KEGIATAN PENELITIAN SEBAGI USAHA UNTUK MENINGKATKAN PROFESIONALISME GURU MATEMATIKA

By: Dr. Marsigit, M.A

Unsur-unsur Psikologi yang Terkandung

Reviewed by: Yudha Prihadi (10313244026)/ International Mathematics education

Mathematics education research activities by teachers, lecturers as well as by prospective teachers will provide many benefits. Through a study of mathematics education, we can see what is happening in a process of learning mathematics. Whether it's teachers and students. From this research we can know of any individual or group differences in learning mathematics, we can also determine the position of students in the group, and can compare learning outcomes among individuals and groups. In addition, from a study of mathematics education we can also make individual diagnosis of learning difficulties in learning mathematics and we can also perform a variety of ways to overcome them.

Through research of mathematics education, teacher can be more open minded again in response to reforms in the teaching of mathematics. Especially in terms of learning methods. If researchers want to improve or want to acquire an innovative method of learning mathematics, the researcher needs to take a look on context of learning mathematics, the methods teachers use and management of learning mathematics.

We also can do a match between goals and results of learning outcomes. Research results can be used for refining the program, counseling, provision of information to the public. Besides that we also can do a comparison between the performance and criteria for each dimension of the program and refining the program and the inference results of mathematics education as a whole. Then we can conduct studies on the implementation of the program, the environmental impact study, the influence of the program, curriculum or syllabus of learning outcomes, and ultimately used for the improvement of mathematics education program as a whole.

Source: http://staff.uny.ac.id

STANDAR PROSES PEMBELAJARAN DI SEKOLAH BERTARAF INTERNASIONAL (SBI)

Oleh: 

Yudha Prihadi 

SBI adalah sekolah nasional yang menyiapkan peserta didik berbasis Standar Nasional Pendidikan (SNP) Indonesia berkualitas Internasional dan lulusannya berdaya saing Internasional. Dalam rangka menuju sekolah bertaraf internasional, sebuah sekolah harus mampu memenuhi 8 Standar yang telah ditetapkan dalam Peraturan Menteri Pendidikan Nasional Indonesia. Salah satunya adalah Standar Proses Pembelajaran.

Menurut UU Sistem Pendidikan Nasional No.20 tahun 2003, pembelajaran merupakan proses interaksi peserta didik dengan pendidik dan sumber belajar pada suatu lingkungan belajar yang terarah pada tujuan pembelajaran yang telah ditentukan. Proses pembelajaran menyangkut pengorganisasian dari perpaduan antara manusia, pengalaman belajar, fasilitas, pengontrolan dan prosedur yang mengatur interaksi perilaku pembelajaran untuk mencapai sebuah tujuan. Proses pembelajaran merupakan salah satu sistem pendidikan yang dapat menentukan keberhasilan pembelajaran dan mutu pendidikan di Sekolah Bertaraf Internasional. Oleh karena itu, untuk memperoleh mutu pendidikan Sekolah Bertaraf Internasional yang baik, diperlukan proses pembelajaran yang baik pula.

Sesuai dengan amanat Peraturan Pemerintah Nomor 19 tahun 2005 tentang Standar Nasional Pendidikan salah satu standar yang harus dikembangkan adalah standar proses. Standar proses adalah standar nasional pendidikan yang berkaitan dengan pelaksanaan pembelajaran pada satuan pendidikan untuk mencapai kompetensi lulusan. Standar proses berisi kriteria minimal proses pembelajaran pada satuan pendidikan dasar dan menengah. Berpacu pada Peraturan Pemerintah ini Sekolah Bertaraf Internasional harus mampu melaksanakan proses pembelajaran berdasarkan kriteria minimal untuk mencapao kompetesi lulusan yang mampu bersaing di tingkat internasional.

Atas dasar tuntutan untuk menghasilkan lulusan yang bermutu dan mampu bersaing di taraf internasional, proses pembelajaran untuk setiap mata pelajaran harus fleksibel, bervariasi, dan memenuhi standar. Proses pembelajaran haruslah interaktif, inspiratif, menyenangkan, menantang, dan memotivasi peserta didik untuk berpartisipasi aktif, serta memberikan ruang yang cukup bagi prakarsa, kreativitas, dan kemandirian sesuai dengan bakat, minat, dan perkembangan fisik serta psikologis peserta didik.

