Disampaikan pada Seminar Pendidikan dalam Rangka Open House

Sekolah Dasar Islam Terpadu Hidayatullah, Yogyakarta

21 Maret 2004

Oleh: Dr. Marsigit, M.A.

Ikhtisar oleh: Dewi Widowati

Managing the process of learning is not easy because we find out that sometimes students have difficulty in learning (Jaworski, 1994: 83). Programs promote innovation in learning, Cocroft Report (1982: 132) recommends that at every level of education, the process of learning should provide opportunities for teachers to use the choice of teaching methods that are adjusted to student ability level as follows: method of exposition by the teacher; method of discussion, between teachers and students and between pupils and students; method of problem solving (problem solving); method of discovery (investigation); basic skills training methods and principles; method of application.

To innovate learning, teachers also must consider several aspects:

1.      1.   Cognitive Aspects

Teachers should be aware of the characteristics of students, among others, (a) students will learn if it possessed the motivation, (b) students need to learn in his own way, (c) students can study independently or in groups, (d) students need a different context and situation different in the study.

2.      2.   Affective Aspects

According to Krathwhol, attitude aspect appears when there is commitment, value preferences, acceptance of the value, satisfaction and willingness to respond in order to respond the person. Aspects of interest arise when a preference value, receiving the value, satisfaction of responding, desirability to respond, willingness to respond, concentrated attention, willingness to accept and consciousness of a person.

3.      3.   Psychomotor Aspects

Psychomotor aspects have an important role to determine students' skills in solving problems. Teachers can use the observation sheet to determine the skill level of students.

In order for students to feel happy and motivated in their learning, teachers need to realizing the paradigm shift as follows : HIJRAH, MOVE, CHANGE, INNOVATION, CONTEMPLATE, REFLECTIONS from "traditional learning" to "progressive learning". Process of learning that centered on the teacher became focused on the students, transmission of knowledge became development of cognition, authoritarian to a democratic, more students’ initiative than the teachers', students are more active, pedagogically value of error, and students are aware of their needs to learn.

Learning process became progressive and results oriented. Teachers also must be patient and wait for students during the learning process. Teachers can provide individual services to each student. Teachers should also be aware of the differences in the ability of capturing the material from each student. Learning is not just a lecture but also in the form of discussion groups and variations of other methods. Learning process emphasized to understanding the materials and applications in real life. Students have the motivation to learn and acquire new knowledge. Progressive learning tends to be a bit informal, flexible, and there is the autonomy of teachers and students. In progressive learning of teachers is not only a role as a teacher or educator but also as a facilitator and dynamist.

Oleh: Dr. Marsigit, M.A.

FMIPA UNIVERSITAS NEGERI YOGYAKARTA

Ikhtisar oleh: Dewi Widowati

Planning and curriculum development is a job that requires in-depth and comprehensive study to meet the eligibility requirements. Competency-based mathematics education emphasizes the skills that should be possessed by graduates; so that the curriculum was developed based on the elaboration of basic standards of competency to competency.

Standard of competence is an ability that can be performed or displayed in the learning of mathematics, whereas the basic competence is an ability at least in the subjects of math should be owned by students. Mathematics syllabus should be formulated to include outlines of instructional material that refers to the mathematical characteristics in accordance with the competencies to be achieved.

Competency-based curriculum 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 and invention; conducting problem-solving; and communicate mathematical thinking to others. To achieve these capabilities developed a process that takes into account the context of learning mathematics and its application in everyday life. Basic competence is the ability at least in the subjects that must be performed or displayed by the students of competency standards for mathematics courses.

The essence of Curriculum 2004 is to learn first-hand development experience, contextual teaching and learning, meaningful teaching, with observing life proficiency as personal proficiency, social skills, academic skills and proficiency skills. All the competencies that are developed with the principles of authentic assessment judged not only on the level of memory and understanding but to the application.

