By Nurmanita Prima R. (09301241014/Pmatsub’09)
INTRODUCTION
Education is very important for every country and will never cease to develop it. The development of continuous education that is, among others caused by the advancements of science, technological progress, population growth, and lack of funding. Among the berekembang sciences, the science of mathematics is one of the most important, we often hear that mathematics is the queen of all sciences. Mathematics is a very big role in, but today's mathematics courses remains a scourge for most students. The cause of mathematics remains a problem for students is the lack of interest among students studying mathematics, students still think that mathematics is difficult and unpleasant, and teachers are also less variable in presenting mathematical material, students often do not even think that mathematics is a science that is very difficult to be studied.
Mathematics educators need to know the existing problems, and need to also understand the development of mathematics education, at least the development of teaching and learning process in accordance with the demands and expectations of today. In fact, the quality of students' abilities, especially in the field of mathematics is still very low. One of the main reasons is that many children are less able to participate in learning activities and teachers can no longer maintain educational quality as before. In addition, the teaching process conducted by educators also be said to be less effective. During the learning of mathematics in the classroom is still following the rhythm of teaching in previous years, namely the presentation of the definition / axiom / theorem, presenting examples and non-examples, doing practice questions provided, and homework assignments. By way of teaching this skill development to memorize is the ultimate goal of teaching. This happens because the teachers wear patterns such as teacher taught them that once, or according to their experiences as a student teacher at the school. It is also due to a lack of understanding of teachers in learning theory and developmental theory. Therefore, should the holding of a good improvement in the perception of good teaching and the application of teaching methods in order to achieve maximum learning outcomes.
CONTENT
Lesson Plan
Lesson plan is the elaboration of the syllabus that describes the procedures and organization of the learning plan to achieve the basic competencies specified in the Content Standards. RPP is used as a guide teachers in implementing the lessons learned in the classroom, laboratory and or field. Lesson plans are translated from the syllabus to direct the learning activities of learners in an effort to achieve basic competency. Every teacher in the education unit lesson plan is obliged to prepare a complete and systematic so that learning takes place in an interactive, inspiring, exciting, challenging, motivating learners to actively participate and provide enough space for innovation, creativity, and independence in accordance with the talents, interests, psychological and physical development as well as learners. Lesson plan prepared for each of the basic competencies that can be implemented in one session or more. Teachers design a lesson plan for each piece customized with scheduling meetings in the education unit.
The lesson plan components include :
1. The identity of the subjects, including: educational unit, class, semester, program / program expertise, subject or theme of the lesson, the number of meetings.
2. Standards of competence. Competency standard is a minimum qualification of the ability of learners to describe the acquisition of knowledge, attitudes, and skills to be achieved in each grade and / or semester on a subject.
3. Basic competencies. Basic competence is a capability that must be mastered learners in a particular subject as a reference indicator of competence in the preparation of a lesson.
4. Indicators of achievement of competencies. Indicators of competence is a behavior that can be measured and / or observed to demonstrate achievement of certain basic competency assessment is the reference subjects. Indicators of achievement of competencies formulated by using the verb operation can be observed and measured, which include knowledge, attitudes, and skills.
5. Learning objectives. Describes the process of learning objectives and expected learning outcomes achieved by learners in accordance with basic competence. Therefore, the learning objectives in the RPP is formulated based on the Competency Standards, Basic Competence and indicators that have been written in the syllabus and use the verb operation can be measured or observed.
6. Teaching materials. Teaching materials contain facts, concepts, principles, and procedures, and written in the form of beads in accordance with the formulation of indicators of achievement of competence. Learning material is a material that is used to achieve learning goals and are developed with reference to the learning material in the syllabus.
7. Allocation of time. Allocation of time determined in accordance with the purposes for achievement of basic competencies and learning loads.
8. Methods of learning. Learning methods used by teachers to create an atmosphere of learning and the learning process so that learners achieve basic competency or set of indicators that have been set. Selection of teaching methods adapted to the circumstances of learners, as well as the characteristics of each indicator and competencies to be achieved in each subject.
Student Worksheet
Learning activities rather as active efforts of teachers to assist students in building knowledge by using the experiences or knowledge-knowledge that has been owned by students. This paradigm shift affects the various aspects, especially on the role of teachers and students in learning activities. Teachers are no longer positioned as authorities who attempted to transfer knowledge to students, but rather serves as a facilitator who provides the opportunity for students to construct knowledge through meaningful learning activities. In learning activities, teachers need to provide enough opportunities for students to develop mathematical skills that enable students to become independent learners. One alternative that can help students to do a lot of exploration in the limited time is to give students worksheets.
