PENDEKATAN MATEMATIKA REALISTIK PADA PEMBELAJARAN PECAHAN DI SMP

By : Drs. Marsigit MA

Reviewed by : Bowo Widyo Laksono

Vertical mathematics is a process that occurs within the mathematical system itself, for example: the discovery of strategies to solve problems, linking the relationship between concepts or applying mathematical formula / formulas findings. After this training, participants are expected to be able to: 
1. make the preparation process of teaching and learning rational numbers in school with the principles PMRI 
2. develop learning resources for teaching and learning rational numbers in school with the principles PMRI
3. develop assessment activities for teaching and learning rational numbers in school with the principles PMRI 
4. implement the teaching-learning process rational  numbers with  PMRI principles. 


We can examine the rational numbers in junior high school mathematics learning in 2 (two) sides of the formal position of rational numbers in the context of the curriculum and syllabus, and a review of substantive rational numbers itself. The purpose of learning rational numbers in junior high can be mentioned as follows: 
1. Solve contextual problems and find the concept of rational numbers of the contextual issues are solved. 
2. Understand the concept of rational numbers, explain the link between concept and applying the concept of rational numbers, flexibly, accurately, efficiently, and appropriately, in solving problems 
3. Using the reasoning on the pattern and nature, to manipulate and make generalizations about the rational numbers. 
4. Communicating the concepts and the use of rational numbers 
5. Having respect for the use rational of numbers in life. 

Learning through PMRI presumably rational numbers can be concluded that students should be given opportunities to explore and reflect on alternative concepts about ideas that affect learning fractions later and students should be given opportunities to explore and acquire new pengetahauan about fractions by establishing that knowledge to himself . Teachers need to revitalize itself so as to mendudukan itself as a facilitator, to develop interactive learning, and provides the opportunity for students to be active.

PEMBELAJARAN MATEMATIKA BERDASARKAN KURIKULUM BERBASIS KOMPETENSI DI SMK

By : Drs. Marsigit MA

Reviewed by : Bowo Widyo Laksono

The dynamics of the development of Indonesia today, demanding that the curriculum development needs to pay attention to: current issues in education, issues that arise in the field, variations inschool, educational personnel, interests and abilities of students, as well as the demands of social development, science andtechnology. Competency-based mathematics education emphasizes the skillsthat should be possessed by graduates; so that the curriculum was developed based on the elaboration of a basic skills competency standards. Standard of competence is an ability that can be performed or displayed in the learning

mathematics, while basic skills are minimal ability in mathematics courses that must be possessed by students. Basic skills can be affective abilities, cognitive and psychomotor. Syllabus mathematics courses should be formulated to include outlines of instructional material that refers to the mathematical characteristics in accordance with the competencies to be achieved.

The curriculum is designed to be in the process of learning mathematics, students are able to conduct a search of patterns and relationships, develop creativity and imagination, intuition andinvention; conducting problem-solving; and communicate mathematical thinking to others.

For all levels of education, learning materials including maths (Ebbutt and  traker, 1995):

a. Facts

b. concepts

c. Reasoning skills,

d. Algorithmic skills,

e. problemsolving

f. Skills investigation

In the syllabus, teachers must include the source of the material which is used as reference by using the rules of writing in accordance with applicable regulations.Learning unit is in a more operational elaboration of the syllabus into fragments of learning activities that are operational can be done by the teacher. Learning program is a plan classroom activities designed by the teacher containing the scenario step-by-step on what to do with their students.

PEMBELAJARAN MATEMATIKA BERDASARKAN KURIKULUM BERBASIS KOMPETENSI DI SMK

By : Drs. Marsigit MA

Reviewed by : Bowo Widyo Laksono

The dynamics of the development of Indonesia today, demanding that the curriculum development needs to pay attention to: current issues in education, issues that arise in the field, variations inschool, educational personnel, interests and abilities of students, as well as the demands of social development, science andtechnology. Competency-based mathematics education emphasizes the skillsthat should be possessed by graduates; so that the curriculum was developed based on the elaboration of a basic skills competency standards. Standard of competence is an ability that can be performed or displayed in the learning

mathematics, while basic skills are minimal ability in mathematics courses that must be possessed by students. Basic skills can be affective abilities, cognitive and psychomotor.Syllabus mathematics courses should be formulated to include outlines of instructional material that refers to the mathematical characteristics in accordance with the competencies to be achieved.

The curriculum is designed to be in the process of learning mathematics, students are able to conduct a search of patterns and relationships, develop creativity and imagination, intuition andinvention; conducting problem-solving; and communicate mathematical thinking to others.

For all levels of education, learning materials including maths (Ebbutt and  traker, 1995):

a. Facts

b. concepts

c. Reasoning skills,

d. Algorithmic skills,

e. problemsolving

f. Skills investigation

In the syllabus, teachers must include the source of the material which is used as reference by using the rules of writing in accordance with applicable regulations.Learning unit is in a more operational elaboration of the syllabus into fragments of learning activities that are operational can be done by the teacher. Learning program is a plan classroom activities designed by the teacher containing the scenario step-by-step on what to do with their students.