Experiences and learning activities are activities that needed by students in order to achieve the basic competencies and learning materials. Experience development and learning is the essence of competency-based mathematics curriculum, in which contained the study of the characteristics

To be Presented at

Workshop and International Symposium:

Lesson Study Pembelajaran Matematika dan penjas Adapted Untuk Anak berkebutuhan Khusus,

Faculty of Education (FIP),

Yogyakarta State University,

23-25 Agustus 2008

by: Dr. Marsigit, M.A.

reviewed by: Dewi Widowati

            Setiap adanya reformasi pendidikan, di Indonesia harus menangani berbagai isu seperti (a) bagaimana mengenalkan kurikulum yang interaktif daripada kurikulum yang bersifat instrumental, (b) bagaimana mengenalkan pendekatan yang berpusat pada siswa daripada pendekatan yang berpusat pada guru, (c) bagaimana mengenalkan inisiasi siswa daripada dominasi guru, dan (d) bagaimana mengenalkan kurikulum yang sederhana dan fleksibel daripada kurikulum yang padat dan memiliki struktur sempit. Guru harus mengubah paradigma tentang mengajar dari semula bersifat “hanya mentransfer ilmu dari guru ke siswa” menjadi “membangun pengetahuan siswa”.

          Berdasarkan Sisdiknas No. 20 Tahun 2003, Sistem pendidikan di Indonesia harus mengembangkan kecerdasan dan ketrampilan yang dimiliki setiap individu, mengenalkan perilaku yang baik, jiwa patriot, dan tanggung jawab sosial, dan harus mengembangkan kemandirian. Meningkatkan kualitas pengajaran merupakan salah satu hal penting dalam meningkatkan standar pendidikan di Indonesia. Menurut Katagiri, S. (2004) bahwa untuk mengembangkan sikap matematis, siswa harus sadar bahwa dia butuh dan memahami kebutuhan akan pengetahuan dan ketrampilan baru. Untuk itu dibutuhkan inovasi pengajaran untuk menumbuhkan kemandirian siswa, sikap matematis siswa dan cara berpikir matematika.

            Lesson study dikembangkan oleh guru-guru, dosen dan ahli pendidikan Jepang, mereka mencoba berbagai metode pengajaran di sekolah. Lesson study mengenalkan paradigma baru dalam pendidikan matematika dan sains bahwa aktivitas pembelajaran tidak hanya bersifat pragmatis dan hanya untuk waktu yang singkat, tetapi dianggap sebagai tujuan seumur hidup. Lesson study memberikan kesempatan kepada guru untuk merefleksikan dan mengevaluasi, bekerjasama dengan guru lain dan dosen mengenai paradigma mereka tentang pengajaran. Pendekatan lesson study mencakup : (a) adanya kerjasama antar siswa selama proses pembelajaran, (b) pengajaran dan pembelajaran secara kontekstual, (c) ketrampilan hidup, (d) kegiatan yang berkesinambungan, (e) proses interakrif yang berorientasi pengembangan kurikulum dan silabus, dan (f) adanya otonomi guru dan siswa.

        Lesson study sangat efektif diterapkan dalam proses pengajaran untuk meningkatkan antusias siswa terhadap pembelajaran sains, membantu siswa untuk mengembangkan kemampuan menemukan sesuatu yang baru, ketrampilan berdiskusi, dan memberikan kesempatan kepada siswa untuk mengembangkan pengetahuan mereka sendiri. Melalui pendekatan konstrutivisme, memungkinkan siswa untuk menemukan gaya belajar mereka sendiri. Lesson study dapat memunculkan semangat berkompetisi kelompok-kelompok belajar dalam mempresentasikan hasil diskusi mereka dan mempertahankan hasil diskusi mereka.  Hal ini mengakibatkan mereka harus mempelajari banyak teori untuk kepentingan mereka sendiri. Dalam lesson study materi pengajaran banyak dikembangkan oleh guru atau dosen. Materi lesson study dikembangkan oleh dosen atau guru di kelas masing-masing atau guru dan dosen mengembangkan materi tersebut bersama selama aktivitas lesson study berlangsung. Secara umum, dosen dan atau guru mengembangkan materi pengajaran setelah berpikir panjang apa dan bagaimana mengembangkan materi pengajaran untuk topic tertentu dan kemudian mengembangkan materi tersebut. Selanjutnya, mereka mencobakan materi tersebut ke dalam kelas mereka dan kemudian merevisi berdasarkan hasil uji coba tersebut.