Terinspirasi dari perkuliahan Filsafat Ilmu

oleh Prof. Dr. Marsigit, MA

pada hari Kamis, 10 Oktober 2014

Direfleksikan oleh:

Dewi Widowati

14709251084

PMat A PPs UNY 2014

            Objek filsafat termasuk filsafat ilmu adalah yang ada dan yang mungkin ada. Yang ada dan yang mungkin ada itu memiliki tak terhingga sifat dan sifatnya berdimensi. Salah satu sifat dari sekian banyak itu adalah apakah dia bersifat tetap atau apakah dia bersifat berubah. Sejak awal manusia memikirkannya maka manusia sudah menemukan, selalu bertanya yang ada dan yang mungkin ada (the existence). Yang tetap adalah pendapat Permenidas dan yang berubah adalah pendapat Heraclitos. Hingga dikenal Permenidasian dan Heraclitosian. Itu semua akan mengalir ke lautan kontemporer.

            Sesuatu yang menonjol dari apa yang tetap itu sejalan dengan apa yang ada di dalam pikiran (idealism) sedangkan yang berubah itu adalah apa yang ada di luar pikiran (realism). Idealisme dipelopori oleh Plato dan realism dipelopori oleh Aristoteles. Apabila dilihat dari segi jumlah maka jumlah satu (relative tetap) termasuk Permenidasian. Bentuk spiritual satu adalah Tuhan, maka akan menghasilkan monism. Kalau dua akan menghasilkan dualism. Pancasila termasuk dualism; hablumminallah dan hablumminannas. Banyak termasuk ke dalam pluralism, dia termasuk Heraclitosian. Kita hidup dalam lautan kontemporer.

            Belajar filsafat adalah menapak tilas ide para filsuf. Yang tetap juga ada, yang berubah juga ada sampai sekarang. Menurut Immanuel Kant, “Jika engkau ingin melihat dunia, maka tengoklah pikiranmu”. Karena dunia termasuk apa yangk kita pikirkan. Yang tetap ada di dalam pikiranmu, menghasilkan ratio, hingga aliran rationalism dengan tokohnya Rene Descartes. Dan yang berubah adalah pengalamanmu yang melahirkan aliran empirisme dengan tokohnya David Hume. Perminidas mengatakan “Tiadalah sesuatu yang berubah”.Semua bersifat tetap. Manusia tetap manusia. Langit tetap langit. Heraclitos mengatakan “Tiadalah yang tetap, segala sesuatu itu berubah”.

            Jaman dimana munculnya aliran rasionalisme dan empirisme disebut jaman modern. Jaman sekarang ini merupakan jaman post-post modern (kontemporer). Pada abad 1300-1500 Masehi disebut dengan abad kegelapan. Pada abad tersebut orang tidak dapat menyebut kebenaran. Pada saat tersebut gereja menyebutkan dunia sebagai pusat, dan yang lain sebagai gembala-gembala yang mengitari. Semua berpusat pada bumi. Hingga akhirnya muncullah Copernicus, yang berpendapat sebaliknya, menjungkirbalikkan gagasan yang dibuat oleh gereja. Barulah saat itu muncul pendapat dari Rene Descartes yang berpendapat, “Tiadalah ilmu kalau tanpa berdasarkan rasio” dan pendapat David Hume, “Tiadalah ilmu kalau tanpa berdasarkan pengalaman”.

            Kemudian datanglah seorang Immanuel Kant sebagai juru tengah. Rasio bersifat analitik dan pengalaman bersifat sintetik. Analitik itu konsisten (identitas). Sintetik itu kontradiksi. Analitik itu koheren. Matematika itu koheren. Konsep aku = aku hanya ada di dalam pikiran kita. Rasio selain bersifat sintetik dia juga bersifat apriori, maksudnya dapat dipikirkan. Sintetik itu bersifat aposteriori, maksudnya ialah aku bisa memikirkan apabila telah bisa dilihat. Menurut Kant apabila digabungkan akan menjadi analitik apriori, analitik aposteriori, sintetik apriori, dan sintetik aposteriori. Sintetik apriori berdasarkan pengalaman dan logika. Analitik aposteriori tidak bisa sejalan.

