Senin, 19 Desember 2011

Elegi Permintaan Si Murid Cerdas Kepada Guru Matematika


Thank you to Mr. Marsigit for giving me new knowledge. From this work, I realized that being a teacher of mathematics is not easy. I should be aware that there are a variety of student character and I should be able to facilitate them so that they can understand that mathematics is not just a lesson without meaning, but the math is really on our lives. I as teacher try to give a solution how to respond to student requests.
How to Develop Lesson Plan
Before  starting to teach, I will make lesson plan. It can help in purpose to hold me for teaching learning process. With this lesson plan, I also has a full prepared of their teaching learning process so teaching learning will process smoothly and no difficulties. Student also feel exciting and will not feel bored because the process of teaching learning have been well arranged in the lesson plan, so there are no useless time in the mathematics teaching learning process.
How to Develop Student Worksheet
Student worksheet can develop student’s ideas an author might have for writing, to entertain, to inform, to persuade, to solve problem, and to introduce the student to a new concept they may not have thought about before. To build a student worksheet, I will determine the topic, the aim, the meaning, the tools that student need to do the experiment and ways to do the experiment. Then I will give an example how to fill the worksheet.
How to Develop Student Apperception
Before I starting the lesson, I will ask the student about what student have known related to the topic which will be held on that day. I will help students to understand about the topic. I also pointed out some work in front of the classroom to the students so that students can see there are many ways and points of view to solve the problem. Thus, students can think critically to answer the questions posed teacher or refute material that does not fit with their understanding. So the task of the teachers, I only as a facilitator to provide motivation to learners active and ready to follow the lessons.
How to implement of various teaching methods in learning mathematics
In learning mathematics, I will try to use various teaching methods in order to students will not feel bored. Learning methods can be interpreted as the means used to implement the plans that are constructed in the form of real and practical activities to achieve learning objectives or ways in which teachers in contact with the students during the course of teaching or the way it presents the subject matter made ​​by educators in order to place the learning on students in an effort to achieve goals.
For effective teaching to take place, I have many options when choosing a style by which to teach. When deciding what teaching method to use, I will consider students background knowledge, environment, and learning goals. I aware that students learn in different ways, but almost all children will respond well to praise. I think the solution is learning mathematics needs to more emphasis on student interaction.
How To Motivate Students To Learn Mathematics
I must motivate student who have thought that mathematics is difficult to have interest on mathematics learning. I need to motivate students so that they have spirit to learning math and they will feel happy when learning mathematics. The way I would do is I need to know and understand the characteristics of my students, then before the lesson started I want to give the words that could encourage my students, words of motivation that will make him think that education is important. With intention and a feel of fun to learn math I am sure they will be motivated to learn mathematics and spirit to search knowledge. I will use daily activity on their teaching learning.

Senin, 21 November 2011

The Effort to Increase the Student’s Motivation in Mathematics Learning with Some Teaching Aids in Junior High School 5 Wates, Kulon Progo, Yogyakarta, Indonesia


The Effort to Increase the Student’s Motivation
in Mathematics Learning with Some Teaching Aids
in Junior High School 5 Wates, Kulon Progo, Yogyakarta, Indonesia
By Marsigit
Reviewewd by Khilmi Nur Ma’rifah
Salah satu upaya guru dalam meningkatkan motivasi siswa dalam pembelajaran matematika di Sekolah Menengah Pertama adalah dengan membuat proses belajar matematika menjadi menyenangkan. Penggunaan beberapa alat bantu pengajaran dan alat untuk demonstrasi
diharapkan dapat membantu proses abstraksi siswa, yang meliputi
kesulitan siswa dalam belajar.
Penelitian dilakukan di kelas 2 di SMP 5 Wates, Kulon Progo Yogyakarta, Indonesia tahun akademik 2001/2002. Pendekatan penelitian ini adalah untuk memilih dan menggunakan alat bantu mengajar, yang digunakan sebagai model pembelajaran dalam belajar mengajar matematika melalui penelitian tindakan kelas. Tujuan dari penelitian ini adalah untuk memilih dan menggunakan alat bantu pengajaran yang digunakan sebagai model pembelajaran matematika untuk meningkatkan motivasi siswa.
Hasil penelitian menunjukkan bahwa penelitian tindakan dengan menggunakan beberapa alat
bantu seperti kartu bermain, kertas simpul,
transparansi kertas, benang sipat, tiga bilah kayu dapat digunakan sebagai model dalam proses belajar mengajar matematika untuk meningkatkan motivasi siswa dalam belajar matematika. Hal ini menunjukkan bahwa keaktifan siswa dalam melakukan worksheet meningkat pada sesi jawaban-pertanyaan dan diskusi dan juga terjadi ketika mereka berada di luar kelas.
Keberhasilan proses belajar mengajar matematika dipengaruhi peran guru sebagai informator, komunikator, dan fasilitator. Metode mengajar yang digunakan oleh guru sebaiknya dapat meningkatkan interaksi antara guru, siswa, dan prestasi belajar siswa. Sampai sekarang, kita masih mendengar banyak siswa yang mengeluh bahwa matematika dipandang sebagai subjek menakutkan, tidak menarik, dan sulit untuk dilakukan, juga tidak terkait banyak kebutuhan sehari-hari. Hal ini dibuktikan oleh nilai dari Ujian Nasional, yang masih lebih rendah dari yang diharapkan.
Salah satu upaya guru dalam meningkatkan motivasi siswa dalam pembelajaran matematika di Sekolah Menengah Pertama adalah dengan membuat pembelajaran matematika menjadi menyenangkan dan mengaitkannya dengan kehidupan sehari-hari. Dengan memaksimalkan
penggunaan beberapa alat bantu pengajaran dan alat untuk demonstrasi itu
diharapkan dapat mengurangi kesulitan siswa dalam belajar.


