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.

Elegi Wawancara Orang Tua Berambut Putih

By Dr. Marsigit, M.A.

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

From this elegy, I can conclude that elegy is a difficult song. Elegy is one of the ways that Mr. Marsigit use to communicate philosophy without say nothing of philosophy word because when some people think that philosophy is difficult and had no use moreover deviate. With the elegy, Mr. Marsigit wants to show that philosophy is closer to us, moreover philosophy is our self, and philosophy is have many benefit and near to our daily life. The challenge to philosopher is how to explain the philosophy with the easy word. Elegy appears because of requirement. Elegy is made as a media to learn to discuss about all that exist and maybe exist. So the student of mathematics need to discuss all about mathematics that exist and maybe exist. And as a teacher, so it need to have ability to discuss about all that exist and maybe exist.

http://powermathematics.blogspot.com

The Effort to Increase the Student’s Motivation in Mathematics Learning with Some Teaching Aids in Junior High School 5 Wates, Kulon Progo, Yogyakarta, Indonesia

by Dr. Marsigit
unsur - unsur yang terkandung, direview oleh Dian Permatasari 
NIM/ Prodi : 10313244018/ International Mathematics Education

Makalah ini berisi tentang hasil penelitian Mr. Marsigit dan Mrs. Ida, yang dilakukan di SMP 5 Wates, merupakan suatu penelitian tindakan kelas yang bertujuan mengatasi masalah – masalah yang ada dalam kelas, seperti masalah motivasi siswa dan penyebabnya. Keberhasilan dalam proses belajar mengajar matematika tidak bisa terlepas dan peran guru sebagai informator, komunikator, dan fasilitator. Metode yang digunakan guru pun berperan dalam interaksi antara guru, siswa, dan prestasi siswa. Sampai sekarang, masih terdengar siswa yang takut, tidak tertarik, sulit dikerjakan dan tidak berhubungan dengan kehidupan sehari – hari. Hal itu bisa dilihat dari hasil Ujian Akhir Nasional yang masih kurang dan harapan, tetapi ada pula siswa yang suka metematika dan memperlihatkan prestasi yang membanggakan. Menurut penelitian yang dilakukan Mr. Marsigit, salah satu upaya guru untuk meningkatkan motivasi siswa di SMP khususnya SMP 5 Wates, dimana Mr. Marsigit dan Mrs. Ida melakukan penelitian, adalah dengan membuat pembelajaran metematika menjadi menyenangkan, menarik dan berhubungan dengan kehidupan sehari – hari. Karena siswa SMP yang berusia 12 – 15 tahun, berdasarkan teori kognitif dari Peaget, usia ini masih dalam tahap operasi formal yaitu membandingkan, mendiskusikan, dan membuat kesimpulan. Dalam tahap ini, ada tahap perubahan fungsi intelektual dari pemikiran konkret menuju ke abstrak, maka dari itu siswa mmebutuhkan alat peraga yang mampu membantu proses pembelajaran. Berdasarkan penelitian yang dilakukan Mr. Marsigit dan Mrs. Ida dengan alat peraga yang digunakan berupa papan berpaku, karet, kartu, lembar kerja siswa, kertas transparan, benang, kayu yang digunakan sebagai model matematika, ternyata mampu untuk meningkatkan motivasi siswa dalam proses belajar mengajar. Dari hasil tersebut, peneliti menyarankan agar guru matematika khususnya untuk SMP hendaknya menggunakan metode yang bervariasi untuk memotivasi siswa, menghindarkan siswa dari kebosanan, dan selalu menggunakan alat peraga untuk menjelaskan tentang konsep, ide, definisi, dan prosedur dalam matematika. http://staff.uny.ac.id/

INOVASI PEMBELAJARAN UNTUK MENINGKATKAN GAIRAH SISWA DALAM BELAJAR”

by Dr. Marsigit

the psychological aspect that found, reviewed by Dian Permatasari 
NIM/ Prodi : 10313244018/ International Mathematics Education