            Ilmu termasuk ilmu matematika seharusnya bersifat sintetik apriori, dibangun berdasarkan pengalaman, tetapi juga dengan logika. Pengalaman menghasilkan intuisi. Intuisi menghasilkan kategori. Karena mempunyai pikiran logis, seseorang bisa memaknai pengalaman. Filsafat Immanuel Kant ditulis dalam tulisan “The Critic of Pure Reason”. Bangunan matematika menurut RME, mulai dari intuisi ke model, kembali ke model, formal, tingkat tertinggi adalah spiritual bila dikaitkan dengan nilai-nilai yang ada di Indonesia. Ilmu yang kita peroleh mendukung spiritualitas kita.

            Dalam ilmu sosial (sosiologi), kehidupan manusia dibedakan mulai dari terendah yaitu archaic, tribal, tradisional, feodal, modern, post-modern, hingga saat ini yaitu power now. Power now saat ini menguasai dunia, tokohnya dari Amerika. Power now menghasilkan kapitalisme, hedonism, utilitarianisme, materialism dan pragmatism. Konsep ini sampai di ASEAN yaitu MEA (Masyarakat Ekonomi ASEAN). Indonesia tidak memiliki daya upaya menghadapi himpitan dari MEA. Inilah kondisi global yang menekan kehidupan di Indonesia.  Konsep ideal yang diinginkan di Indonesia adalah konsep material (dasar), formal, normatif, hingga pada level spiritual (tertinggi). Namun pihak-pihak luar (Amerika) tidak menggubrisnya hanya mementingkan sisi materialnya saja.

Terinspirasi dari perkuliahan Filsafat Ilmu

oleh Prof. Dr. Marsigit, MA

pada hari Kamis, 2 Oktober 2014

Direfleksikan oleh:

Dewi Widowati

14709251084

PMat A PPs UNY 2014

            Menikah meliputi yang ada dan yang mungkin ada. Lengkap. Berbicara dari sisi genetika,  apabila hubungan famili terlalu dekat, dikhawatirkan dapat merusak gen. Ilmu yang mempelajarinya disebut antropologisosial. Pada kasus orang Jepang, mengapa orang jepang pendek-pendek?  Hal ini dikarenakan tradisi orang Jepang dahulu mengharuskan mereka hanya boleh menikah dengan anggota kerajaan sehingga genetika mereka rusak. Tetapi seiring perkembangan zaman, budaya Jepang mulai terbuka, dan memperbolehkan mereka menikah dengan orang di luar Jepang, seperti orang Amerika, dan lainnya sehingga kini banyak ditemui orang Jepang yang berpostur tinggi. Oleh karenanya, dilihat dari sisi genetika pernikahan antara 2 suku merupakan hal yang bagus.

            Pernikahan dapat dilihat dari hubungan formal dengan material,  normatif dan spiritual. Hubungan formal, material, normatif dan spiritual meliputi yang ada dan yang mungkin ada. 
Jangankan perkawinan, airpun ada materialnya, ada spiritualnya. Menikahpun ada materialnya, ada bentuk fisiknya yaitu ada calon mempelainya. Bentuk formal menikah merupakan hal yang sangat penting. Tanda tangan seorang penghulu merupakan bentuk formal menikah. Apabila tidak ada tanda tangan penghulu, maka pernikahan dianggap belum sah. Bentuk normatifnya merupakan filsafat itu sendiri. Filsafat ada 3 jalur: ontology, epistomologi, serta etik dan estetika. Semua ada ruang dan waktunya. Epistomologi dari menikah itu adalah sumber-sumber pengetahuan tentang menikah, antara lain spiritualitasnya, kitab sucinya, hadistnya, tradisinya, tata-cara, adat, dan seterusnya. Jadi, apabila kita ingin menikah dengan suku yang berbeda, kita harus mempelajari tata cara bagaimana pernikahan masing-masing suku. Epistomologi merupakan sumber pengetahuan, pembenaran, dan macam-macamnya. Bentuk spiritualitas menikah penting. Apabila seorang pria memandang seorang wanita tanpa bingkai spiritualitas, maka akan sangat membahayakan. Wanita akan dianggap sebagai snack saja. Tetapi apabila sudah memiliki bingkai spiritualitas, maka pria akan tahu bahwa memandang wanita tidak boleh berlama-lama. Apabila sudah memiliki anak, terutama anak perempuan, bentuk spiritualitas harus sedini mungkin ditanamkan. Spiritualitas merupakan full of intuition. Jadi, aspek legal formal menikah adalah bentuk formal menikah. (Dewi Widowati/ 14709251084 /PMat A PPs UNY)

by :