Standar proses meliputi perencanaan proses pembelajaran, pelaksanaan proses pembelajaran, penilaian hasil pem­belajaran, dan pengawasan proses pembelajaran untuk ter­laksananya proses pembelajaran yang efektif dan efisien.

Perencanaan Proses Pembelajaran

Perencanaan proses pembelajaran meliputi silabus dan rencana pelaksanaan pembelajaran (RPP) yang memuat identitas mata pelajaran, standar kompetensi (SK), kompe­tensi dasar (KD), indikator pencapaian kompetensi, tujuan pembelajaran, materi ajar, alokasi waktu, metode pembelajaran, kegiatan pembelajaran, penilaian hasil belajar, dan sumber belajar yang semuanya harus sesuai dengan standar SBI yang telah ditentukan.

Pelaksanaan Proses Pembelajaran

Pelaksanaan proses pembelajaran didasarkan pada intensitas interaksi antara peserta didik dengan pendidik, antara peserta didik dengan peserta didik, dan peserta didik dengan sumber belajar. Untuk itu perlu diperhatikan pula jumlah maksimal  peserta didik dalam suatu kelas, beban pembelajaran maksimal seorang pendidik, dan ketersediaan buku teks sebagai penunjang proses pembelajaran bagi peserta didik.  Proses pembelajaran yang diberikan seorang pendidik bukan hanya sekedar menyampaikan materi-materi, melainkan juga pembentukan pribadi peserta didik yang memerlukan perhatian penuh dari pendidik, maka rasio maksimal jumlah peserta didik per pendidik.

Di dalam pelaksanaan proses pembelajaran di SBI, seorang pendidik harus mampu membuat suasana kelas senyaman untuk belajar. Seorang pendidik harus mampu menyesuaikan materi pelajaran dengan kece­patan dan kemampuan belajar peserta didiknya, dengan begitu peserta didik akan lebih mudah mudah termotivasi dalam belajar tanpa merasa terbebani.

Di Sekolah Bertaraf Internasional seorang pendidik hendaknya menerapkan sistem Students Center yaitu peserta didik menjadi pusat atau berperan aktif dalam proses pembelajaran, bukan Teacher Center yaitu pendidik menjadi satu-satunya yang berperan aktif dalam proses pembelajaran tersebut. Di dalam sistem Students Center seorang pendidik berfungsi sebagai fasilitator, dinamisator dan stabilisaator. Di sini peserta didik dituntut untuk berperan aktif selama proses pembelajaran. Pertama kali sorang pendidik harus mampu menyiapkan kondisi psikis dan fisiknya sebelum memulai pelajaran. Selanjutnya seorang pendidik harus melibatkan seluruh peserta didiknya untuk aktif selama proses ini berlangsung, bisa memfasilitasinya dengan berbagai pendekatan atau alat peraga. Memberikan kesempatan serta kebebasan dalam berpikir, menganalisis, menyelesaikan masalah dan bertindak tanpa adanya rasa takut terhadap pendidik, dengan begitu mereka akan mampu membangun pengetahuan mereka sendiri. Kemudian pendidik melakukan refleksi untuk memperoleh pengalaman belajar yang telah dilakukan. Di akhir pertemuan seorang pendidik harus menyampaikan kesimpulan dari yang telah dipelajari serta bahan ajar apa yang akan disampaikan berikutnya.

Kemampuan seorang pendidik dalam pengelolaan kegiatan belajar dan pembelajaran bagi pendidik itu sendiri, merupakan sesuatu yang harus menjadi pertimbangan dalam pelaksanaan proses pembelajaran.

Penilaian Hasil Pem­belajaran

Penilaian hasil belajar digunakan seorang pendidik untuk memantau proses dan kemajuan belajar peserta didik serta digunakan untuk  memperbaiki hasil belajar peserta didik. Hal ini juga berguna untuk mengukur segala aspek perkembangan peserta didik. Di SBI sistem penilaian hasil belajar peserta didik tidak jauh berbeda dengan sistem penilaian di sekolah-sekolah biasa. Yang membedakan adalah standar kriteria ketuntasan minimum (KKM) yang jauh lebih tinggi dari sekolah yang lain.

Pengawasan Proses Pembelajaran

Pengawasan proses pembelajaran merupakan upaya penjaminan mutu pembelajaran bagi terwujudnya proses pembelajaran yang efektif dan efisien ke arah tercapainya kompetensi yang ditetapkan di Sekolah bertaraf Internasional.

