PENGEMBANGAN KOMPETENSI GURU MATEMATIKA SMP RSBI MELALUI LESSON STUDY BY Dr. MARSIGIT, M.A.

Reviewed by Mira Rahamwati 09301244016 Pendidikan Matematika Swadana

Education has a very important role in the process of improving the quality of human resources. Therefore, education is expected to be one vehicle to prepare the nation's generation, so the birth of human resources that are reliable and have the ability to face the dynamic development of science and technology today quickly, accurately and effectively. Mathematics learning objectives, namely:

1.    Train the way of thinking and reasoning in drawing conclusions, for example through the activities of investigation, exploration, experimentation, showing similarities, differences, and inconsistencies consistent.

2.    Develop a creative activity involving imagination, intuition, and findings by developing divergent thinking, original, curiosity, make predictions and allegations, and to experiment.

3.    Develop problem-solving capabilities.

4.    Develop the ability convey information or communicate ideas, among others through verbal conversations, notes, charts, maps, and diagrams.

(Balitbang MONE, 2003: 6).

Based on the description of the purpose of learning mathematics, showing that learning math is: (1) the process of teaching students to have the ability to think mathematically, (2) develop students' mathematical abilities and skills to be able to apply mathematical thinking in everyday life and in learning other sciences.

Therefore, one approach is oriented to the problems tangible for the students is a realistic approach to mathematics. The things that do need to be developed by teachers in the RME approach, namely;

1.    Teacher competence in the field of Mathematics Realistic development approach include: the use of the real world to explore mathematical concepts, the formation of mathematical concepts, mathematical knowledge builders, as well as develop in the form of a formal abstract mathematics.

2.    Teacher competence in the field of development of mathematical thinking attitude, include: trying to ask, trying to understand a mathematical problem, trying to find a mathematical problem, try to solve mathematical problems, trying to link mathematics with each other, trying to use the data to solve the problem, try to record & communicate the activities solving problems, trying to organize & arrange the objects of mathematics.

3.    Competence of teachers in the development of problem solving activities which successfully developed include: making math relevant to / be able to explore the mathematics of everyday life - the day, able to use mathematics to solve everyday problems, able to use various sources of learning, the idea / problem-solving ideas are pure or derived from his own experience, able to solve mathematical problems or issues, and translate the mathematical problem.

4.    Teacher competence in the field of development of mathematical thinking method is successfully developed include: inductive thinking, analogous thinking, deductive thinking, integrative thinking, thinking developed, abstract thinking, thinking simplify, make conclusions, think about a special case, using the symbol, and use statements with numbers, quantity and images.

5.      Competence in the field of development discussion method is successfully developed include: understanding and infer other people's opinions, ideas, ideas are original, free and contain initiatives, discussion capabilities, supported by self-confidence, language skills and good personal relationships, able to solve mathematical problems , and discussion in all directions (between students and students with a teacher).

PENGEMBANGAN PEMBELAJARAN BY Dr. MARSIGIT, M.A.

Reviewed by mira rahamwati 09301244016 pendidikan matematika swadana

In the development of learning things to note are the competencies that must be achieved by students, namely, motivation, attitude, knowledge, skill, and experience.

In addition, the method should be developed by AMFITIL in learning is a research, dissemination, and development. research is to gain knowledge of activities, carried out with certain procedures that are systematic and supported by a metrology which is an assessment. Dissemination is a means to communicate, deliver educational information to students without direct feedback. While the development done to put the focus on the issues to be discussed so that students can develop problem-solving.

Learning activities will not be effective and efficient if it is only developed by one party only. But must be from both sides  students and teachers. Besides, who else to develop the learning? instructor group / MGMP and professional team (the team of developers at related institutions).

The nature of these students learn mathematics;Bottom of Form

1.      Mathematics is search activities patterns and relationships

The implication of this view, teachers gave students the opportunity to conduct discovery and investigation of patterns to determine the relationship, giving students the chance to experiment with different ways, encourage students to discover the existence of (sequence, difference, comparison, grouping), encouraging students draw a general conclusion, helping students understand and discover the relationship between understanding one another.

2.      Mathematics is the creativity that requires imagination, intuition and invention

The implication of this view, teachers encourage initiative and provide an opportunity to think differently, encourage curiosity, the desire to ask, denied the ability and the ability estimate, appreciate the unexpected discovery as beneficial rather than take it as a mistake, encourage students to discover the structure and design of mathematical, encourages students to appreciate the discovery of the other students, encourage students to think reflexively, did not recommend the use of a particular method.

