“INOVASI PEMBELAJARAN UNTUK MENINGKATKAN GAIRAH SISWA DALAM BELAJAR”

“INOVASI PEMBELAJARAN UNTUK MENINGKATKAN GAIRAH

SISWA DALAM BELAJAR”

By Marsigit

Reviewed by Nurul Husnah Mustika Sari (http://nurul-husnah.blogspot.com/)

Nim: 09301241027

Mananging teaching and learning is not easy because we find that sometimes students have difficulty in their learing (Jaworski, 1994: 83). Therefore, he stated that there is no right way to teach. On the other hand found fact that it is not easy for teacher to change the style of teaching (Dean ,1982: 32). While we prosecuted, as educators, to always adjust teaching methods in accordance with the demands of changing times (Alexander, 1994: 20). Approach to education "conforming" tend to maintain old values; approach "transforming" more emphasis to the order or oriented to the market, and approach to "reforming" develop education based on human values ​​according to context (Archer, 1989). "Instrumental Curriculum" is more about academic and technical approach; "Interactive Curriculum" emphasizes approach to social and "individualistic Curriculum" more emphasis individual cognition to the development of the subject students (Becher and Maclure, 1978). Competency-based education (Curriculum 2004) has now become alternative to conducting an emphasis on learning capabilities that should be possessed by graduates; curriculum developed based on the elaboration of standards of competence to be basic skills. Standard of competence is an ability that can performed or displayed in the learning, whereas the basic skills is a minimal ability in subjects that must be owned by students. Basic skills can be affective abilities, cognitive and psychomotor.

The nature of the subject students:

1. Development of Cognitive Aspects

a.       Pupils will learn if they have the motivation

b.      Pupils studying in its own way

c.       Students learn both independently and through cooperation with friend

d.      Pupils need the context and circumstances that vary in learning

2. Affective Aspects Hierarchy

There are several classifications (taxonomy) affective aspects. One of them is taxonomy  by Krathwhol, et al (1981). Hierarchy categories according Krathwhol affective aspects include receiving a state (Receiving), response (responding), the formation of values ​​(valuing), organization and characterization. According Krathwhol aspect appears when there is a commitment attitudes, preferences value, receiving the value, satisfaction and willingness to respond to respond from someone.

3. Psychomotor developmental aspects

In addition to aspects of cognitive and affective aspects, aspects of motoric skills (Performance) also has important role for know the student's skills in solving problems. In this activity students are given the opportunity to demonstrate the ability and skills do physical activities such as draw triangle, draw square, draw circular, etc.. To determine the skill level of students, teacher can use the observation sheet.

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

Pembelajaran Matematika Berbantuan Kalkulator:

Studi Kasus Penggunaan Kalkulator Texas Instrument TI

89 pada PBM Matematika di SMK MUHAMMADIYAH

IV YOGYAKARTA

By Marsigit

Reviewed by Nurul Husnah Mustika Sari (http://nurul-husnah.blogspot.com/)

Nim: 09301241027

Students still have problem to understand relation between aritmatic and algebra. According to Lee and wheeler, this problem came from student’s readiness to use algebra to solve algebra problem. In mathematics learning process, teacher must have scheme of learning. With the scheme, teacher expect to have systematics in teaching mathematics. So that teaching learning mathematics will be structured an systematic.

The type of calculator have been developt. From the utilization, calculator consist of two types.  They are ordinary calculator and scientific calculator. Ordinary calculator commonly used in daily life. One of the scientific calculator is graphic calculator. Graphic calculator have some advantage, they are ability to solve mathematics problem quickly  and display them graphical form. Another advantage is graphic calculator could make program that could solve mathematics problem.

Using  calculator as teaching aid has some stage, they are:

1.      Fisrt stage, understand the importance of graphic calculator. The essens of the understanding is explained in detail and basically about graphic calculator.

2.      Second stage, understanding theorem and using graphic calculator to solve equality and inequality problem.

3.      Third stage, entering data’s input of the problem to the graphic calculator. It is change mathematics laguange to graphic calculator language.

4.      Fourth stage, interpretate of the screen on graphic calculator and make a conclution.

From this research, we know that there is some aspect of using graphic calculator in mathematics learning:

1.       Graphic calculator can be used to determine and match graphic picture

2.       Graphic calculator can be used to determine and match the answer of solution set

3.       Graphic calculator could give real experience about graphic picture

4.       Solving problem about equality anf inequality can use the command, manipulation of the symbol and graphic

5.       Graphic calclutaor bermanfaat to give answer that calculate without calculator and mepercepat solving mathematics problem

6.       Graphic calculator make learning mathematics be more interesting and it is easier to solve the problem

7.       If using graphic calculator without ability to understand procedure of the operation and mathematical thinking, it can be cause addicted, losing self effidence, and lazy.

