KULIAH BAHASA INGGRIS PENDIDIKAN MATEMATIKA 1 (13)

“REVITALISASI PENDIDIKAN MATEMATIKA”

By: Dr. Marsigit, MA

Summary by: Primaningtyas Nur Arifah (09313244004)

The research of Dr. Marsigit, MA (1996: 123-132) suggests that teacher’s opinion and attitudes about the practice of mathematics learning is varied. Some of teachers feels has an quite strong point of views about the practice of mathematics teaching, but at the  same time, they forced to realize that the point of views are different or even contradictory  with the point of view of their colleagues or the results of an research.

The development of mathematics education globally, is characterized by a shift of center of education from the educator to student. The research showed that  the student placed as the center of education will provide far-reaching  and different implications than the educators placed as center. 'Transfers of knowledge' of teacher to student has been considered as an unappropriate paradigm to the educational nature. Alternatively, it starts to develop a new paradigm that is 'developing' as an attempt to developing students potential. Thus the teachers role has also changed  from as a server to as a facilitators in the learning process. If development of Indonesia mathematics education refer to the global trend then the problem is how far the teachers are able to change the attitude and outlook 'Mathematics as a science that is taught by a teacher' to 'mathematics is a science that needs to be learned by the students'.

This is not an easy job for mathematics teacher to change their attitude as mentioned above. Alexander in Bourne (1994: 69) mention there are at least 6 (six) factors that influence teacher's teaching style: value, understanding (theory), pragmatism, empirical, context and system (political). Understanding of a theory of educating is not implemented into teaching practice by itself. Value systems (private teacher) and social (community) being unpartable part of political order that will give direction for mathematics education development effort. Empirical studies show that there is an large enough gap for meeting the educational theory with practice educational. Required a 'political will' of the governments to returned education to the nature 'educate' in accordance with nature 'subject learners' and the nature of 'scientific', so that education is not only seen as something the 'required' but something that is 'required' by students, in order to make education not only saw the students as 'investment' development but as subject that needs to be 'developed'.

Revitalization of mathematics education is an effort in the direction where the mathematics education practitioners given the opportunity to conduct self-reflection, for then faced with multi-entry attitude decision based on the in-depth study towards a new paradigm that offered. Recognized that it is not easy to realize education revitalization without awareness and greatness of soul of both the macro and micro-world of our education. Otherwise the mathematics education paradigms will merely remain as an utopia that only up to the rhetoric.

 In order that teachers are able to realize the revitalization of mathematics learning (educational) that fosters students creativity, referring to the recommendation Cockroft Report (1982) as well as the elaboration of Ebbut, S and Straker, A (1995), there are is a suggestion that might be useful for teachers in conducting learning mathematics, through the preparation phase, learning phase, and evaluation phase, as follows:

1. Teaching Preparation Phase
• Planning for mathematics learning environment
• Planning mathematics activities
2. Learning Phase
• Develop the role of teacher
• Set the time to whom and when doing mathematics with / without students
3. Evaluation Phase
• Observing student activities
• Evaluate yourself
• Assess understanding, processes, skills, facts and results
• Assess the results and monitor student progress

KULIAH BAHASA INGGRIS PENDIDIKAN MATEMATIKA 1 (12)

UNIVERSITAS NEGERI YOGYAKARTA

MENUJU PERGURUAN TINGGI BERTARAF INTERNASIONAL (PTBI)

“Yogyakarta State University on the move toward World Class University”
By: Dr. Marsigit, MA

Summary by: Primaningtyas Nur Arifah (09313244004)

There are two thinking approach to understand the meaning of Yogyakarta State University leading international universities, that is a formal approach and substantive approach. Formal Approach positioned UNY in social life among many universities in Indonesia, association among universities in the world, and UNY role especially as a former of LPTK. UNY main task is to print educational expert and develop the educational science and teachership science, in addition to printing noneducational academics and professional.

Perspective of the global era not only penetrated the education field but has been reaching out to all aspects of life. In the midst of euphoria to the international level, UNY faced with two phenomenon that spans the two sides / ends that have not synergistic. First, UNY have an obligation to support government policy to develop the SBI / RSBI schools, and thus UNY must be take some steps towards international universities. Second, UNY faced to the various criteria for ranking world universities, and in fact UNY still far from ranked. In Indonesia, there were only 4 (four) universities are able to rank below 500 universities in the world.

Meanwhile the perception that growing both nationally and globally, is continuously positioned the term "rank" as the only perspective to looking the international universities. Then how should we behave? The deceased Prof. Sugeng Mardiyono, Ph.D., (2008), former Rector of UNY, outlined that leading to international standard universities is not the "internationalization". "In a UNY pioneering effort towards WCU, we must not lose our identity. We must use this potential and set out from culture or our culture ", according to his directions.

