelitian pendidikan matematika, yang dapat disahkan oleh strategi penelitian.

http://powermathematics.blogspot.com

“USAHA GURU” DALAM MENINGKATKAN MINAT SISWA MEMPELAJARI MATEMATIKA

By Dr. Marsigit, M.A.

The psychological aspect that found, Reviewed by: Dian Permatasari (10313244018)

Teaching mathematics is not easy because sometime we meet that a student also difficult to study mathematics. Jarswoski said that “There is no the best way to teach mathematics”. ‘No best way’ doesn’t mean teaching mathematics is impossible. We just need to change our point of view in teaching mathematics as we know these days.

There are many things that become a problem for teacher : the teacher is so hard to handle the different mathematics ability student, to support their student to study actively, to develop the mathematics learning technology, targets in final exam (UAN), and all of those problems and difficulties lead to a decision that most of the teachers made. And that’s definitely makes most of the student getting bored and not really math subject in their class. So what do we do as a mathematics teacher?

If we know about the nature of mathematics and the nature of the student learn mathematics so we can get an evaluation like this : a definition (I want to know what the students know?), process (I want to know what method that they use?) , skill (I want to know what skill that they have?), and fact ( I want to know what they remember?)

And the important thing that we get frm this paper is hijrah, move, cahnge, innovation, reformation, contemplate, and reflection.

LESSON STUDY:Promoting Student Thinking on the Concept ofLeast Common Multiple (LCM) Through Realistic Approach in the 4th Grade of Primary Mathematics Teaching

Oleh: Dr. Marsigit, M. A.

Unsur  -unsur psikologi yang terkandung, direview oleh Dian Permatasari (10313244018)

Makalah ini berisi tentang gambaran cara berpikir siswakelas 4 SD di Indonesia tentang pembelajaran KPK.Matematika di sekolah dasar memiliki fungsi untuk mendorong siswa untuk berpikir logis, analitis, sistematis, kritis, kreatif dan mampu berkolaborasi dengan orang lain. Berpikir matematika didefinisikan sebagai kegiatan siswa untuk mengkomunikasikan ide-ide matematika dengan menggunakan simbol, tabel, diagram dan sumber-sumber lain dengan tujuan siswa dapat memecahkan masalah mereka. 

Implementasi kurikulum matematika sekolah dasar di ruang kelas adalah untuk mengembangkan ketrampilan memecahkan masalah. Dalam memecahkan maslah siswa perlu berpikir kreatif untuk mengembangkan cara dan alternatif pemecahan masalah. Guru disarankan untuk mengembangkan pendekatan kontekstual dan realistis untuk mendorong mathematical thinking di sekolah dasar. Dengan pendekatan ini, diharapankan siswa secara bertahap belajar dan menguasai matematika dengan antusias. 

Ketika kita fokus pada pelajaran matematika, kita hanya terfokus pada pengetahuannya dan lupa untuk mengembangkan Sikap, Mathematical Thinking, dan Representasi.