KULIAH BAHASA INGGRIS PENDIDIKAN MATEMATIKA 1 (4)

WAWASAN TENTANG

STRATEGI DAN APLIKASI PEMBELAJARAN MATEMATIKA

BERBASIS KOMPETENSI
By: Dr. Marsigit MA 
 Resume by: Primaningtyas Nur Arifah (09313244004)

Planning and curriculum development is an important job that need visceral and comprehensive study to fulfill the expendiency requirements. the dynamic of Indonesian development today, demanding that the curriculum development needs to pay attention to many aspec.

The main problems in mathematics learning process related with the purpose of teaching learning activities, how to achieve the goal and how to know that the purpose has been reached. Therefore, the mathematics syllabus should be contains the outlines of instructional material that refers to the characteristics of mathematics that appropriate with the competencies achieved.

The point of competency-based curriculum is development of first-hand learn experience, contextual teaching and learning (CT & L), meaningful teaching, with attention to life skills in the form generic skills (personal skills, social skills, academic skills and proficiency skills). All abilities / competencies developed assessed with principle assessment / authentic assessment not only at the level of memory and understanding to the application.

There are big difference between pure mathematics and school mathematics. Ebbutt Straker (1995: 10-63) defines the school mathematical, hereinafter called as mathematics, as follows: 1)Mathematics as patterns search activity and relationships, 2) Mathematics as creativity requires imagination, intuition and invention, 3) Mathematics as problem-solving activities, 4)Mathematics as a tool to communicate.

  Ebbutt and Straker (1995: 60-75), gave his view that in order to make students potential optimally developed, assumptions about the characteristics of learners subject and implications for learning mathematics are given as follows: 1)Students will learn mathematics if they have motivation, 2) Students learn mathematics using their own way, 3) Students learning mathematics either independently or cooperate with their friends, 4)Students need different context and situation when learning mathematics.

There are several classifications (taxonomy) affective aspects. Hierarchy of affective aspects category according to Krathwhol is receiving, Responding, valuing, organization and characterization. Attitude is tendency of feeling toward the object of psychology that is a positive attitude and negative attitude, whereas the degree of feeling means degree of assessment of the object. Besides of cognitive aspects and affective aspects, motor skills aspects (Performance) also has a important role to knowing the students solving problems skills.

The competency based mathematics curriculum is designed in order to make the students able to conducting search patterns and relationships, develop creativity with imagination, intuition and invention; perform problem-solving activities; and communicate mathematical thinking to others.

Format syllabus of competency based mathematics curriculum is a form of presentation of the contents of the syllabus which consists of standard competencies, basic skills, learning materials, descriptions of learning materials, students learning experience of time allocation, and reference sources used, whereas systematic presentation of the syllabus describes the sequence of parts of the syllabus.

Steps of preparation of Syllabus Based on Basic Competence of Mathematics lessons is a series of events that begins with the studies of philosophical development of mathematics education, including the preparation of scientific structures.

For all levels of education, materials of mathematics learning including
(Ebbutt and Straker, 1995): Facts, Understanding (concepts), Reasoning skills, Algorithmic skills, Mathematical problem-solving skills (problem-solving), Investigation skills (investigation).

Learning unit (LU) is a translation in a more operational than syllabus into fragments of learning activities that operationally can be done by the teacher. LU components include: Subject Identity, Basic ability, Learning Meterial, Learning Strategies, Learning Media, Assessment , Source of Material