Dengan terpenuhinya Standar Proses Pembelajaran yang telah diuraikan di atas maka proses pembelajaran di SBI bisa dikatakan berjalan secara efisien dan efektif. Selain itu dengan menerapkan standar proses pembelajaran diatas peserta didik di SBI akan lebih mudah berkembang dan memiliki daya saing internasional.

Referensi:

http://bsnp-indonesia.org/id/?page_id=105/

http://sambasalim.com/pendidikan/kualitas-proses-pembelajaran.html

TO UNCOVER MULTICULTURAL PSYCHOLOGICAL PHENOMENA OF MATHEMATICS EDUCATION

By: Yudha Prihadi (10313244026)

Teach mathematics is not easy. Many difficulties are encountered teachers in the teaching and learning process. Not all students can receive math concepts well. Many difficulties are encountered students in learning too. Therefore a teacher must be able to provide creative and interesting teaching. So that the students can motivated to learn mathematics better. The way is to optimize the use of teaching aids in teaching and learning process. It is considered effective in addressing the problem of learning mathematics in schools. The use of teaching aids or props used in an effort to improve the motivation of students in school in learning mathematics.

There are two factors that influence students' motivation in learning mathematics, external factors and internal factors. External factors mean a teacher should be active and creative in improving students' motivation by providing an illustration or teaching aids that support the learning process. While in the internal factors, teachers were behind and let their students to know how to solve problems by their own way, but the teacher also must continue to provide a correction if there is an error.

Learning mathematics in the classroom in group is very effective in reducing boredom and developing student motivation in learning. Here students are given a problem and they have to solve in groups. Learning in groups is expected to be established good communication between students and improve their confidences in the classroom.

In International Symposium 2011 in Thailand demonstrated the  mathematics teaching and learning process with modeling systems. Students are given an illustration of the images used as teaching materials. The illustration is an image of a number of dragonflies in the paper and the students in groups are asked to calculate how many dragonflies that are drawn. This will encourage students to think creatively in solving experiences to their own way. Any way to resolve the problem. Teachers initially only as a companion. Teachers observe the processes that they do. Each student is allowed to use all the tools available to assist them in solving the problem. Teachers continue to stimulate their ability to think and to facilitate them. If that enough, each representative group were asked to present the results of their discussions. How many dragonflies that? How do they find the results?

Teachers must respect each result and the way they found it. Nothing is wrong. All considered correct. After all finished teachers present the results provide an effective means of calculating dragonflies that are in the pictures and the students were asked to recalculate a way that it provides. Of course, using an additional tool. After all students completed recalculate and present it again and each group get the right results. Teachers will provide explanations and evaluations mistakes made by students and provide further explanation. By using that way, every student will feel relaxed and feel less burdened be assigned tasks and increase their motivation to learn.

Experiences in doing math problems can help us in thinking  mathematics. From the experiences, both good and bad, will make a lesson for a student. This is what will affect their way of thinking in solving mathematics problem. Experience provide a stimulus to thinking. A good experience will give effect to think that good anyway. A good experience can hone creative and innovative mindset of a student in solving math problems. A teacher must be able to provide good experiences for students so that students thinking  can develop properly.

Mathematical activities are carried out as problem solving, the sequence are:

-          Generating wonder and question

Mathematics problem must be generating wonder in students to learn it further and arouse a question in students about the problem and stimulate curiousity.

-          Formulating problem by formalizing them (questions)

After  aroused, students will begin to develop formulas relating to the question. What is the right formula? Whether it can be applied in this problem or not? etc.

-          Understanding the problems

After that the students will understanding what the problem are? And they will collate all possibilities.

-          Planning

Then they will make a plan to solve the problem with any way or certain way from one source.

-          Implementing and reflecting

Students will apply all the steps above to solve math problems and then the last he would test it. If an error occurs the students will continue to repeat until correct.

But in teaching mathematics teachers also encounter three big problems, such as:

1.      The challenge of intergrating students perspektiv into teaching.

2.      The gab between theories/ research and practice.

3.      The lack of learning theories on teachers and educators.

International Perspective on Developing Method to Uncover Psychological Phenomena of Learning Mathematics

By: Yudha Prihadi
10313244026

International perspective is the process of opinion and viewpoint that incorporates analysis and concerns from different parts of the world. Many times this multinational viewpoint originates from various national interests, which have outstanding concerns with one particular subject.