3.      Mathematics is a problem solving activities

The implication of this view, the teacher should provide an environment that stimulates learning math problems, help students solve mathematical problem using his own way, helps students learn the necessary information to solve mathematical problems, encouraging students to think logically, consistently, systematically and develop a system of documentation / records, develop abilities and skills to solve problems, helping students know how and when to use various visual aids / media such as mathematics education: a compass, calculator, etc.

4.      Mathematics is a tool of communication

The implication of this view, teachers should encourage students to recognize the nature of mathematics, encouraging students to make an example of the nature of mathematics, encouraging students to explain the nature of mathematics, encouraging students to give reasons for the necessity of mathematical activities, encouraging students to talk about math problems, encouraging students to read and write mathematics, to appreciate the mother tongue students in discussing mathematics. 

LESSON STUDY ON MATHEMATICAL THINKING: Developing Mathematical Methods in Learning the Total Area of a Right Circular Cylinder and Sphere as well as the Volume of a Right Circular Cone of the 8th Grade Students of Indonesian Junior High School By Dr. Marsigit

Reviewed by Mira Rahmawati 09301244016 Pendidikan Matematika Swadana

Dalam Lesson Study, guru diupayakan untuk mempromosikan metode matematika, seperti metode untuk mata pelajaran kelas VIII tingkat SMP tentang  memahami luas tabung, bola dan kerucut. Dengan metode yang digunakan, guru dapat menelusuri siswa melalui skema kegiatan belajar mengajar seperti berikut:

1.      Pembentukan dan Pemahaman muncul ketika para siswa menemukan masalah, seperti:
      Mengamati, menganalisis model tabung, bola dan kerucut
      Mengidentifikasi unsur-unsur tabung, bola dan kerucu
            Memecahkan masalah yang berkaitan dengan konsep menghitung luas (tabung, bola dan kerucut).

2.      Membangun perspektif siswa dengan cara
    Model yang digunakan harus ada dan nyata agar siswa mengerti bagaimana mencari luas dan volume (tabung, bola dan kerucut)
      Belajar mendefinisaikan

3.      Memberikan permasalahan
            Mencoba untuk mencari tahu tentang luas (tabung, bola dan kerucut
     Mengumpulkan data tentang pengukuran volume kerucut dan membandingkannyad dengan volume tabung atau bola.

GOOD PRACTICE OF MATHEMATICS TEACHING THROUGH LESSON STUDY AND TEACHERS PROFESSIONAL DEVELOPMENT BY Dr. MARSIGIT

Reviewed by Mira Rahmawati 09301244016 Pendidikan Matematika Swadana

Dalam mengembangkan metode pembelajaran yang baik, guru perlu membuat skenario mengajar terlebih dahulu dalam merencanakan kegiatan pembelajaran berupa kegiatan siswa, peran guru misalnnya dalam mendistribusikan tugas, mengambil penilaian serta memantau kemajuan prestasi siswa. Untuk mengembangkan pengalaman guru seperti itu, guru perlu berpartisifasi dalam jenis loka karya atau seminar ataupun kumpulan guru.

Aktif di kumpulan guru, guru  saling bertukar informasi baik berupa bahan aar atau kendala-kendala yang perlu dicari penyelesaiannya secara bersama seperti persiapan bahan ajar yang efektif dan efisien. Jika bahan ajar efektif dan efisien, siswa akan menikamti proses belajar dan akan mengerti bahan ajar yang disamapaikan.

Dengan perencanaan yang baik, semua bahan ajar bisa tersampaikan dengan baik. Siswa juag dapat mengemangkan eksperimental mereka dalam keterampilan individual maupuan kelompok, karena memberikan kesempatan untuk mengeksplorkan kemampuan yang ada. Siswa lebih senang jika mereka terlibat langsung.

Pembudayaan Matematika di Sekolah Untuk Mencapai Keunggulan Bangsa By Dr. Marsigit

Reviewed by Mira Rahmawati 09301244016 Pendidikan Matematika Swadana

Prior to cultivate an understanding of mathematics necessary in advance of the meaning of mathematics in various dimensions. Dimensional mathematical meaning can be seen from the side dimensions of mathematics to objects and concrete objects to dimensions of mathematical objects of mind.