It isn’t easy to manage learning process because we meet that sometimes the student get difficulty in their learning. (Jaworski, 1994: 83). Because of that, he explain that there are no right method to teach and it isn’t easy to change our teaching style (Dean, 1982:32). Meanwhile we are prosecuted as a teacher to adapt with epoch development. There are 2 the pole of view about teaching style: traditional – progressive; authoritative – democratic; classical – individual; transfer knowledge – cognitive development; structured – unstructured; teacher centered – student centered; teacher directed – student initiative; dependent – independent; and result oriented – process orientedLeaning that based in competency (curriculum 2004) now is become alternative to hold learning that emphasize to ability that should be had by the graduate. The important thing from curriculum that based on competency is on development of the first hand learning experiences, contextual teaching and learning (CT & L), meaningful teaching, with notice to life skill, both in generic skill (personal ability, social ability, academic ability and skill ability). All competency that is developed is appraised with valuation principle not only in memory level but also in application. In order to the teacher to create the learning innovation to motivate student learning, there are some concept that must be understood and it covers of understanding about the nature of knowledge in each sector, the nature of education subjects, and the change of attitude and implementation that to be related to the paradigm changing. Nowadays, education based on competency is become the alternative to conduct learning which is emphasizing on the ability that satisfy criteria for graduation. The competency base is expanding by elaborating the principle of standard competency become basic skills. According to Mr. Marsigit’s paper, there are 3 kind of basic skills : 1. Cognitive aspects developmentEbbutt and Straker give a view that to develop the student’s potential, the assumption about the education’s subject characteristic and implication to mathematics learning, as follows:e. Student will learn mathematics if they have motivationf. Student learn mathematics with their methodg. Student learn mathematics individually or in collaboration in grouph. Student need context and different situation in mathematics learning2. Hierarchy of affective aspects3. Psychomotorics aspects developmentIn order to students feel happy and have motivation on learning, the teacher must change the paradigm as follows: MOVE, CHANGE, INOVATION, REFORMTION, CONTEMPLATE, REFLECTIONfrom “TRADITIONAL LEARNING” to “PROGRESIVE LEARNING”http://staff.uny.ac.id/

ASUMSI DASAR KARAKTERISTIK MATEMATIKA, SUBYEK DIDIK DAN BELAJAR MATEMATIKA SEBAGAI DASAR PENGEMBANGAN KURIKULUM MATEMATIKA BERBASIS KOMPETENSI DI SMP

By Dr. Marsigit
unsur - unsur yang terkandung, reviewed by Dian Permatasari 
NIM/ Prodi : 10313244018/ International Mathematics Education

In this Mr. Marsigit’s paper that have a title Asumsi Dasar Karakteristik Matematika, Subyek Didik dan Belajar Matematika Sebagai Dasar Pengembangan Kurikulum Matematika Berbasis Kompetensi Di SMP, he tell us about GOVERNMENT’S POLICY about “KURIKULUM BERBASIS KOMPETENSI” that need to study a much deeper and comprehensive for fill the suitable condition. This policy need participation from all people that concerned with give some advice and comment. Teach about mathematics isn’t easy because many student have some problem to learn mathematics, so we need innovation, Ebbutt and Straker is defined school mathematics 1. Mathematics as investigation pattern and relationship.2. Mathematics as creativity that need imagination, intuition, and invention3. Mathematics as problem solving4. Mathematics as communication mediaAccording to Mr. Marsigit there are 3 characteristics of student:1. Cognitive aspects developmentEbbutt and Straker give a view that to develop the student’s potential, the assumption about the education’s subject characteristic and implication to mathematics learning, as follows:a. Student will learn mathematics if they have motivationb. Student learn mathematics with their methodc. Student learn mathematics individually or in collaboration in groupd. Student need context and different situation in mathematics learning2. Hierarchy of affective aspects3. Psychomotorics aspects developmentTo reach the capability, the teacher needs to observe the context and the application in daily life. Experiences and activities in study are something that student must do to get basic competency and lesson material. Experiences can be gotten in everywhere and it must be support with lesson references, directly or indirectly object. Therefore, the education’s strategies that are developed have characteristic, as follow: 1. Intense in problem solving 2. Learn many context in daily life3. Encourage students as active learners4. Appreciate the unique of students and intense with diversity of the students5. Learn by cooperative learning6. Developing assessmentThe development of experiences and learning activity is essence from mathematics curriculum that based on competency that includes the mathematics characteristics, education subject, and learning mathematics.Source : http://staff.uny.ac.id