Dewi Widowati

09301244034

Mathematics Education

A.           INTRODUCTION
Writing a scientific paper is a skill one obtained through various writing exercises. The ideas, both conceptual and empirical evidence which is accompanied, not much use if it is not disseminated. Although a variety of ways can be used to disseminate the results of such consideration, the media are widely used to communicate the print media or in other words through writing. Posts made more effective, the higher the possibility of writing the reader to understand. To produce effective writing skills will require adequate writing technique. Discuss the technique of writing, it means talking about how to package ideas in writing so that people who read it can capture the ideas presented correctly.

B.                HOW TO WRITE A SCIENTIFIC PAPER

Preparation of Scientific Writing

The preparation stage consists of writing scientific papers of the following activities:

1.         The selection of topics / issues for the paper, which can be done by formulating a clear and specific objectives as well as determining and tracing paper to make it more focused topics.

2.         Identification of potential readers.

3.         Determination of the range of material for writing.

4.         Collection of Information for Scientific Writing

Principles of the material you have learned is the following :

1.      The process of collecting data / information for the purposes of writing scientific papers can be done by way of tracing the source of reading material or in the library and track information from people who are experts in specific areas by road to interview him.

2.      In utilizing the library, there are some parts that need to know how to use it, ie encyclopedia, bibliography, periodical, reference, statistics, and government publications.

3.      Literature search can be done in two ways, namely through the online catalog, usually using a computer terminal as a source of information, and card-catalog (catalog cards), where all the information about author / author of the book / article, the title of the book and the subject / topic posts are recorded the card.

4.      There are 3 (three) kinds of card catalogs, can be used when searching the literature, the card catalog that contains information about the writer / author, title of book / article and the subject / topic written.

5.      The steps that must be done in search of data / information for writing the way the interview is below:

a.       Determine who will be interviewed.

b.      Develop guidelines for the interview.

c.       Conducting interviews.

d.      The interview process the data.

e.       Interview guide containing a list of questions to be asked is one of the most important prerequisites that determine the success of an interview. This interview guidelines should be developed based on the scope of the material or issues to be developed in a scientific paper.

Content of Scientific paper

1.      Introduction

The introduction should set up the problem you are addressing.  What is the question you are discussing?  You should give general information about the topic here – basic information that you might have gotten from a textbook or other general source.

2.      Literature Review

            For many published review articles, the comments about each study cited are rather brief – possibly only a sentence or two.  You are writing a review article, but reviewing a small number of papers in some depth, so your review will go into more detail on each one.  You can organize this section in at least two ways.  First, you can take each study separately, writing one or more paragraphs about each one.  Second, if it is more efficient or helps you contrast studies, you can do comparisons all the way through the Literature Review section.  In either case, there are several things to keep in mind:

1) You should restate the purpose, methods, and important results of each study, and conclusions that the authors drew from the study.

2) If the paper you are citing has only some results relevant to your topic, those results are all you should discuss. 

3) Your review should focus on those points of a paper that tie into the question raised in the introduction.  However, you should minimize your own interpretation of the results.  Save that for the discussion.  

3) The papers you analyze in some detail may not say much in terms of comparing the adaptation across animals, so you may need another section with information on whatever species you are comparing yours to.  This probably does not need as much detail, and primary references are not required here (at least for our purposes).

            Figures and tables often make the results clearer, and will also let the reader judge for himself or herself about the quality of the data.  You should scan relevant figures from your sources and insert them in your paper.  Don’t overdo it, though.  You need to understand what is most relevant or important to include in a brief review, and reproduce only that material.  Tables may be very useful.  If two papers present the same type of information, a table is often the easiest way to do comparisons.