So substantively, the stub to international university is the responsibility and the needs of all UNY civitas, at all ranks, institutions, faculty, students and employees. Whatever UNY position is an absolute necessity for the pilot to start doing university level internationally. Scrolling of the team's pre-eminent developer of the programs, then in 2007 WCU Task Force was formed to develop and implement programs WCU at 2008-2012.

KULIAH BAHASA INGGRIS PENDIDIKAN MATEMATIKA 1 (11)

PHILOSOPHICAL EXPLANATION ON MATHEMATICAL

EXPERIENCES OF THE FIFTH GRADE STUDENTS

Oleh: Dr. Marsigit, MA

Ikhtisar oleh: Primaningtyas Nur Arifah (09313244004)

Tingkat diskusi filsafat memiliki karakteristik seperti kebutuhan untuk cross-check serta membandingkan dengan beberapa sudut pandang dengan bebas, untuk membangun teori umum subjek terkait. Mackenzie, J.S, (1917), menyatakan bahwa untuk membangun teori umum, filsafat harus memperhitungkan hasil umum dari penyelidikan semua ilmu.

Dalam skema Greimas’ Hermenetics Structural Analyses, siswa dimasukkan ke dalam pusat kegiatan belajar mengajar matematika; guru memiliki peran sebagai 'pengirim' serta 'pendukung', sedemikian rupa sehingga siswa mereka mempelajari materi fisik sebagai obyek belajar; 'transaksi' antara guru dan siswa terjadi jika ada motivasi siswa untuk mempelajari benda-benda fisik; 'kendala' yang perlu dipertimbangkan dan harus diantisipasi serta perlu di temukan solusi yang sedemikian rupa adalah siswa dapat berinteraksi dengan materi fisik; para 'anti-subjek' muncul jika ada kendala sangat besar seperti penindasan, kecelakaan yang tidak diharapkan, dll sedemikian rupa sehingga siswa tidak mampu berinteraksi dengan benda fisik matematika mereka; 'Penerima' adalah orang-orang atau para agen yang mengambil manfaat dari interaksi para siswa dengan objek mereka, karena itu, siswa sendiri dapat merasakan sebagai 'penerima',

Menurut Kant, ‘akan terpengaruh sesuatu' adalah mengalami efek dari sebuah objek pada kemampuan representasi (ibid, hal. 29). Kant mengemukakan dua jenis benda yang mempengaruhi subjek: hal yang ada 'dalam diri mereka sendiri' yang mempengaruhi diri, dan ada 'penampilan dalam diri mereka sendiri' yang bertindak atas sensibilitas kita dan terpisah dari karakteristik apapun yang melekat pada reseptor sensorik kita (Werkmeister, W.H, 1975). Kant mendriskipsikan kasih sayang sebagai pengalaman dari 'efek' sebuah objek yang mengenai alat indra kita. Kant menegaskan bahwa 'ruang' dan 'waktu' adalah bentuk perasaan kita, apa yang mempengaruhi sensibilitas kita adalah sebuah benda yang memiliki karakteristik 'ruang' atau 'sementara' yaitu suatu fenomenal objek.

Status pengetahuan matematika siswa yang dihasilkan dengan memanipulasi bahan fisik, dalam skema Greimas 'Hermenetics Struktural Analisis. Jika perbedaan antara dua jenis persepsi masih mitos, maka kita masih bisa berdebat pada status pengetahuan matematika. Beberapa bahan manipulatif dapat mengacau dan disalahartikan; hal ini dapat dijelaskan dengan teori doubleaffection karena fakta bahwa para guru sudah akrab dengan konsep-konsep yang disajikan. Gagasan Kant tentang pandangan dalamnya sendiri dan hal dalam diri mereka sendiri berguna untuk menjelaskan masalah visibilitas. Penulis menekankan bahwa konteks yang berbeda, yaitu dalam jangka waktu dan ruang seperti yang diberitahukan oleh Kant, mungkin mempengaruhi persepsi tentang siswa objek. Oleh karena itu, guru perlu menggunakan faktor-faktor semacam itu sebagai pendukung dalam proses belajar mengajar matematika. Hubungan antara fitur perangkat dan target pengetahuan dibahas dengan sangat intensif oleh Kant dalam Critical of Purem Reason. Teori umum dari aspek proses belajar mengajar matematika adalah untuk mengejar dalam jangka waktu hubungan siswa sebagai subjek dan materi fisik sebagai objek dalam skema Greimas 'Hermenetics Struktural Analisis. Upaya untuk mengejar hubungan tersebut akan menentukan tingkat kualitas tampilan titik filsafat.

