KULIAH BAHASA INGGRIS P.MAT 1 (16)

LANDASAN PENGEMBANGAN DESAIN PEMBELAJARAN MATEMATIKA DI SEKOLAH LANJUTAN 

By : Dr. Marsigit MA

Summary by : Fatikha Akfini Anantaputri (09313244012)

Friday, 30th September 2011

As a mathematics teachers we should know that teach math to students is not easy, because we not only find a smart student, or students who are easy to understand what we deliver. According to Jaworski, (1994: 83) there is no best way to teach math, because we know we're not going to see students who have the same character while learning mathematics. Constraints of Teachers: 1). Understanding the meaning of the theory 2). How to apply, 3). Existing systems, 4). Environmental conditions, and 5). Learning facilities. Difficulties experienced by teachers were teachers are less able to handle differences in mathematical skills possessed by students. Targets to be achieved and a lot of material making the teacher must teach math with a method of exposition, the teacher is less able to develop mathematics learning technology and this is what can make the students do not like math.

The nature of mathematics, according to the absolutist: abstract, universal, formal, objective, rational, theoretical, Neutral, and Free values. While according to The social constructivist, mathematics is seen as a science that is bound by culture, mathematics is the evolution of human culture, there is a close relationship between mathematics with social circumstances, all knowledge has the same foundation that is “agreement”, mathematics is not neutral and free value, and thus require a mathematical foundation for the development of social (Ernest, 1991: 203). The nature of mathematics, among others: 1). Mathematics is the search activity patterns and relationships, 2). Mathematics is the creativity that requires imagination, intuition, and discovery, 3). Mathematics is problem solving activities and a tool to communicate.

The nature of Student Learning Mathematics, namely: 1) students will learn if given the motivation, 2) students can learn in his own way, learn independently and in collaboration / group, 3) students need a context and conditions that vary in their learning.

Implementation Design: 1). Preparatory Phase of Teaching, including: planning a mathematics learning environment, determine the source of the necessary lessons, plan activities that are flexible, to plan the physical environment of learning mathematics, involving students in creating a mathematics learning environment, developing students's social environment, to plan activities for working together, encouraging students to respect each other, tracing the students's feelings about mathematics, developing mathematical models. 2). Learning Phase: a). Developing the role of teachers, b). Encourage and develop students' understanding, c). Provide an opportunity for each student to demonstrate ability to do math activities, d). Pedagogical value of students contain errors, e). Encourage student responsibility for learning, and 3). Evaluation Phase: a). Observing the activities of students, b). What students mastered / not mastered, c). What activities are treated next.

In conclusion, mathematics learning design development needs to pay attention to / to promote a paradigm shift from the Teacher centered to student centered, transfer of knowledge to the cognitive Dev., authoritarian to democratic, teacher to student initiatives, passive students into active students, Exposition to the variation method, tools, approaches, mathematics absolutist to mathematics school, very little formal to informal, sentralistic to autonomy, and highly structured to flexible.