Pemanfaatan Video Tape Recorder (VTR) untuk Pegembangan Matematika Realistik di SMP

By : Drs. Marsigit MA

Reviewed by: Fifi Yuniarti

The efforts can be made by teachers to implement mathematics teaching and learning that have been recorded in the Video Tape Recorder (VTR), among others, to make preparations mathematics teaching and learning process at SMP in accordance with the principles PMRI, develop learning resources for the mathematics teaching and learning process at SMP in accordance with the principles PMRI, develop assessment activities for teaching and learning mathematics at SMP in accordance with the principles PMRI, and implement the mathematics teaching and learning process at SMP in accordance with the principles PMRI.

PMRI can be implemented on the application of the four phases of realistic mathematical models of learning. The fourth phase is the introduction, the creation and development of symbolic models, explanation and reason, and closing or application.

Use of Video Tape Recorder (VTR) can be applied in learning geometry and learning fractions. In learning geometry, for example, students trying to find a formula the surface area of the ball by doing the closing on its surface, and the students tried to use canned and model of cone also the sand to find a formula cone volume. In learning fractions, for example, invented the concept and shape of fractions, find the concept of simple fractions, changing fractions with numerator greater than denominator into mixture fractions, comparing fractions, sorting fractions, find the concept of decimal fractions, find the concept of percent, add and subtract fractions, reducing fractions the same denominator, add and subtract fractions of different denominator, add and subtract of mixed fractions, and multiplication of fractions and multiplication fractions by fractions.

Benefits of using Video Tape Recorder (VTR) in learning mathematics, among others, teachers can learn the concepts of realistic mathematics learning, teachers can exchange experiences with other teachers, teachers can prepare for teaching and learning process, and teachers also can develop learning resources that are used. 

Revitalisasi Pendidikan Matematika

By : Drs. Marsigit MA

Reviewed by: Fifi Yuniarti

Teaching and learning mathematics is not easy. Therefore we need a method learning for teachers and students according to ability level. Cocroft Report provides several choices of teaching methods that are tailored to students ability level and well adapted to the learning resources. Several methods of teaching, among others, the methods of exposition by the teacher, the methods of discussion between teachers and students and between students and students, the methods of problem solving, the methods of investigation, the methods of skills-based training and principles, and the methods of implementation.

According to Shirley, mathematics can be classified in four different activities, that is, formal-pure mathematics, formal-applied mathematics, informal-pure mathematics, and informal-applied mathematics. Formal-pure mathematics developed at University and in schools, formal-applied mathematics developed in education and outside education, informal-pure mathematics developed outside of education, and informal-applied mathematics developed in daily life.

Ebbutt and Straker thinks that the revitalization of mathematics education can be based on mathematics as a patterns and relationships, mathematics as a creative that requires imagination, intuition, invention, mathematics as a problem solving activities, and mathematics as a tool to communicate. Mathematics as a patterns and relationships by giving students the chance to conduct discovery and investigate the patterns of discovery to determine a relationship. Mathematics as a creativity that requires imagination, intuition, initiatives such as encouraging students and provide opportunities for students to think differently. Mathematics as a problem solving activities such as teachers provide a learning environment that stimulates of mathematical problem. Mathematics as a tool to communicate such as encouraging students to know and explain the mature of mathematics.

Ebbutt and Straker also mentioned that the mathematics teaching materials include facts, understanding skills, algorithms skills, problem solving skills, and investigative skills. Facts include the information, names, term or conventions. Understanding skills include logical thinking, deduction, systematic, and consistent. Investigation skill include ask questions, make and test hypotheses, determine the appropriate information, and others.

In addition, Ebbutt and Straker argued that potential students can be optimally developed that is, students will learn if they got the motivation, students will learn to use own way, students will learn independently and also through cooperation, and students require a different situation in learning.

Math Programs for International Cooperation in Indonesia

By : Drs. Marsigit MA

Reviewed by: Fifi Yuniarti

Beberapa masalah pendidikan yang dihadapi Indonesia dilihat dari beberapa sudut pandang antara lain, dalam hal Matematika dan Ilmu Pengetahuan di sekolah meliputi kualifikasi para guru perlu ditingkatkan, banyak dari para guru yang tidak ahli dalam Matematika dan Sains, dan tidak adanya sistem evaluasi untuk guru. Dilihat dari sistem pemantauan yang dilakukan oleh pengawas meliputi, pengawas hanya memantau guru administratif saja tanpa memantau bagaimana proses belajar mengajar di kelas, dan sistem promosi para pengawas yang ditujukan kepada para guru tidak mendukung peningkatan kompetensi guru. Dilihat dari bidang kurikulum meliputi, masih banyak guru yang mengalami kesulitan dalam menganalisis isi pedoman untuk program pengajaran, sejumlah topik dalam Matematika dan Sains yang dianggap sulit oleh para guru untuk mengajar, sejumlah topik dalam Matematika dan Sains yang dianggap sulit oleh para siswa untuk dipahami, guru menganggap urutan beberapa topik perlu diatur kembali, guru menganggap bahwa aspek-aspek dalam Matematika dan Sains harus disederhanakan, dan guru menganggap bahwa mereka membutuhkan pedoman untuk dapat melakukan proses pengajaran.