KULIAH BAHASA INGGRIS PENDIDIKAN MATEMATIKA 1 (10)

Pembudayaan Matematika di Sekolah

Untuk Mencapai Keunggulan Bangsa
By Dr. Marsigit, MA

Summary by Primaningtyas Nur Arifah (09313244004)

Civilize of mathematics in school is the range between awareness of the existence of multiple dimensions of mathematics, learn and develop attitudes that supported by knowledge of the methods and mathematics content, so obtained the skills to perform mathematical activities, till variety of experiences and activities studied mathematics obtained and present it in various forms in accordance with its dimensions. Civilize mathematics at school have an understanding aspects of the nature of mathematics, the nature of mathematics school, the nature of mathematics education, the nature of the mathematics value, the nature of studying mathematics, the nature of mathematics teaching and learning process, the nature of school mathematics civilize.

The emphasize of civilize of mathematics in school are the dimensions of human relationships and esteem both individual differences in ability and experience. Mathematics seen more humane, it can be considered as language, human creativity. Students has the right of individuals to protect and develop themselves and their experiences according to its potential. Learning theory based on the assumption that every student is different each others in the mastery of mathematics. There are some oppinion that Students has different mental preparedness and different abilities in learning mathematics. Therefore each individual need the opportunity, treatment, and the different facilities in the studying mathematics.

Civilizing mathematical learning has implications to teacher function as a good facilitator so that students can learn mathematics optimally. Students are the center of learning mathematics. Students work on different mathematics activities with different target. Teachers have three main functions: as a facilitator, as a source teaching and monitoring students' activities. Thus, teachers can develop variance learning methods: lectures, discussions, giving assignments, seminars, etc.

To be able to civilizing mathematics cultivate is needed an understanding of the meaning of mathematics in various dimensions. Dimensional mathematical meaning can be seen from the side dimensional mathematical of concrete objects and mathematical dimensions of mind objects. Mathematical communication includes materials communication, formal communication, normative communication and spiritual communication. Related with learning mathematics then more suited to define mathematics as school mathematics, but for college-level mathematics we define as formal mathematical or axiomatic. Mathematics civilizing contribute to the nation excellence through conducted an continuous mathematical learning innovation. In relation to obtaining the nation benefits then we can think of mathematics, learning mathematics and mathematics education at different hierarchy level or the level of intrinsic, extrinsic or systemic.

KULIAH BAHASA INGGRIS PENDIDIKAN MATEMATIKA 1 (9)

PERSOALAN PEMBELAJARAN MATEMATIKA DI SEKOLAH
By: Dr. M a r s i g i t, MA

Summary by: Primaningtyas Nur Arifah (09313244004)

Till now, most of mathematics teacher still implementing traditional mathematics teaching method, taecher teach mathematics with expository relying on a single method with the cycle: explaining, giving examples, ask questions and give the task in the classical.

Using this method, mathematics teachers have difficulty in: 1) serve students various needs / demands when learning mathematics, 2) encouraging low achiever student to improve their academic achievement, 3) encourage students to learn actively, 4) use and develop mathematical aids 5) encourage students to learn together.

Development of learning methods refers to recommendation of Cockroft Report (1982, 243, p. 198) which states that at every level of mathematics learning should be a vehicle for teachers to be able to realize the selection of one or several methods as dynamic and flexible: (1) Eskposition Method, ( 2) Discussion Method, (3) Exercise and Granting Duty Method, (4) Discovery Method, (5) Problem Solving Method, (6) Usage Viewer Tool.

Action research aims to develop a method of mathematics learning that can meet the wide range of students academic demands, improving learning achievement, encouraging students to actively learn, develop and encourage cooperation props. This action research confine himself within the scope of the teacher's teaching style that reflected by the learning model developed in a particular class at a given time period as well.

Development of mathematical learning models through action research to overcome the difficulties of teachers service to students give a positive impact, but in actual experience obstacles both technical, academic, and socio-cultural.

Teachers effort when meeting the wide range of students academic demands, encourage low achievers students to improve their achievement, encourage students to learn actively, and encourage students to learn through collaboration.

In the effort to develop a model of learning can be concluded that in general, teachers have sought to develop learning methods that accordance with the purpose of action research; but teachers experiencing technical, academic, and fundamentals difficulties. Teachers technical difficulties in developing teaching methods there is not enough learning equipment or facilities that necessary needed.

Teachers academic difficulties in developing teaching methods are incompatibility of  teachers perception about the meaning of mathematical learning model with the learning model referred in accordance with the theory.