The constraint of the using graphic calculator is change mathematics languace to calcluator language and expressing calculator’s screen to the mathematics language

Supporting Evidences And Monitoring To Develop School-Based Curriculum For Junior High School Mathematics In Indonesia

Supporting Evidences And Monitoring To

Develop School-Based Curriculum For Junior High School Mathematics In

Indonesia

By Marsigit

Reviewed by Nurul Husnah Mustika Sari (http://nurul-husnah.blogspot.com/)

Nim: 09301241027

Pemerintah indonesia berusaha meningkatkan kualitas pendidikan dan berusaha mengimplementasikan kurikulum baru, yaitu KTSP yang dimulai pada tahun ajaran 2006/2007. Kebijakan ini diikuti oleh beberapa aspek yaitu: otonomi program sekolah, pengembangan silabus, peningkatan kompetensi guru, fasilitas belajar dan jaminan akan kualitas.  

Program monitoring telah dilakukan di beberapa daerah yang berbeda untuk mengetahui kekuatan, kelemahan, serta hambatan kurikulum baru ini. Dari kegiatan monitoring ini diketahui bahwa:

a.       Banyak guru yang masih mempunyai masalah dalam pelaksanaan KTSP

b.      Banyak guru masih memiliki kesulitan dalam mengembangkan lembar kerja siswa

c.       Banyak guru masih memiliki kesulitan dalam mengembangkan masalah yang kontekstual dalam matematika.

d.      Banyak guru masih memiliki kesulitan dalam mengembangkan media pembelajaran

e.      Siswa merasa lebih senang belajar matematika melalui kelompok diskusi

f.        Guru  merasa bahwa kegiatan diskusi, praktek, dan penelitian adalah metode yang penting dalam pembelajaran matematika yang sesuai dengan KTSP di SMP.

Hasil monitoring tersebut mengindikasikan bahwa:

a.       Sosialisasi kurikulum baru harus lebih intensif

b.      Partisipasi guru, kepala sekolah, dan pengawas harus ditingkatkan

c.       Sumber daya yang mendukung kurikulum baru harus dikembangkan dengan ekstensif

d.      Dibutuhkan penelitian tindakan kelas untuk guru sebagai bagian aktivitas mengajar

e.      Dibutuhkan menanamkan konsep dan teori serta paradigma belajar mengajar matematika

f.        Hambatan dalam pelaksanaan kurikulum baru meliputi terbatasnya fasilitas pendidikan dan media serta keterbatasan dana.

Kesimpulan: saat ini keadaan masyarakat indonesia sangat cepat mengalami perubahan dalam berbagai aspek kehidupan. KTSP dapat menjadi langkah awal bagi guru matematika di Indonesia untuk merefleksi dan berpindah dari paradigma lama. Hal ini mendorong guru untuk mengevaluasi kekuatan dan kelemahan berbagai pendekatan yang berbeda agar dapat memilih. Melalui kurikulum baru ini, guru harus bisa merespon kebutuhan setiap anaka karena pengalaman yang relevan dan kemampuan siswa berbeda-beda. Hasil evaluasi dari kurikulum baru ini memberitahu kita bahwa saat kita menggunakan kurikulum baru, kita harus selalu meningkatkan kemampuan kita. Disarankan juga untuk meningkatkan kualitas pendidikan matematika. Untuk itu, pemerintah pusat harus:

a.       Mendefinisakan kembali tugas guru yaitu sebagai fasilitator

b.      Mendefinisakan kembali tugas kepala sekolah yaitu memberikan dukungan pada perkembangan professional guru dengan mengizinkan guru untuk mengikuti seminar, pelatihan, dsb.

c.       Mendefinisakan kembali tugas supervisor yaitu mereka harus memiliki latar belakang akademik yang sama dengan guru yang disupervisinya.

d.      Mempromosikan kolaborasi yang lebih baik antara sekolah dan universitas

e.      Mendefinisakan kembali sistem evaluasi nasional.

“ Looking for Alternative Models in reference to Japanese Educational Experiences “ MATH PROGRAMS FOR INTERNATIONAL COOPERATION IN INDONESIA

“ Looking for Alternative Models in reference to Japanese Educational Experiences “

MATH PROGRAMS FOR INTERNATIONAL COOPERATION IN INDONESIA

By Marsigit

Reviewed by Nurul Husnah Mustika Sari (http://nurul-husnah.blogspot.com/)

Nim: 09301241027

Sesuai dengan UUD 1945, tujuan pendidikan adalah : (1) meningkatkan ketakwaan kepada Tuhan YME, (2) Mengembangkan kecerdasan dan keterampilan, (3) memupuk sifat positif, (4) memastikan bahwa semua anak bisa melek huruf.