            Figures and tables need legends that explain what they are.  You should always refer to any table or figure in the text and point out what you expect the reader to see (e.g. Figure 1 shows that lung size is a constant fraction of body weight, since the exponent of the power law is approximately 1).  Never stick in a figure or table and expect the reader to figure it out. 

            Figures and tables in published work are integrated into the body of the document.  If you want to do this, that’s fine, but it is also acceptable to put the figures and tables on separate pages at the end.  Generally when a paper is submitted for publication, the figures are at the end and the publisher does the integration.

3.      Discussion

 This is a very important part of your paper.  Here you may do several things and structuring this section is often difficult even for experienced writers.

1) Analyze the quality of the work in the papers you have discussed.  You should consider a number of questions and write this section in a way that flows – not a question and answer format.  The following are points to consider; you won’t necessarily want to address them all. Did the authors show convincingly what they claimed to show?  Did they show you the data on which the conclusions were based?  Did it appear that they had a large enough sample to be sure about validity of the results?  Did they perform statistical tests?  (You aren’t expected to know much about statistics, but if a paper contains numerical values, chances are that statistical tests should be done).  What are the limitations of the paper?  In more general terms, did they move the understanding of the topic forward? 

Don’t be too hard on the papers, though, or criticize just for the sake of criticism.  Remember that the authors of most studies have to deal with both biological variability and experimental variability, which can’t be reduced to zero.  The scientific method usually calls for manipulating one variable and holding all others constant, but that is very tough in many physiological experiments, so the biological variability in data can be large.  You have to hope that variation in properties you can’t control either doesn’t make any difference, or that if variation in some uncontrollable property does influence the variable you care about, it will average out. 

2) Discuss what questions are raised by the work and where to go next.  You may want to discuss new hypotheses or suggest further work that could be done, either on the same animal or different animals, with similar or different techniques.  This work could further identify mechanisms, extend the range of applicability of the findings, etc.

3) Given whatever limitations you found in the studies, attempt to provide a brief summary that answers the question raised in the introduction.   You might start this section “In conclusion,…”

4.       References

All references cited in the paper should be listed here, and vice versa.  That is, all references in the reference list should be cited in the paper.

Entries should be listed in alphabetical order by last name of the first author.

 

There are a number of reference styles in force in biology that vary by journal.  Any consistent style that gives complete information (authors, year, article title, journal, volume, page numbers) is acceptable in your reference list.  The style used for references in the textbook is a very good choice.  Books, and chapters in books are referenced differently from articles. Again, the text has examples.

In citing papers in the text of your paper, follow the rules in section III of this document.

Analysis and synthesis

For your paper to be excellent, it requires very good analysis and some synthesis.  There may not be any absolute definition of the difference between these two ideas, but analysis requires critical evaluation of existing material, and synthesis requires generating something new.  In the present context, analysis means taking apart the papers you have chosen to focus on, understanding them relatively thoroughly, asking whether the experiments were the right ones to test the hypothesis (if one was given),  and evaluating the presentation of the results for clarity, completeness, and bias.  You’ll be analyzing each of the papers you are focusing on in your Literature Review section, but that section might involve synthesis as well.

            Synthesis requires combining information from more than one source.  A few examples of syntheses that might appear in your paper are:

• Discussing common themes that support a general point

• Showing evidence of common results in a table that uses data from multiple sources or plotting data from more than one study in a single graph

• Explaining a conflict between different sources

• Proposing a resolution to a conflict between sources

• Generating a new hypothesis that could be tested based on an analysis of the results of previous studies

• Reflecting on how and why ideas about some subject have changed over time.

• Explaining the advantages of a particular adaptation, or how a particular group or species that uses some physiological mechanism differs from a comparison group that does not use this mechanism.

Some of the insights just listed would count as synthesis if they were your own insights and were not discussed in original sources.  However, they could be analysis if these concepts were in the original sources, but you pulled them out, recognized that they were important, and reported on them.  

Conventions, styles, and mistakes to avoid

1.      Good scientific writing is both concise and precise.  After you have a draft, go back and see whether you could have used fewer words to get a point across, and whether you really said what you meant to say. [For some reason, reading a draft on a computer screen is not very good for this step.  Even after a tremendous amount of practice in writing, I find that I have to print a document, read it with a red pen in hand, and then return to the computer.]

