Developing The Design of Innovative Teaching Learning Process of Matematics

Developing The Design of Innovative

Teaching Learning Process of Matematics

Introduction

Education Unit Level Curriculum is an educational curriculum developed by the operational and implemented in each educational unit in Indonesia. SBC legally mandated by Act No. 20 of 2003 on National Education System and the Government of the Republic of Indonesia Regulation Number 19 Year 2005 on National Education Standards. Preparation of the curriculum by the school started the academic year 2007/2008 with reference to the Content Standard (SI) and the Graduate Competency Standards (SKL) for primary and secondary education as published by the National Education Minister Regulation No. 22 respectively in 2006 and No. 23 of 2006, as well as curriculum development guide released by BSNP. In principle, the curriculum is an integral part of the SI, but the development submitted to the school to fit the needs of the school it self. SBC consists of educational level of the education objectives, structure and level of the education curriculum, education calendar and syllabus. Implementation refers to Permendiknas SBC No. 24 of 2006 on the Implementation of SI and SKL.

Content

Content standards is the scope of the material and the level of competence as outlined in the graduate competency requirements, competency assessment materials subject competencies, and syllaby learners to be met at certain levels and types of education. Content standards are guide lines for the development level of the education curriculum that includes:

1.      basic framework and structure of the curriculum,

2.      the burden of learning,

3.      level of the education curriculum that was developed at the unit level of education,

4.      education calendar.

Competency Standards of Learning from each subject requires no physical and mental interaction between teachers and students. So is the mathematics competency standards. Competency standards created by the education office. Standards of competence and basic competencies and become the foundation for developing subject matter, learning activities, and indicators of achievement of competency for assessment. In designing learning and assessment activities need to consider the Standards Process and Valuation Standards. Competency Standards (SK) is the goal of learning in general. These competencies form the basis of the elaboration of standards of competence. In applying the standards of competence and basic competences needed a design that includes:

1.      Contruction

2.      Realistic Mathematics

3.      Problem based learning

4.      Cooperative learning

5.      Contextual learning

And it takes some learning mitode ,such inquiry, discussion, investiqah, preatical work, individual, small group discussion. And to prepare the material that is taught should be prepared lesson plans, student work sheets, moduls, text book, handout, text books and teaching aids. And the results of all it includes teacher reject, reject observer, summonies, and next cycle. Indicators, referring to the subject matter.

Conclusion

Part of the curriculum include:

1.      content standards

2.      Standar of competence

3.      Basic of Competence

4.      Indicator

5.      Objectif

To apply the standard of competence and basic competences required desein which includes contruction, realistic mathematics, problem-based learning, cooperative learning, contextual learning. And some mitode learning, and development of teaching materials using the lesson plan.

Reference :

implementasi-ktsp-dan-pembelajaran-di-smkworkshop-danseminar-ktsp-di-smk-7-yogyakartaagustus2007oleh.pdf

kurikulum-berbasis-kompetensikbkdipresentasikan-oleh-marsigit-pada-penataran-akta-mengajar-v-akademi.pdf

http://id.wikipedia.org/wiki/Kurikulum_Tingkat_Satuan_Pendidikan

PERBEDAAN PEMBELAJARAN SECARA TRADISIONAL DAN INOVATIF

LEARNING DIFFERENCES IN TRADITIONAL AND INNOVATIVE

Lessons learned in schools mostly use the traditional system of learning. Here the teacher dominated the lessons, over time the system changes the traditional to the innovative learning done for maximum results. The difference between traditional learning with innovative learning when viewed from its characteristics. First, seen from the examples and activities, the traditional learning system is more dominant than the activity of teachers by students while learning innovative students demanded more active in each study. In the design, schema, models, and traditional learning programs and learning innovative equally based on the curriculum, syllabus, lesson plans and student work, but the applicability of traditional learning system set a target for completion and mastery of the material issues for the national final exams, while the innovative learning on the achievement of basic competencies in each lesson. In terms of paradigms and theories of learning have traditionally only teachers who can master the material, the teacher as the giver of knowledge and science students are recipients. On learning of teachers as facilitators here innovative students in each study. In traditional learning education as an investment made while in the learning of innovative learning is a necessity. Teachers in traditional learning system is as an science because science is packed, but the tacher is the facilitator of innovative learning to learn science. And the traditional learning of students considered to be an empty spot to fill as much as science, whereas students in innovative learning is a person who sought knowledge with activeness.

References:

inovasi-pembelajaran-untuk-meningkatkan-gairah-siswa-dalam-belajarmakalah-dipresentasikan-pd-seminar.pdf

– Dr.Marsigit,M.A.-

Reflection I

One of the factors that affect the learning of mathematics is the psychology students. In the minds of students of mathematics is a difficult subject because there are many formulas that have them memorized. Point of view that they also mostly math teacher is someone who is assertive and emotionally so that they feel afraid to come at math. This aspect is very influential on students' learning process. Anxiety in students themselves who led the students lack interest in learning math. Therefore to begin so that students liked math teacher should instill a sense of security and love on students so that students may prefer learning mathematics. Student experience as a teacher scolded for not resolve this issue will have an impact on students 'anxiety was increasing the math, but to reduce the anxiety that exists in students' math teacher should make innovations in the learning of mathematics such as:

1.      In a study of teachers should not present a formula to be memorized but the present use of the formula to attract and to be understood in every use.

2.      Presents learning with innovation, can a game or media interest

3.      Praise students who successfully complete a math problem

4.      Do not make fun of students who can not solve a math problem or not doing their jobs

5.      Use a variety of many mitode learning, such as: Question and answer, demonstrations ,and games

6.      Aim for students who have learning difficulties so that teachers can find out where the problems faced by students.

So to reduce students' anxiety toward mathematics, is the first step to make the students are not afraid of learning mathematics due to the absence of fear or anxiety in students will better support the learning of mathematics.

Tugas Reviewed 25

USAHA GURU DALAM MENINGKATKAN MINAT SISWA MEMPELAJARI MATEMATIKA

By : Dr.Marsigit, M.A.

Reviewed By : Jeffri Tri Agung Prakosa

Mathematics is a subject that is considered difficult by student, because mathematics uses some symbol that have not understood the student. Here, Teacher’s are required to increase the interest of student learn mathematics. It’s no easy, some teacher having problems’s :

1.      Understanding the meaning of theory

2.      Application of theory

3.      The system Used

4.      Environment condition

5.      Learning Fasilities

Teacher’s in Indonesian are still difficult to convey mathematics to student, because the character of student in defferent as well as physical and mental state of those who are different. As for some of the difficulties in conveying mathematics teacher is :

1.      To handle the different in their student mathematics skills

2.      To encourage students to active learn

3.      To develop technology learning mathematics

4.      NEM high achievement of target

5.      Teacher have no otjer alternative taching mathematics

In is this which student less like a lesson mathematics. So, teacher’s attempt to increase student interest in learning mathematics :

1.      To give student the chance to do discovery

2.      To provide for student to conduct experiment with various ways

3.      To encourage students to discover the sequence, difference, comparison, grouping,and etc.

4.      To encourage students to draw general conclusions.

5.      Help student to understand

6.      To encourage student iniriative

7.      To raise the curiosity of students

8.      To teach student to appreciate the discoveries of other

9.      To encourage student to think reflexif

10.  To develop student ability to solve problems in its own way

11.  To encourage student reading and writing mathematics

for students to love math then the learning of mathematics can be delivered demokrative, student centered, student initiative, studeny activity, orientation process and result, individual service, discussion, internal motivation, Fleksible, induktif, deduktif, assessment,and to serve.