Student worksheet is one of the tools of learning mathematics is quite important and is expected to help learners discover and develop their own mathematical concepts. It also is one means to assist and facilitate the teaching and learning activities that will form an effective interaction between students and teachers, thus increasing the activity of the students in improving learning achievement. Student worksheet includes a description of material, assignments, and training related to the material provided. So it will open up greater opportunities for students to participate actively in learning. Thus the teacher in charge of monitoring students in the learning process.
Purpose of the Student Worksheet, among others:
1. As an alternative to direct teacher instruction or introducing a particular activity.
2. Can accelerate the learning process and time-efficient teaching.
3. Can optimize the limited teaching tool because students can use tools interchangeably.
4. Train students to think more steadily in the teaching and learning activities.
5. Improving student interest in learning, for example, teachers make worksheets more systematic, color and image to attract attention in studying the worksheet.
The structure of worksheet in general are as follows:
1. Titles, subjects, semester, and places.
2. Instructions to learn.
3. Competencies to be achieved.
4. Indicators.
5. Supporting information.
6. The tasks and work steps.
7. Appraisal.
Small Group Discussion
Small group discussion method is the interaction between the teacher and student, and students ask students through activities conducted by the teacher to get a verbal response from the students so that it can lead to self-knowledge students, or students ask the teacher to obtain a definitive answer.
In the discussion method, active teachers and students alike. However active the student deserves the most attention. The nature or curiosity of primary school age should be developed as well get a reasonable distribution. Teachers are not only required to master the techniques of asking questions and the kinds of questions, but also a high spirit in building a conducive classroom situation.
The purpose of small group discussion method is as follows:
1. Check for student understanding as a basis for improving teaching and learning process.
2. Guiding the efforts of these students to acquire a cognitive and social skills.
3. Providing security to students, through a question to a student who can answer certain questions.
4. Encourage students to conduct discovery in order to clarify an issue.
The five objectives methods use small group discussions can be maximally and optimally achieved when teachers use small group discussion method quickly. Teachers have a number of reasons for using small group discussion method is to create the curiosity of students to the issues being discussed, giving rise to the participation of students in teaching and learning which can realize an active student learning. Moreover, it can train and encourage students to learn to express his verbal skills so as to nurture and develop the ability to express opinions appropriately.
The advantages of small group discussion method. Small group discussion method has several advantages, namely the students actively thinking and deliver fruit pikiranyan through answers to teacher questions, so the situation is more lively classes, students can be trained to orally express opinion. Each student has a difference of opinion, so take a class on the situation of small group discussions interesting.
The lack of small group discussion method. Methods of small group discussions in addition have the advantage, also has some drawbacks which in large classes, the question can not be propagated to all students, so students do not have the same opportunity to answer questions. In addition, generally in the classroom found that students do not have the courage to ask or answer verbally, so that students feel nervous and the expected goals in teaching and learning is not achieved fully.
Various Interaction
Improving student’s relationship with teacher has important, positif and long lasting implication for student’s academic and social development. Solely, improving student’s relationship with their teacher will not produce gains in achievement. However, those student who have close, positive and supportive relationship with their teachers will attain higher levels of achievement than those students with more conflictual relationship. If a student feels a personal connection to a teacher, experience frequent communication with a teacher, and receive more guidance and praise than criticism from the teacher, then the student is likely to become more trustful of that teacher, show more engagement in the academic content presented, display better classroom behavoir, and achieve at higher levels academically. Positive teacher-student relationship draw students into the process of learning and promote their desire to learn.
Teacher who foster positive relationship with their students create classroom environments more condusive to learning and meet students developmental, emotional, and academic needs. Here are some concrete examples of closeness between a teacher and students.
Various Teaching Methods
The method of learning is the means used by teachers in carrying out classroom teaching and learning activities in an effort to achieve the learning objectives have been set. The application of learning methods must be in accordance with students' abilities in general in a school, because the application of the wrong teaching methods will only complicate the student in receiving or understanding a subject matter. For example, the application of the method discussion for students who have the ability to lower middle or to students who are passive. It will only be in vain, even to say a waste of time because the students are capable as it is still in desperate need of explanation and guidance from teachers. In addition, the application of the method must also consider the type learning lessons learned or material.
There are several types of learning methods that can be applied in schools, among which:
ü Lecture method. In the lecture method of teaching and learning process carried out by the teacher is generally dominated by lectures. However, this method is less effective because students tend to be passive.
ü Question and answer method. Question and answer method is a way to manage learning by mengahasilkan questions that lead students to understand the material. This method will be effective when the material is a topic of discussion interesting, challenging and high-value applications. Posed the questions varied, covering a closed question (a question whose answer is only one possible) and open-ended questions (questions with many possible answers), and presented in an interesting way.