2.      The corollary to that first point is: Proofread your paper carefully to make sure it says what you meant, and to make sure that spelling and grammar are correct. . Spell checkers and grammar checkers are helpful, but they don’t catch everything.  “Affect” and “effect” are both words, but they are not interchangeable.

3.      Use past tense when describing earlier studies. Only use present tense when you are making a general statement.  It is likely that the literature review section will be entirely in past tense, but the discussion may be in present tense.

4.      Do not plagiarize.  Generally you should paraphrase or summarize original sources. If you need to quote something, and there are various reasons why you might want to do that, put the material in quotation marks or indent the section of the paper.  Follow the guidelines given below for references. You are responsible for knowing the information on the following site:   http://www.wcas.northwestern.edu/advising/academic.html 

5.      If a paragraph is nearly a page long, or longer, then it is probably too long for the reader.

6.      Define all abbreviations (except very standard ones like O₂ and ATP and ECG) the first time they are used.  Don’t use too many abbreviations.  They shorten the text but make it more difficult to read.  Never start a sentence with an abbreviation.

7.      Use an 11 or 12-point font and 1.5 or double-space the whole paper. Use 1-inch margins. Word has a default of 1.25” margins, which are too big.

8.      Number the pages.

9.      Left justify the text; it should not be justified on both sides of the page.

10.  Follow the rules for when to use numerals (1, 2, . . .) and when to use words (one, two, . . .). In general, the numbers one through nine are spelled out, while numbers 10 and higher are not.  Some sources prefer to use words for values less than 100.   Always spell out numbers at the beginning of a sentence or restructure the sentence to avoid starting with a number.

11.  Put commas between elements in a series, including before the “and” that precedes the last element. An example: The shapes used for the stimuli included squares, triangles, trapezoids, stars, and circles.

12.  Elements in a list should have parallel structure.   If you have a list of phrases, they all need to start with the same part of speech, and not a mixture. ( Good: In writing a paper, you should write full sentences, check spelling, and minimize use of abbreviations. Bad: In writing a paper, you should write full sentences, check spelling, and minimizing abbreviations.)  The bullet points in section II are parallel. 

C.           CONCLUSION

A research paper is a piece of academic writing that requires a more abstract, critical, and thoughtful level of inquiry than you might be used to. But not to worry, you'll gradually pick up that mindset the more you envelop yourself in tutorial discussions and lectures at the college level and, of course, the more you write.

Writing a research paper involves (1) first familiarizing yourself with the works of "experts"--for example, on the page, in cyberspace, or in the flesh through personal interviews--to build upon what you know about a subject and then (2) comparing their thoughts on the topic with your own.  You'll end up using relevant information--facts and/or opinions--from these expert sources, these "others," to support the topic you have been given or chosen to explore. Then, as our subsequent steps will outline, the final product will be a unique and appropriate integration of evidence you have located outside yourself and personal insights generated from your mind.

D.           REFERENCE

_____. Tahap Penulisan Karya Ilmiah. http://nyampahlagi.blogspot.com/2010/04/tahap-penulisan-karya-ilmiah.html, was accessed on April 17^th 2012.

http://www.vanth.org/curriculum/Documents/D3-Writing_Scientific_Papers%20II-05.doc

 LESSON PLAN

School unit                          : SMP N 2 Yogyakarta

Subject                                : Mathematics

Class/Semester                    : VIII/I

Time allocation                   : 15 minutes

Standard of competence    : 1. Understanding algebraic form, function, and the equation of a straight line.

Basic competence               : Determining the value of function

Indicators                            :

1.      Determining the value of linear function

2.      Determining the value of quadratic function

I.                   The purpose of learning       :

1.         Students are able to determine the value of linear function

2.         Students are able to determine the value of  quadratic function

  II.              Materials        :

 

f  is a function then (x-1) states map of  x and map of  x  is notated:

	f(x)=x-1

 

For f (2)=2-1= 1

f (2)=1 is called the function value of x =2

The value of function can be determined by the function formula. We can determine the value of function by substituting the value of x into the formula of function f(x).