Di bidang lainnya yaitu bidang pendekatan pengajaran meliputi, guru di sekolah dasar dan menengah belum menguasai ilmu pendekatan keterampilan proses untuk mengajar Matematika dan Sains, sebagian besar guru masih menggunakan pendekatan tradisional dalam mengajar Matematika dan Sains, masih jarang guru yang menggunakan atau melakukan kegiatan praktek, dan guru yang paling ingin mendapatkan pelatihan yang berisi pendekatan pengajaran yang inovatif. Di bidang sarana pembelajaran meliputi, banyak guru yang tidak menggunakan buku paket sebagai buku wajib bagi siswa, dan siswa bukan merupakan buku paket yang merupakan buku-buku yang lurus ke depan. Di bidang penilaian meliputi, guru lebih sering menggunakan tes objektif daripada tes uraian dalam menilai prestasi siswa di bidang Matematika dan Sains, guru hanya menilai siswa dari aspek kognitifnya saja, masih kurangnya pengetahuan dan keterampilan guru dalam menilai keterampilan siswa, dan guru tidak memiliki pengetahuan yang sesuai dengan portofolio sebagai metode penilaian.

Beberapa manfaat yang dapat diambil dari pengalaman pendidikan di Jepang antara lain, meningkatkan pelaksanaan kurikulum dengan mengembangkan sumber belajar, meningkatkan pengalaman para tenaga pendidik di bidang Matematika dan Sains, meningkatkan kualitas mengajar praktek, dan memecahkan masalah yang berkaitan dengan Matematika dan Sains.

Kegiatan tukar pengalaman antar lembaga pendidikan dapat divariasi antara lain, melakukan seminar, melakukan penelitian bersama, penerbitan hasil tukar pengalaman, membangun jaringan antar lembaga atau negara.

Stimulating Primary Mathematics Group-Discussion

By : Drs. Marsigit MA

Reviewed by: Fifi Yuniarti

Seorang guru harus dapat memberikan suatu permasalahan yang ditujukan kepada siswa untuk diselesaikan dan juga harus dapat memfasilitasi siswa untuk dapat membangun karakteristik mengenai pola-pola angka. Sedangkan para siswa berusaha untuk aktif dan antusias untuk menyelesaikan problem solving yang diajukan oleh guru, untuk menunjukkan adanya karakteristik pola-pola angka. Dengan adanya problem solving yang diberikan oleh guru kepada siswa, dapat digunakan untuk merencanakan proses belajar mengajar dengan metode group discussion, dimana siswa di kelas dibagi ke dalam kelompok kecil, dan setiap kelompok kecil berdiskusi untuk mencari penyelesaian dari problem solving yang diberikan guru.

Group discussion atau kelompok diskusi merupakan suatu kelompok diskusi dengan jumlah anggota yang sedikit yaitu 3-4 orang atau siswa. Kelompok diskusi mempunyai tujuan untuk melihat perkembangan siswa melalui kegiatan berdiskusi atau bermain di kelompok kecil sehingga dapat mendorong siswa untuk mengeksplorasi, bereksperimen, berdiskusi, dan bertanya kepada guru. Sedangkan guru berupaya untuk memfasilitasi siswa dengan mendorong interaksi antara satu siswa dengan siswa yang lain serta memperluas pengalaman siswa untuk menemukan berbagai pola angka. Kelompok diskusi kecil dapat dianggap sebagai suatu kegiatan yang diselenggarakan oleh guru untuk mendorong siswa lebih aktif, lebih berpartisipasi, dan dapat menyampaikan ide, gagasan atau pendapat mereka kepada orang lain.

Proses penelitian tindakan kelas ini meliputi beberapa langkah, antara lain, menganalisis masalah dan merencanakan strategi yang akan digunakan, pelaksanaan strategi yang telah direncanakan, observasi dan evaluasi tindakan dengan metode dan teknik yang tepat, refleksi atas hasil evaluasi pada seluruh tindakan dan proses penelitian. Penelitian mencakup beberapa tindakan antara lain, mengidentifikasi dan menganalisis masalah yang timbul dalam proses belajar mengajar matematika, merancang strategi untuk memecahkan masalah yang ada, menerapkan dan menguji strategi, mengevaluasi efektivitas strategi, merefleksikan hasil, menarik kesimpulan, mengulang dan meningkatkan praktek, dan melaporkan hasil penelitian.