ü Discussion Methods. Discussion is a method of learning how to manage the presentation of the material through problem solving, or systems analysis of technology products whose solutions are very open. A discussion supporting the activity of students assessed when the discussion involving all members of the discussion and results in a problem-solving. If this method is well managed, the enthusiasm of students to engage in this forum is very high. The procedure is there should be a discussion leader, a topic of discussion should be clear and engaging, participants can receive and give, and the atmosphere of discussion without pressure.
ü Method of Providing Duty. The method of assignment is a way of teaching or presentation of the material through the assignment of students to do a job. Giving the task can be individually or group. Giving the task to each student or group can be the same and may also differ. In order to support the success of the task of the learning process, then the task should be done by students or student groups, the results of this activity can be followed up with presentations by students from one group and responded to by students from other groups or by the teacher concerned, as well as at the end activities there conclusions.
ü Method of Experiment. Experimental method is a way of managing learning activity in which students conduct experiments to prove his own experience and learned something. In this method students are given the opportunity to experience for yourself or make your own by following a process, observing an object, analyze, prove, and draw your own conclusions about the object studied. In the ICT, many experiments done on learning approach to product engineering systems analysis or bahan. The experience can be done through individual or group activities. It depends on the purpose and meaning of the experiment or the number of available tools. This experiment can be done with the demonstration, when the tool is available only one or two devices.
ü Methods of Demonstration. Demonstration method is the way the management of learning by demonstrating or showing students a process, situation, object, or the workings of a technology product being studied. Demonstrations can be done by showing either actual objects, models, as well as copies and accompanied by verbal explanation. Demonstrations will be active if done well by teachers and then performed by the students. This method can be made for activities that their tools will be limited but continuous and repeated by the students.
ü Method Tutorial / Guidance. Tutorial method is a learning management process carried out through a process of guidance provided / performed by teachers to students either as individuals or small groups of students. Besides other methods, in learning Technology Education Association, this method is widely used, especially when students are engaged in group work. The role of the teacher as a facilitator, moderator, motivator and coach needed by students to accompany them to discuss and complete tasks.
Student Reflection
In addition, we also learn by reflecting on such experiences (Dewey 1933). Reflection is thinking for an extended period by linking recent experiences to earlier ones in order to promote a more complex and interrelated mental schema. The thinking involves looking for commonalities, differences, and interrelations beyond their superficial elements. The goal is to develop higher order thinking skills.
Cognitiv Scheme
A schema is a cognitive framework or concept that helps organize and interpret information. Schemas can be useful, because they allow us to take shortcuts in interpreting a vast amount of information. However, these mental frameworks also cause us to exclude pertinent information in favor of information that confirms our pre-existing beliefs and ideas. Schemas can contribute to stereotypes and make it difficult to retain new information that does not conform to our established schemas.
Student Conclution
Summarizes is one good way to present a matter to students. Basically, first of all teachers should be more detailed (base) and deep (meaning) in the delivery of content first. So between students of low and high level of ability can be equally understood. After half the semester and then students were given the task. Given task is not just questions but only for the task of summarizing the material in the middle period of the semester that has been taught and a summary will be corrected and in value.
By summarizing material that has been taught the students both a high level of ability or low, could not help could come back to the way they review each of the end result is a summary. Of how to learn like this there are positive things that can come from students include :
1. Students can be more critical and have a question to the teacher.
2. Students can be three times as much in remembering the material because by reading, thinking and writing).
3. Exploration on the students appeared to develop material.
4. Students sort out the more critical in making the summary.
In this case the attention of teachers should also be maximum rather than just giving it the task of summarizing the material, but also guide the students as they work on the task. This is what can help students learn better and more profound. Learning is not merely to get the material only from the teacher alone but will be maximal when sourced in students, so that teaching and learning activities will be realized balanced.
Apperceptions
Apperception is the way a teacher to assess the extent to which students' ability to understand the material before the material is described. The task of teachers here is, if the students' understanding is correct then the teachers live add to and solidify understanding. However, if the students' understanding is not quite right or out of the concept of the teachers here have to straighten that understanding. The purpose of Apperception here is that students are capable of learning constructively, can find its own concepts, although the concept is not necessarily true.