GERAKAN REFORMASI UNTUK MENGGALI DAN MENGEMBANGKAN NILAI-NILAI MATEMATIKA UNTUK MENGGAPAI KEMBALI NILAI- NILAI LUHUR BANGSA MENUJU STANDAR INTERNASIONAL PENDIDIKAN


GERAKAN REFORMASI UNTUK MENGGALI DAN MENGEMBANGKAN
NILAI-NILAI MATEMATIKA UNTUK MENGGAPAI KEMBALI NILAI-
NILAI LUHUR BANGSA MENUJU STANDAR INTERNASIONAL PENDIDIKAN
By Marsigit
Reviewed by Khilmi Nur Ma’rifah
Entering the third millennium the Indonesian nation marked by an era of reform in all
areas of life, which is the difficult times as a result of the severe economic crisis.
Phenomenon that emerged from a prolonged crisis shows changes in society
in various aspects of political life, economy, law and education.
Presumably, well enough facts to show that it was Indonesian nation to reexamine the paradigm of development. Education can provides the foundation for the development of the noble values ​​of the legal reform, political, economic, cultural and others. Thus, reforms in education a requirement that can not be bargained. The reform era while providing hope, challenges and opportunities; but various groups are still questioning the expectations, challenges and opportunities to the world what we in education reform. It thus deserves
presumably in realized by all parties who are called to promote education in Indonesia.
In the midst of the hustle and bustle of the demands for reform, the fundamental issues at the macro level of world education emerged surface including the eradication of corruption, quality improvement, decentralization and autonomy of education, legislation, empowerment and
participation.
At the macro level, the picture of the education system still shows characteristics of centralism that rigid, with a very strong dominance of bureaucracy, so that at every level of education occurs stagnation or stagnation. Creativity or improvisation towards innovation is very hard to do
national education system because they tend to follow the guidelines from above.
On the micro level, the practice of education in Indonesia is still relying on the teacher's role as a
spearhead the government in implementing policies education. However, the importance the teacher's role has not been matched by an awareness of government to empower them. In position needed but did not note that the majority of our teachers are experiencing stagnation
not able to develop creative teaching because there is no room for it.

Senin, 14 November 2011

PENDEKATAN MATEMATIKA REALISTIK PADA PEMBELAJARAN PECAHAN DI SMP


PENDEKATAN MATEMATIKA REALISTIK PADA
PEMBELAJARAN PECAHAN DI SMP
By Marsigit
Reviewed by Khilmi Nur Ma’rifah
Realistic Mathematics emphasizes the construction of the context of concrete objects as a starting point for students to acquire mathematical concepts. Concrete objects and environment objects can be used as a context for learning mathematics in building mathematical connections through social interaction. Students should be given opportunities to construct and produce mathematics in a manner and language of their own.
Thus, when students do activities to learn math so in his place matematisasi process. There are two kinds matematisasi, namely: (1) matematisasi horizontal and (2) matematisasi vertical. Matematisasi horizontal proceeds from the real world into mathematical symbols. The process occurs in the student when he was confronted with the problems of life / real situations. While the vertical matematisasi is a process that occurs in the mathematical system itself; for example: the discovery of a matter strategy, linking relationships between mathematical concepts or applying the formula / formulas findings.
We can examine Aircraft Numbers in teaching junior high math in 2 (two) sides of the formal position of Aircraft Numbers in the context of curriculum and syllabus, and a review of substantive numbers broke itself. In the development of curriculum guidelines mentioned in the learning of mathematics that can be started with an introduction to the problems according to the situation (contextual problems). By asking the contextual issues, learners gradually guided to master math concepts.
Competency Standards relating to learning fractions is to enable students to understand the properties of numbers and arithmetic operations use in solving problems. With the principal material in the form of Broken Numbers Integer and it is hoped can be achieved using a 2 (two) of the Basic Competence: Perform arithmetic operations of fractions, and using the properties of fractions arithmetic operation in problem solving.
Development of Realistic Problem Numbers can be associated with fractions and shapes in everyday life, simple fractions, changing fractions with a numerator greater than denominator mixture into fractions, and comparing fractions