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 : Drs. Marsigit, MA

Reviewed by : Bowo Widyo Laksono

Salah satu upaya guru dalam meningkatkan motivasi siswa dalam pembelajaran matematika di SM P adalah dengan membuat proses pembelajaran matematika yang menyenangkan, menarik dan ada kaitan dengan kebutuhan sehari-hari. Memaksimalkan (optimalizing) penggunaan beberapa alat bantu pengajaran dan alat untuk demonstrasi diharapkan dapat membantu proses abstraksi siswa, yang meliputi kesulitan siswa dalam belajar. Penggunaan metode variasi untuk memotivasi siswa dan untuk menghindari siswa bosan dan menggunakan bantuan secara optimal untuk memfasilitasi siswa mereka untuk belajar konsep, ide, definisi atau prosedur matematika tertentu.

Keberhasilan proses belajar mengajar di Matematika tidak jauh dari peran guru sebagai informator, komunikator, dan fasilitator. Metode mengajar digunakan oleh guru bisa melakukan intervensi interaksi antara guru, siswa, dan
prestasi belajar. Salah satu upaya guru dalam meningkatkan motivasi siswa dalam pembelajaran matematika di Sekolah Menengah Pertama adalah dengan membuat pembelajaran matematika menjadi lebih menyenangkan. Hasil pengamatan diambil selama proses belajar-mengajar dijalankan tapak bahwa minat siswa sangat tinggi. Hal ini menunjukkan bahwa keaktifan siswa dalam melakukan worksheet saat sesi tanya-jawaban,di diskusi, ada begitu banyak siswa mengangkat tangan mereka dan juga terjadi ketika mereka berada di luar kelas.

Hasil penilitian menunjukkan bahwa penelitian tindakan dengan menggunakan alat bantu mengajar seperti papan dipaku, karet, bermain kartu, lembar kerja siswa, transparansi kertas, benang sipat, tiga bilah kayu bisa digunakan sebagai model dalam matematika mengajar untuk meningkatkan motivasi siswa dalam proses belajar mengajar. Guru matematika di SMP-SMA dalam proses belajar-mengajar mereka harus menggunakan metode variasi untuk memotivasi siswa dan untuk menghindari kebosanan siswa dan selalu menggunakan bantuan demonstrasi yang optimal untuk menjelaskan konsep, ide, definisi atau prosedur tertentu. 

Supporting Evidences And Monitoring To Develop School-Based Curriculum For Junior High School Mathematics In Indonesia

 By : Drs. Marsigit MA

Reviewed by : Bowo Widyo Laksono

Dewasa ini pendidikan di Indonesia menunujukkan bahwa ada indikasi adanya penurunan prestasi anak dalam mata pelajaran matematika dan Ilmu pengetahuan. Hal ini ditunjukkan dengan penguasaan konsep matematika dan keterampilan matematika yang masih rendah. Hal tersebut di sebabkan oleh kurangnya kegiatan laboratorium, guru kurang menguasai ketrampilan sains, materi yang terlalu banyak kurangnya peralatan laboratorium dan sumber daya manusia. Disamping itu, ketidaksesuaian antara tujuan pendidikan, kurikulum, dan sistem evaluasi juga menjadi penyebabnya.
Upaya yang saat ini dilakukan untuk meningkatkan pendidikan matematika di Indonesia meliputi kerjasama untuk melaksanakan kegiatan pengajaran pembelajaran matematika di SMP. Kegiatan ini dimaksudkan untuk mengembangkan dan mencoba
beberapa model mengajar di sekolah.

Perhatian utama dalam mengembangkan kurikulum matematika adalah untuk memastikan bahwa kurikulum mencerminkan proses belajar mengajar yang telah dimaksudkan, karena itu, kita perlu mengembangkan:

1. Pedoman untuk mengembangkan silabus nya
2. Pedoman kurikulum pelaksanaan
3. dokumen pendukung seperti handout, lembar kerja siswa guru keterlibatan dalam pengembangan kurikulum
4. sosialisasi dan diseminasi mengembangkan kurikulum
5. pemantauan rutin implementasi nya.

kurikulum berbasis sekolah untuk SMP sekolah merasa kesulitan pada kompetensi siswa, karena itu, pemerintah pusat telah mengembangkan standar nasional bagi mereka. Standar Kompetensi Nasional ini kemudian menjadi diuraikan menjadi Kompetensi Dasar-itu adalah kompetensi minimum yang harus dilakukan oleh siswa, meliputi afektif, kognitif dan psikomotor kompetensi. Dengan demikian, Pemerintah Indonesia telah mengembangkan Pembelajaran dan pengajaran kontekstual (CTL) sebagai salah satu pendekatan untuk mendukung implementasi Sekolah Berbasis Kurikulum, itu
berarti bahwa pemerintah mendorong para guru untuk mengembangkan keterampilan siswa dengan maksimal memanfaatkan lingkungan hidup untuk mendukung kegiatan siswa.

the first

Hasan al-Bashri -rohimahullah- berkata:
"Aku tahu rezqiku takan diambil orang lain, krn itulah aku tenang.
Aku tahu amalku tak akan dikerjakan oranglain, karena itulah aku sibuk beramal.
Aku tahu ALLAH selalu mengawasiku, karena itulah aku malu bila Dia melihatku sedang dalam ma'siat.
Aku tahu kematian itu menungguku, karena itulah aku selalu sibuk menambah bekal untuk hari pertemuan dgn ALLAH 'Azza wa Jalla".