Assesment
Assessment in mathematics learning is an attempt to get various information on a regular basis, continuous, and thorough about the process and outcome of growth and development has been achieved by students through learning activities. Assessment activities is not only done at the end of the semester only, but of the overall assessment, whether it is active students, the tasks, daily tests, etc.. The purpose of learning mathematics assessment are :
1. Knowing percapaian indicators that have been set.
2. Obtaining feedback for teachers, for pengetahui barriers that occur in learning and teaching effectiveness.
3. Getting a clear picture about the development of knowledge, skills and attitudes of students.
4. As a reference in determining follow-up plan.
Assessment tools can be a test and non test. The test includes a written, oral, or deeds, diaries student progress, and portfolio. In learning activities in the early grades are more widely used assessment is through the provision of tasks and portfolios. Teachers assess children through observation and recorded on sebuiah help book. While the written test used to assess students' writing, especially to find out about the use of punctuation, words or numbers.
In thematic learning assessment conducted to assess the achievement of basic competencies and indicators in each subject contained in the theme. Thus the assessment in this case is no longer unified by a theme, but has been separated according to the Basic Competencies, Learning Outcomes and Indicators subjects.
Various Media and Teaching Aids
The principle of good teaching is if in the learning process is able to create a conducive learning climate and can motivate students to learn. Besides teaching and learning process is able to develop the concept of generalization, and abstract material can be a clear and obvious, so it is expected to positively impact the achievement of optimal student learning outcomes. Such a case one of which can be achieved by using the medium of learning in the teaching process.
Learning media is everything related to software and hardware that can be used to fill teaching materials transfer of learning resources to individuals or groups, which can stimulate the thoughts, feelings, concerns and interests of students in such a way that the learning process more effective. In this sense, the book / module, tape recorders, cassettes, video recorders, video cameras, television, radio, films, slides, photographs, drawings, and the computer is a medium of learning.
The use of media in teaching and learning activities have a considerable influence on the means of the senses. Towards understanding the content of the lesson, can reasonably be argued that the use of the media will further ensure a better understanding of the students. Students who learn through listening alone will be different levels of understanding and length of "memory" survived compared with students who learn through seeing or hearing and seeing at once. Instructional media are also able to evoke and bring students into an atmosphere of pleasure and joy, where there is involvement emosianal and mentally. Of course this affects their enthusiasm to learn and better living conditions for learning, which will be geared towards increasing students' understanding of subject matter. Thus the benefit of the media in the learning process of students, namely:
1. Can foster students' motivation for teaching will be more attracted their attention;
2. Meaning of teaching materials will become more clearly so that students can understand and allow for mastery and achievement of teaching objectives;
3. Teaching methods will be more varied, not based solely on verbal communication through words, and
4. Students do more activity during learning activities, not only listen but also observe, demonstrate, perform direct, and play.
CONCLUTION
Methods of teaching mathematics is the way teachers convey concepts / principles of mathematics so that students are expected to understand the concepts / principles presented.
Alternative methods of teaching are implemented such as lectures / expository, discussion, independent study, and laboratory. What is important is the occurrence of effective learning. Effective learning occurs when students are actively involved in organizing and finding more relationships in the information that students gain from the passive receipt of information from a number of teachers. This activity will result in not only developed the study of the subject matter. For that, one alternative learning method is a method of discussion or cooperative learning by taking into account students' initial knowledge or skills so that students can construct knowledge.
Who need to get the attention of teachers of mathematics at this time of paradigm shift from teaching to learning. Learning paradigms are not enough students studying with the teacher's instructions in transferring knowledge to students, but students need to construct a mathematical study. Constructivist math teachers are teachers who construct learning theory by reflecting on how teachers use and form of mathematics. This means that teachers are required to have the ability to see how the perception of mathematics students who have been and will be studied students, including the use of language, the ability to appreciate the idea of students that can be illogical and build them into learning. So that students can build their understanding of concepts / principles of mathematics need the help of others, such teacher or friend who is more capable, so it is necessary to negotiate with each other mentally between students and teachers and between students and the students. In a constructive learning, to consider the following matters:
1. Students are actively involved in learning, students learn the material with a significant mathematical work and thinking, and students learn how to learn it.
2. New information must be linked with other information so it blends with the information that has been owned by students to the understanding of the information complex occurred.
3. Oreintasi learning is an investigation and discovery which is basically solving the problem.
The condition of constructive learning environment is important, but it does not automatically result in constructive learning. Students need to develop beliefs and habits in learning skills that students develop cognitive skills. To support such a learning environment by providing a learning experience by linking of knowledge so that students learn through the process of knowledge formation, providing a wide aternatif learning experience, not all students are doing the same tasks, integrates learning with a realistic and relevant situations involving concrete experience, integrate the learning that occurs transmission namely the occurrence of social interaction and cooperation with one another or with the environment, utilizing a variety of media including oral and written communication so that learning becomes more effective, involve students emotionally and socially so that mathematics becomes interesting and motivated students to learn.
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