Siklus yang diterapkan dalam penelitian tindakan kelas ini antara lain, siklus pertama guru mengarahkan siswa untuk memiliki beberapa kompetensi untuk mengkarakterisasi beberapa pola angka dengan melakukan penjumlahan dua digit angka, dan siklus kedua guru mengarahkan siswa untuk memiliki beberapa kompetensi untuk mengkarakterisasi beberapa pola angka dengan melakukan pengurangan dua digit angka. Penelitian ini menunjukkan pemahaman interaksi antara guru dan siswa serta antara siswa yang satu dengan siswa yang lainnya di dalam kelompok diskusi.

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

By : Drs. Marsigit MA

Reviewed by: Fifi Yuniarti

The calculator is an alectronic device that can be used to count and can be used as well in math-related learning such as math, aconomics, and others. In developed countries, the use of calculators has been started since education in primary schools through education with the highest level. The use of calculators that can help students learn so much in use among students.

According Wasito, the calculator is a specialized tool to perform arithmetic with the preparation of data and instructions are included this. Benefits of the use of calculators, among others, helped to understand mathematical concepts, help to strengthen computational skills, develop high level thinking skills, improve problem-solving skills, and make problem-solving more realistic.

Implementation of research objectives is to identify the use of graphing calculators in mathematics learning and knowing how big the response of the students to use graphing calculators in mathematics learning process. Achieved the expected goals is to understand the learning activities of teachers and students in learning mathematics.

The results include several things, among others, important order from Texas Instruments calculator TI 89, the discussion of systems of linear equations of two variables with the help of Texas Instruments calculator TI 89, the response of the students to use calculators in mathematics learning processes, and stages the use calculators as a tool aids. Several important orders from the Texas Instruments calculator TI 89, among others, solve command, simult command, and expand command.

Student responses to the use of calculators in mathematics learning process, among others, the calculator allows students to do the sum, the calculator makes the class more interesting, difficulty understanding the questions that will be included into the calculator, the difficulty to analyze and provide conclusions about the response of the calculator, as well as cause lazy students to think and have a dependency on calculators.

Stages of the use of calculators as a learning tool in mathematics at SMK Muhammadiyah Yogyakarta IV, among others, the first step to understand the importance of the graphing calculator, the second stage to understand the theory and use of graphing calculators in problems solving, the third stage of entering data into the graphing calculator problems, and the fourth stage of interpret the appearance the graphing calculator screen and draw conclusions.

Universitas Negeri Yogyakarta Menuju Perguruan Tinggi Bertaraf Internasional (PTBI) “Yogyakarta State University On The Move Toward World Class University”

By : Drs. Marsigit MA

Reviewed by: Fifi Yuniarti

State University of Yogyakarta (UNY) towards World Class University (WCU) is an attempt by the State University of Yogyakarta (UNY) together with organizations and educators in realizing the advantages of international standards in the field of Teaching and Education Programs, Research and Publication, as well as the Organization and Management Education. State University of Yogyakarta (UNY) towards World Class University (WCU), which meets international standard is expected to produce graduates who are qualified and excel in a global world. State University of Yogyakarta (UNY) to be towards World Class University (WCU) must have planning and preparation as well as programs that can be accountable to both environmental stakeholders locally, nationally and internationally.

To get to the World Class University (WCU) there are several aims and programs to be achieved. Some of these aims, among others, availability of facilities and infrastructure that support for the WCU, the availability of international-standard curriculum, availability of learning resources of international standard, the availability of teaching staff who support the WCU, the achievement of internationally-accredited study program, the achievement of the learning process of international standard, the achievement of student learning outcomes assessment will be of international standard, the achievement of international standards of competence of educators, the achievement of international standards of competence of students, and others.

While the programs are to be achieved with a World Class University (WCU), among others, to develop international-standard curriculum, to develop teaching and learning processes of international standard, to develop learning outcomes assessment system of international standard, to develop a study program of international standard, to develop learning resources international standard, to develop international-standard teaching staff, to develop facilities and infrastructure that support for the WCU, to develop students an international standard of competence, and others.

The results have been achieved by the State University of Yogyakarta (UNY) in towads World Class University (WCU), among others, the professors who have developed a method of learning the international level, implementation of activities at international level as an international seminar held either at the faculty and university level, the holding of overseas study tours, a number of study program at the State University of Yogyakarta (UNY) of international standards, international-class student exchanges with overseas partners, development of international-standard curriculum, and others.