By: Mira Rahmawati
09301244016 Mathematics Education
A.
INTRODUCTION
Education is a lifelong human need and is
always changing because of the times, technology, and culture. Education from a
ge to
age is experiencing a very rapid progress, so too is happening
in society is caused by the rapid advancement of education,
education not only penetrated the real world but it has penetrated the
virtual world, which is still in the form of fantasy and
wishful thinking, now already in the form of reality. Now people
are able to access the information through the media (internet) from
a distance and not to be conducted face to face or deal
with, once people have gotten the information through a live television.
Developments and changes that advanced education requires us to prepare
a plan, especially the teaching of mathematics teachers are required to develop
her skills with the knowledge, skills and expertise to teachers and lecturers are
not crushed by the advance of education, in any
circumstances the teachers and lecturers remains the steering for developing the design of innovative teaching learning
process of mathematics to the creation of educational goals.
ge to
age is experiencing a very rapid progress, so too is happening
in society is caused by the rapid advancement of education,
education not only penetrated the real world but it has penetrated the
virtual world, which is still in the form of fantasy and
wishful thinking, now already in the form of reality. Now people
are able to access the information through the media (internet) from
a distance and not to be conducted face to face or deal
with, once people have gotten the information through a live television.
Developments and changes that advanced education requires us to prepare
a plan, especially the teaching of mathematics teachers are required to develop
her skills with the knowledge, skills and expertise to teachers and lecturers are
not crushed by the advance of education, in any
circumstances the teachers and lecturers remains the steering for developing the design of innovative teaching learning
process of mathematics to the creation of educational goals.
B.
CONTENT
Instructional design is a procedure used to implement the
learning process. Learning concept was first used in World War I and
its aftermath. By Jerrold E. Kemp, 2007:11 in Martinis, 1985:4,
the psychology of the time to introduce a new theory about the
human learning process, including the importance of detailing the tasks
to be studied and implemented, and the need for students to take an
active role so that they are actually learning.
Develop a learning design is not easy we must consider
the ability of the students. Therefore, we tested their first repetition difficulties in
learning or not. There are four groups who think differently about
how learning should be implemented (Kush and Ball, 1986 in Marsigit, 2004);
1. (content focused-conceptual understanding) is learning
should be emphasized in understanding the material;
2. (content focus-performance) is learning need to prioritize
the learning outcomes;
3. (learner focus-construction) is learning should be focused
on the subject of student, so they can develop and build knowledge;
4. That learning should start from the planning of classroom
management that is conducive to learning.
In the current paradigm, the design of the
curriculum or learning to follow the development of competency-based
education as an alternative to organized learning that
emphasizes the skills possessed by graduates; curriculum was developed
based on the elaboration of a basic skills competency standards. Standards
of competence is the ability to do or shown in the study,
whereas the minimum basic skills is an ability in the
subjects that should be owned by students. Basic skills may
include the ability of affective, cognitive and psychomotor.
Breath of competency-based curriculum is the development
of a learning experience first-hand, contextual teaching and learning
(CT & L), meaningful teaching, with attention to life
skills in the form of generic skills (personal skills, social
skills, academic skills and proficiency skills). All skills or competencies that are
developed with the principle of assessed valuation or assessment not only on
the level of authentic memory and understanding but to the application.
So that teachers can bring innovation to stimulate students
'learning, there are some things that need to be understood include the
freedom of teachers to choose teaching methods and approaches to students' learning. Teaching
methods include; the method of discussion, problem solving method invention,
the method of individual, small group discussions, practical work, inquiry
and methods of implementation. While learning approaches including; constructivist,
realistic mathematics, problem based learning, contextual learning and cooperative
learning.
In addition,
teachers should also be able to design learning. Innovator teacher is
a teacher who is able to meet the learning material that is learning its
own implementation plan, student worksheet, hand out the module, text book, and
the media teaching aids.
From all
the above is a component of the formation of teaching Learning Process.
In the teaching learning process contained elements that must be
met, namely;
1. Developing and implementing lesson plan
2. Developing and implementing apperception
3. Developing and implementing various method of teaching
4. Developing and implementing various media
5. Developing and implementing various interaction
6. Developing and implementing the scheme for achieving student’s
competencies (cognitive scheme)
7. Developing and implementing small group discussion
8. Developing and implementing student’s
reflection/presentation
9. Developing and implementing student’s work sheet
10. Developing and implementing assessment
C.
CONCLUSION
In order for students to feel happy and
motivated in their learning, teachers need to realize the paradigm
shift by adjusting Desai learning innovation, as
follows:
1. Teacher
centered but student centered
2. Passive
students into active students
3. Obligation
to consciousness, needs
4. Orientation
but the orientation process and outcome
5. Quickly
and in a hurry to be patient and wait
6. Class
service to individual services
7. Unification
of a recognition of difference
8. Expositions,
lectures into discussions, the variation method
9. Abstract,
a concrete memory, comprehension, application
10. External
motivation but internal motivation
11. Very
formal be a bit informal
12. Centralistic
to autonomy
13. Highly
structured to be flexible
14. Teacher
educators but teacher facilitator
15. Deductive
to inductive and deductive
16. The
teacher implementing curriculum but the teacher developers curriculum
17. Evaluation
of a assessment
18. Dominating
role of the teacher into the role of Serving.
D.
REFERENCE
Marsigit,
2004. Inovasi Pembelajaran Untuk
Meningkatkan Gairah Siswa Dalam Belajar.
Yogyakarta. Akses: tanggal 17 Maret 2012 pukul 19.25.
Martinis Yamin. 2007. Desain Pembelajaran. Gaung Persada
Press: Jakarta