One of tehe problem in International perspective is to developing method in learning Mathematics. Exactly, it is not easy to developing methods in learning Mathematics in school. In this case, teacher becomes a major role in the process to developing this Mathematics learning method. Teacher not only focused on the output of the learning process but also teacher must focused in the process of learning. The method that given by teacher is very influental on the students’ psychological development. Nowadays, there are many existing method in teaching-learning Mathematics, but it make an educator or teacher feel confused, which method that suitable to be applied to students in learning Mathematics. This is very useful in meeting the demands of an international perspective.

Each method of learning Mathematics has drawbacks and advantages which vary according to era. An educator should be able to be open minded to the developing existing methods and take any positive point in each method. In traditional and modern Mathematics learning just focused on the mechanistics, structural, and empiric. New Mathematics can cover all of approach in Mathematics learning method which is focused on realistic. There are four important steps in realistic learning, such as introduction, creation, reason and explanation, and clossing. Introduction, students are given a problem and they are told to recognize and understand the problem. Creation, students are allowed to develop their creativity such as using symbols or develop formulas to solve the problem. Reason and explanation, students were  asked to provide feedback and explanation to the statement of the problem. Clossing, the teacher end the class  by giving a conclusion and application life squad from the material. In each steps must be given a reflection. Reflection is useful to interpret everything has been done before and to add their experience in learning Mathematics.

The role of a teacher is to develop teaching materials. They are not allowed to use only single way in delivering the materials. Teachers also have to think creatively in the teaching of Mathematics to enhance  students’ Mathematical thinking. Before starting to teach, teachers have to prepare many things in the learning process so that learning process goes according to plan. Teaching learning scheme is needed to help  teacher to delivered the material in a class. There are ten schemes, they are:

1.      Lesson Plan

Lesson plans are very useful to give references and limitation for the teacher to provide learning materials. Lesson plans are also useful for reducing or anticipate material that elapsed during the learning process, so all material can be delivered to students as well. With this lesson plan the teacher will be easier in delivering course material in sequence, from simple problems to more complex problems.

2.      Apperseption

Apperception means consciously observations about everything that is in itself a comparative basis and foundation to accept a new idea. So  a teacher must be open minds to the new ideas, so that their knowledge can flourish.

3.      Small group discussion

Small group discussions are useful in developing students’ ability in interact among the students. Small group discussion will help students to learn independently and  develop students' thinking ability and their confidence.

4.      Various Methods

Learning methods can vary greatly reduce the saturation of students in learning Mathematics. So here the teacher is also required to think creatively in varying methods of learning.

5.      Various Interaction

Various interaction mean at the time of learning, a student should be able to interact not only with teachers and friends only. Teachers create small groups that vary and the group is not permanent, but changing all the turn of the material. That way the student is not only able to interact with  certain students but also they  can be required to interact with other students in the class.

6.      Various Media

Instructional media are indispensable in any learning process and strongly supports the learning process. The media must be tailored to the learning materials provided at that time and should be interesting. This learning media should always be varied so that students do not quickly get bored.

7.      Student Reflection

Student reflection aims to give a meaning of the learning that has been given. Student reflection is usually done at the end of the lesson by the teacher. This is done so that students can take the meaning of the learning that done at that time.

8.      Scheme of Achieving

Each student achievement in mathematics learning process should be respected.  Form of praise or reward. This is done to continue to encourage and motivate students to learn Mathematics. If there are students who have achievement below the average, a teacher must always appreciate these achievements and  always motivated to be more advanced.

9.      Student Conclussion

Student conclussion aims to measure how much students understand the material that has been  given before. At the end of the lesson students are asked to summarize what they have learned at that time. Whether they understand or not the material that has been given. Student conclussion is used to stimulate students to make it easier to conclude a case.

10.  Student Worksheet

Student worksheet aims to measure how  students understand the material that has been given before. The student  worksheet usually  contains problems related to material that has been given previously. Usually worksheet contains levels of different issues, it aims to adjust the level of students that have different abilities too. Student worksheet should be made by the teachers themselves, because they are familiar with the conditions or the ability of each student.

From the ten schemes above we can know how to prepare a good learning of mathematics. Teachers should always take into consideration the development of their students, not just focus on the final exam only. Most important is the process. And there are four things that support this process, such as teacher thinking, development model, interaction between student and teacher, and Mathematical strand.