Pendalaman dan Pengembangan Konsep Kurikulum 2004 dan Silabus Berbasis Kompetensi Matematika SMP

By : Drs. Marsigit MA

Reviewed by: Fifi Yuniarti

Competencies developed in the training, among others:

a.       Understanding the basic concepts of competency-based curriculum

b.      Understand the concepts, principles, and general steps developing of competence-based syllabus for junior high school

c.       Understand the concepts, principles, and steps developing syllabus competency-based mathematics courses for junior high school

d.      Can developing syllabus competency-based mathematics courses for junior high school accordance with the characteristics of the area of each

e.       Provide feed-back and look for solutions of the problems found in implementation

Participants training of trainers (TOT) will acquire competencies expected if they:

a.       Have willingness, awareness and motivation to develop the KBK for mathematics courses

b.      Having knowledge of basic principles for the development of mathematics courses KBK

c.       Given the opportunity to practice develop KBK mathematics courses so that they will acquire the skills and experience

d.      Having the opportunity to present aspects constraints implementation the KBK in the field

The method used in training, among others:

a.       Expository

b.      Group discussion

c.       Assignment

d.      Studies reference

e.       Practice development

Step by step preparation of syllabus based competency subjects of mathematics, among others:

a.       Identification of subject

b.      Deployment and sequencing of competency standards

c.       Determination of basic competencies

d.      Determination and description of learning materials

e.       Determination of the learning experience

f.       Determination of time allocation

g.      Resource

h.      Development of learning units

Standar Proses untuk Satuan Pendidikan Dasar dan Menengah

By : Drs. Marsigit MA

Reviewed by: Fifi Yuniarti

Standard process for elementary and secondary education unit, among others:

a.       Planning the learning process

b.      Implementation the learning process

c.       Assessment the learning outcomes

d.      Supervision the learning process

Planning the learning process involves the syllabus and the implementation plan learning (RPP). In practice, the development of the syllabus can be done by:

a.       The teachers independently or in groups in a school or number of schools

b.      Group deliberations subject teachers (MGMP)

c.       Teacher activity center (PKG)

d.      Department of education

RPP components include:

a.       The identity of the subjects

b.      Standards of competence

c.       Basic competence

d.      Indicator achievement of competence

e.       Learning objectives

f.       Teaching materials

g.      Allocation of time

h.      Methods of learning

i.        Learning activities (introduction, core, cover)

j.        Assessment of learning outcomes

k.      Learning resources

Principles of RPP, among others:

a.       Taking into account the individual differences of learners

b.      Encourage active participation of learners

c.       Developing a culture of reading and writing

d.      Provides feedback and follow-up

e.       Linkage and integration

f.       Applying information and communication technology

Implementation requirements of the learning process, among others:

a.       The presence of textbooks

b.      The presence of classroom management

Pembelajaran Matematika Berdasarkan Kurikulum Berbasis Kompetensi di SMK

By : Drs. Marsigit MA

Reviewed by: Fifi Yuniarti

According to Ploden Report, the characteristics of traditional mathematics teaching, among others:

a.       Separated subject matter

b.      Teachers as distributor of knowledge

c.       Passive pupil role

d.      Pupils have no say in curriculum planning

e.       Accent on memory, practice and rote

f.       External rewards used

g.      Teachers give highest priority to academic attainment

h.      Regular testing

i.        Accent on competition

j.        Little emphasis on creative expression

While the characteristic of progressive learning mathematics, among others:

a.       Integrated subject matter

b.      Teachers as guide to educational experiences

c.       Active pupil role

d.      Pupils participate in curriculum planning

e.       Learning predominantly by discovery techniques

f.       External rewards and punishments not necessary

g.      Teachers give high priority to social and emotional development

h.      Little testing

i.        Accent on cooperative group work

j.        Accent on creative expression

Characteristic of students include:

a.       The development of cognitive aspects

b.      Hierarchy of affective aspects

c.       The development of psychomotor aspects

Mathematics learning strategies that can be applied, among others:

a.       Emphasis on problem solving

b.      Learning in various contexts in daily life

c.       Encourage students as active learners

d.      Appreciating the uniqueness of the students and pay attention to the diversity of student differences

e.       Learning through cooperative learning

f.       Developing assessment in the test system

Allocation of time required is determined by:

a.       Difficulty level of material

b.      Wide range of material

c.       Frequency and level of the material being studied

d.      Distribution and number of competencies learned in every semester