Konsep Dasar Kurikulum 2004 (MATEMATIKA) SEKOLAH MENENGAH ATAS(SMA)/MADRASAH ALIYAH NEGERI (MAN)
By : Dr.Marsigit, MA
Reveiwed by : Jeffri Tri Agung Prakosa
There are several reasons why the Competency-Based Curriculum (CBC) be
choices in an effort to improve the condition of education in this country, among them
(Mukminan, 2003):
1. the potential of students is different, and that potential will develop if appropriate stimulus;
2. the quality of educational outcomes are still low and neglected aspects moral, morals, manners, arts & sports, and life skill;
3. global competition causing students / children who are able to work / exist, and the less able will fail;
4. competition on the ability of HR (Human Resources) products agency education, and
5. competition occurs in educational institutions, so need a formula that clear about the standards of competency, the next standard lesson necessary competencies are translated into a number of competencies basis.
choices in an effort to improve the condition of education in this country, among them
(Mukminan, 2003):
1. the potential of students is different, and that potential will develop if appropriate stimulus;
2. the quality of educational outcomes are still low and neglected aspects moral, morals, manners, arts & sports, and life skill;
3. global competition causing students / children who are able to work / exist, and the less able will fail;
4. competition on the ability of HR (Human Resources) products agency education, and
5. competition occurs in educational institutions, so need a formula that clear about the standards of competency, the next standard lesson necessary competencies are translated into a number of competencies basis.
Curriculum 2004 is as a concept, as well as a
program, according Siskandar Competency-Based Curriculum (2003) has ciriciri:
1. emphasis on achievement of competencies students both individually and classical;
2. results-oriented and diversity;
3. delivery of learning approaches and methods varies;
4. learning resource not only teachers but other learning resources that meet educational element;
5. emphasizes the process of assessment and learning outcomes in an effort to control
a competency.
program, according Siskandar Competency-Based Curriculum (2003) has ciriciri:
1. emphasis on achievement of competencies students both individually and classical;
2. results-oriented and diversity;
3. delivery of learning approaches and methods varies;
4. learning resource not only teachers but other learning resources that meet educational element;
5. emphasizes the process of assessment and learning outcomes in an effort to control
a competency.
Ebbutt and Straker, 1995):
a. Facts (facts), including information, names, terms and conventions
b. Understanding (concepts), including building a sense of structure, the role ofstructure understanding, conservation, set, relationship patterns, sequences, models, operation, and the algorithm.
c. Reasoning skills, including understanding the sense, logical thinking, understand the negative examples, think of deduction, systematic thinking, thinkingconsistent, draw conclusions, determine the method, making excuses, and determining strategy.
d. Algorithmic skills, including: follow the steps made by others, create an informal step, determine the steps, using the steps, explain the steps, defining the steps that can be understood other people, compare the various measures, and adjusting steps.
e. Mathematical problem-solving skills (problem-solving) include: understand the issues, discuss alternative solutions, break The main issues to be small pieces, to simplify matters, using past experience and use intuition, to find alternative solutions, tried different ways, work systematically, noting what happens, check the result by repeating the steps, and trying to understand the other question.
f. Skills investigation (investigation), includes: filed questions and determine how to acquire, build and test hypotheses, determine the appropriate information and provide an explanation why the information required and how to get it, collect and compile and process information systematically, grouping criteria, sort and compare try alternative methods recognize patterns and relationship, and concludes.
a. Facts (facts), including information, names, terms and conventions
b. Understanding (concepts), including building a sense of structure, the role ofstructure understanding, conservation, set, relationship patterns, sequences, models, operation, and the algorithm.
c. Reasoning skills, including understanding the sense, logical thinking, understand the negative examples, think of deduction, systematic thinking, thinkingconsistent, draw conclusions, determine the method, making excuses, and determining strategy.
d. Algorithmic skills, including: follow the steps made by others, create an informal step, determine the steps, using the steps, explain the steps, defining the steps that can be understood other people, compare the various measures, and adjusting steps.
e. Mathematical problem-solving skills (problem-solving) include: understand the issues, discuss alternative solutions, break The main issues to be small pieces, to simplify matters, using past experience and use intuition, to find alternative solutions, tried different ways, work systematically, noting what happens, check the result by repeating the steps, and trying to understand the other question.
f. Skills investigation (investigation), includes: filed questions and determine how to acquire, build and test hypotheses, determine the appropriate information and provide an explanation why the information required and how to get it, collect and compile and process information systematically, grouping criteria, sort and compare try alternative methods recognize patterns and relationship, and concludes.