Mathematical communication includes communication materials, formal communication, the communication of normative and spiritual communication. In math we are learning is more suitable to define mathematics as the mathematics school, but for college-level mathematics as we define a formal mathematical or axiomatic. Acculturation of mathematics can contribute to the nation through innovation excellence of learning mathematics that is done continuously. Therefore, we can think of mathematics, teaching mathematics and mathematics education at various levels of hierarchy levels or intrinsic, extrinsic or systemic.
To increase the cultivation of mathematics need into various activities, for example; PLPG Mathematics, math seminars and workshops, so as to obtain a challenge to be able to answer things as follows:

1. How to promote mathematics that emphasizes the PBM process

2. How to develop cooperative learning in mathematics PBM

3. How to make group learning in mathematics PBM

4. How to make studying math outside the classroom: an alternative

5. How to develop learning math through games

6. Develop a variety of learning models of learning mathematics

7. Utilizing concrete objects in mathematics PBM

8. PBM contextual learning in mathematics

9. Utilizing the natural surroundings in the PBM mathematics

10. Learning mathematics through team teaching

11. Initiative encourages students in mathematics PBM

12. Encouraging the role of students in mathematics PBM

13. Develop a variety of learning resources in mathematics PBM

14. Use of teaching aids in mathematics PBM

15. Various methods of mathematical PBM

16. Learning mathematics through a variety of experimental mathematics

17. Planning an innovative math learning

18. Promoting discussion in the PBM method of mathematics

19. Monitoring activities by the teacher in the learning of mathematics

20. Development of lesson study in mathematics PBM

21. Enabling students in mathematics PBM

22. Encourage students to make presentations PBM results in mathematics

23. Encouraging independence study mathematics

24. Promoting the role of teacher as facilitator in math PBM

25. Developing math activities in the PBM assessment

26. Remedial activities in PBM mathematics

27. Enabling students in group activities

28. Apperception activities in learning mathematics

29. Revitalizing the role of teachers in learning mathematics

30. Variations of interaction and communication in mathematics PBM

31. Encouraging creativity of students in mathematics PBM

32. Develop a portfolio of activities of students in mathematics PBM

33. Encourage students to be able to construct mathematical concepts on their own

34. Developing realistic mathematics for students

35. Develop reflection activities to students in the PBM mathematics

36. Learning mathematics with an informal approach.

37. Develop a classroom observation instrument in mathematics PBM

38. Teachers' efforts to communicate their ideas or learning outcomes in mathematics

39. PBM mathematics

40. How to encourage teachers responsible for each student (all) in

41. mathematics learning: a concept of Education is for All.

42. How to make learning math as students' needs

43. How to encourage students to be able to deduce its own findings of mathematics.

44. Revitalization paradigm school math / nature of school mathematics

45. The nature of students' learning of mathematics

46. PBM promotes student-centered math

47. Develop LKS for PBM mathematics.

KONSEP DASAR KURIKULUM 2004 (MATEMATIKA) SEKOLAH MENENGAH ATAS(SMA)/MADRASAH ALIYAH NEGERI (MAN) BY Dr. MARSIGIT

Reviewed by Mira Rahmawati 09301244016 Pendidikan Matematika Swadana

Stats and curriculum development is a job that requires in-depth and comprehensive study to meet the eligibility requirements. Therefore, Competency-Based Curriculum (CBC) be the choice of education efforts to improve conditions in the homeland on the grounds. 

1. Potential students are different, and that potential will develop if the right stimulus
2. Quality of education is still low and ignore the moral aspects, 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 Human Resources capabilities with product education institutions. 
5. Competition occurs in educational institutions, so it needs a clear definition of competency standards, competency standards which further subjects need to be translated into a number of basic competence. 

Thus, Curriculum 2004 was as a concept, as well as a 

1. The program, based Curriculum which have characteristics. 
2. Emphasis on achievement of competencies students both individually and classical.
3. Results-oriented and diversity. 
4. Delivery of learning using a variety of approaches and methods. 
5. Learning resource not only teachers but other learning resources that meet the educational element. 
6. Assessment of emphasis on process and learning outcomes in an effort to control a competency. 

In accordance with the contextual teaching and learning (CT & L), meaningful teaching, life skill and attention to either the generic skills (personal skills, social skills, academic skills and proficiency skills). All skills / competencies that are developed or assessed by the principles of authentic assessment is not only on memory and comprehension level but up to the application.