Pada tahun 1984 diketahui bahwa pendekatan pembelajaran di Indonesia yaitu pembelajaran yang berpusat pada guru kurang memuaskan. Pada setiap pembelajran, yang guru lakukan adalah menerangkan, memberi contoh, kemudian memberi soal. Hal ini kurang efektif. Prestasi siwa di bidang matematika masih rendah, hal ini dapat dilihat dari hasil ujian nasional.

Secara umum, hal ini disebabkan oleh:

a.       Kemampuan akademik para calon guru rendah serta banyaknya LPTK swasta yang mempunyai kualitas rendah

b.      Banyak guru yang kurang memahami kurikulum dan beberapa topik susah untuk dipahami

c.       Guru SD, SMP, dan SMA kurang menguasai pendekatan pembelajaran sehingga selalu menggunakan pendekatan konvensional (pembelajaran berpusat pada guru)

d.      Buku pelajaran yang kurang berkualitas

e.      Guru hanya menilai kemampuan kognitif siswa.

Belajar dari negara jepang, sistem pendidikan di Jepang adalah terpusat namun setiap propinsi/daerah memiliki dewan/dinas pendidikan. Dewan pendidikan melaksanakan fungsi pendidikan pada pemerintah daerah. Guru lebih fleksibel dan mengakui bahwa siswa harus aktif. Guru mendukung partisipasi siswa dalam diskusi klasik. Guru lebih menekankan pemahaman mengenai pelakaran daripada penghitungan. Akan tetapi, bebrapa guru melaksanakan beberapa drill/latihan untuk menguasai keterampilan mereka. Siswa SD, SMP, dan SMA diberikan buku secara gratis dari pemerintah. Penilaian siswa dilakuakan melalui ujian dan observasi aktivitas.

Pendidikan di jepang mendorong guru untuk mengembangkan sistem evaluasi berdasrkan pemikiran matematika dan ketertarikan dan sikap terhadap matematika. Untuk meningkatkan kualitas pendidikan matematika, ahli pendidikan jepang menganjurkan :

a.       Melaksanakan pembelajaran di luar kelas

b.      Mendukung guru untuk membuat modul sendiri

c.       Evaluasi proses belajar mengajar oleh siswa

d.      Menganalisis kesalahan dan galat siswa

e.      Mendukung guru agar memiliki semangat yang baik dan kuat untuk mengembangkan kompetensi mereka

f.        Melaksanakan secara seimbang antar metode lama dan baru

g.       Mempromosikan hubungan/kolaborasi yang  baik antara sekolah dan univrsitas

h.      Guru harus memiliki metode pembelajran yang khas

i.         Guru harus selalu terus menerus mengembangkan kemampuan mereka

j.        Guru selalu bertanya bagaimana cara agar kelas menjadi lebih baik

k.       Tugas guru sama dengan dokter, melindungi siswanya.

MEMANFAATKAN MICROSOFT WORD 2007 SEBAGAI MEDIA PEMBELAJARAN GEOMETRI DI SMP

MEMANFAATKAN MICROSOFT WORD 2007

SEBAGAI MEDIA PEMBELAJARAN GEOMETRI DI SMP

Oleh :

Dr. Marsigit M.A.

Reviewed by Nurul Husnah Mustika Sari

Nim: 09301241027

(http://nurul-husnah.blogspot.com/)

The media of teaching geometry in Junoir High is developed as implication of effort to reach competence standard and basic competence that stated at School Based Curriculum. Today, almost all of school have used computer. The uses of computer, especially microsoft word is one of the teacher effort to take advantage source of study. Microsoft word 2007 have SmartArt Graphic feature so that user can make a graphic. We can make to dimention and three dimention picture with that. Geometry form can be found from menu “insert”, then choose submenu “shape”, then choose geometry form that you want. Basic shape of geometry available at menu “Basic shape”. To draw objects using SmartArt Graphic, click at the “insert” then click “SmartArt” so that we find a dialogue box. After that, choose layout that we want.

With that facilitate we can develop teaching gemetry media for Junior high. The specific compentence standard for junior high about geometry are:

1.      Understand relation line to line, line to angle, angle to angle, and measure it.

2.      Understand concept of rectanguler and triangle and find the measure

3.      Use pythagorean teorem to solve problem

4.      Determine elements, the part and size of circle

5.      Understand the property of cube, prism, pyramid, their part, and their measure

6.      Understand property of silinder, conic, and sphere, and determine their measure

Using of Microsoft Word 2007 software can be done easily because this software available in all of new generation computer. From the research can be conclude that:

a.       Using microsoft word 2007 is easy because this software is available in almost of new generation computer

b.      Using of this software may increase motivation and interesting in study geometry

c.       Students could use microsoft word 2007 to study geometry by individual or in group

d.      Students could investigate the concepts of geometry

e.       Students could solve the problem

f.       Students could communicate the result to the teacher and another students