Mathematics Teachers’ Professional Development through Lesson Study in Indonesia By Marsigit

Reviewed by Mira Rahmawati (09301244016) Pendidikan Matematika Swadana

Mengajar matematika merupakan tugas guru matematika. Akan tetapi, masih banyak guru yang kesulitan menjabarkan silabus, diakibatkan topic pembelajaran yang masih dianggap sulit. Maka dari itu, menjadi seorang guru propesional tidaklah mudah. Banyak cara yang harus dilakukan, salah satunnya dari mengembangkan lesson study.

Leson study merupakan rencana guru untuk melakukan pembelajaran yang sesuai dengan tujuan pembelajaran. Tujuan lesson study adalah untuk memberikan konstribusi peningatan sekunder mengajar matematika terutama pendekatan tindakan kelas, rencana metode yang akan digunakan, serta rencana fasilitas apa ayng dibutuhkan. Tujuan spesifik kegiatan lesson study, diantarannya;

a.       mengembangkan istrumen dan peralatan untuk proses belajar mengajar,

b.      mengembangkan metode pengajaran dan model untuk proses belajar mengajar,

c.       mengembangkan materi ajar untuk proses belajar mengajar, dan

d.      mengembangkan evaluasi pengajaran untuk proses belajar mengajar.

Hal lain yang dapat dilakukan seorang guru adalah ikut berpartisipasi dalam kelompok kerja guru untuk mencari solusi bersama tentang lesson study yang tepat yang bisa memotivasi siswa dan minat belajar matematika. Di kegiatan tersebut, guru dapat bertukar informasi dan mendiskusikan tentang mengembangkan lesson study yang baik, serta lembar kerja yang tepat bagi siswa.

DEVELOPING MATHEMATICS EDUCATION IN INDONESIA BY Dr. Marsigit

Reviewed by Mira Rahmawati (09301244016) Pendidikan Matematika Swadana

Saat ini, studi pelajaran matematika dan ilmu pendidikan di Indonesia terinidasi rendah, ditunjukkan oleh hasil EBTANAS di sekolah dasar dan sekolah menengah. Penurunan prestasi belajar anak ini, bisa saja dikarenakan; a) kurangnnya guru menguasai keterampilan proses pembelajaran, b) isi dan kurikulum matematika terlalu padat, c) waktu ketentuan administrasi terlalu banyak mengkonsumsi waktu guru, d) kuarangnya SDM yang berkualitas dan fasilitas memadai. 

Kekurangan komponen tersebut, menunjukkan ketidakcocokan antara tujuan pendidikan dan kurikumum. System pendidikan pun mempengaruhi ketidakpuasaan, karena hanya menilai kemampuan konitif anak saja. Selain  itu juga, yang perlu diperbaharui yaitu kualitas guru mesti ditingkatkan, tidak ada system yang tepat tentang pensiunan guru hingga masih banyak guru yang belum pensiun, serta kurangnya pengawasan proses pembelajaran di kelas. Dalam bidang kurikulum,  ditemukan masih banyak guru kesulitan dalam menganalisis isi pedoman untuk program pengajaran, sejumlah topic belum dikuasai guru, banyak siswa menganggap matematika itu sulit, dan guru kesulitan memilih metode yang tepat untuk mengajar.

Kondisi seperti itu, mengakibatkan banyak terjadinnya studi bandingdan jalinan kerjasama dengan pihak luar (hubungan Internasional) untuk system pendidikan yang cocok diterapkanuntuk pelajaran matematika. Misalnnya hasil rundingan para guru di Universitas Melbourne, yaitu mendefinisikan peran guru, guru dituntut lebih keratif memberikan stimulus kepada siswa agar pembelajaran lebih menarik dan guru harus bisa memfasilitasi kebutuhan siswa terpenuhinnya pelajaran, mendefinisikan peran kepala sekolah untuk mendukung pengembangan profesional guru dengan cara guru menghadiri dan berpartisipasi dalam karya ilmiah dan pelatihan guru, juga mempromosikan manajemen berbasis sekolah, serta mendefinisikan peran pengawas agar mampu melakukan supervise dengan baik, peningkatan otonomi guru dalam menerapkan metode pembelajaran yang menarik dan terpusat pada siswa sehingga, dapat mengimplemetasikan kurikulum yang lebih sederhana dan fleksibel.