Example :

1.         A function f  is defined by the formula  f(x) = 2x – 1. Determine f(1)

Solution:

f(x) = 2x – 1

f(1) = 2(1) – 1

      = 2 – 1

      = 1

2.         A function f  is defined by the formula  f(x) = 2x² – 3x + 1. Determine the value of function  f(x) for  x = - 3

Solution :

f(x) = 2x² – 3x + 1

f(-3) = 2(-3)² – 3(-3) + 1

      = 18 + 9 + 1

      = 28

III.              Learning Method      :

Learning model           : cooperative

Learning method         : Expository, orally, interactive, drill

IV.              Learning Scenario     :

Num.	Teacher’s Activities	Student’s Activities	Duration
A.      Pre-Teaching			1 ½ minutes
1.	Teacher are greeting all students, giving students a chance to pray, and checking the presences. Teacher : “Good afternoon students!” Teacher : “Before we start this class today, we must pray before. Let’s pray together!”. “Amin” Teacher : “ Who doesn’t join my class? Teacher : “Ready to study mathematics today, students? Please prepare your book and your stationery!”	Students answer the teacher’s greeting. Student : “Good afternoon, Miss” All student pray together. Student : “No one, Miss” Students prepare their books and their stationeries.	1/2  minute
2.	Teacher gives apperception. Teacher reminds students about last topic, the definition of function. Teacher gives questions to all students in whole class.  Teacher : “Yesterday, we learned about the definition of relation and function. What is the meaning of a function from set A to set B?” Teacher gives few minutes to student to remember, then teacher ask a student to answer that question.  Teacher : “Sulis, what is the meaning of a function from set A to set B? ” Teacher : “Yeah, That’s right. Thank you Sulis”	Student answers teacher’s question about the definition of function. Sulis : “Function from set A to set B is a special relation that pairs every element in A to exact one element in B”	minute
3.	Teacher tells about the topic that we  will learn today and the purpose which we will reach in this learning. Teacher: “Today, we will learn how to determine the value of function. From this learning today, we are able to determine the value of linear function and quadratic function.”	Students listen teacher’s explanation.	1/4 minute
B.       Main Activity			12 minutes
1.	Teacher draws two sets, set K and set L on the white board.	Students consider teacher’s explanation.	¾  minute
2.	Teacher asks the relation between set K and set L to all students in whole class. Teacher : “What is the relation that connect set K and set L? Teacher asks a student.  “What is the relation, Yustia?” Teacher menanyakan ke student lain. “How about you, Ayu?” Teacher asks the reason to a same student. “What is the reason Ayu, so you can state that relation is x-1? Teacher: “Good, Ayu”	Students consider teacher’s explanation. Yustia says “ x-1, Miss” Ayu : “Same, Miss” Ayu : “Because 2-1=1, 3-2=1, 4-3=1,and so on. Thus, the relation is x-1, Miss”	½  minute
3.	Teacher explains again the relation between set K and set L on the whiteboard. Teacher : “Generally, if we take x,  then the codomain in L is (x-1). In arrow diagram, it is written 𝑓:𝑥→(𝑥−1) (pronounce: f is mapping x to x-1)		minute
4.	Teacher explains two sets, K and L  on the white board. Teacher asks to students “ Is f a function?” Teacher: “Why do you conclude that f is a function? What is the reason?” Teacher asks to a student, “What is the reason, Septi?” Teacher : “That’s right. Thank you Septi”	Student: “Yes. It is…” Septi  : “Since every element in K has exactly one pair in L”	minute.
5.	Teacher writes on the blackboard then she explains to students. f(x)=x-1   Teacher: “f  is a function then (x-1) states map of  x and map of  x  is notated: This form is called function formula”     Teacher: “f(x)= x-1 is an example of linear function formula. Why is it called linear?” Teacher: “What is the reason, Auri?” Teacher: “Good, Auri. Thank you” Teacher aks to all students in whole class, “ Is f(x) = 2x2 – 3x + 1 a linear function formula too?” Teacher: “So, what is the type of this function?” Teacher: “What is the type of this function, Maratu?” Teacher: “Why do you stated it, Maratu?”	Students consider teacher’s explanation. Auri : “Because the highest exponent is 1” Students : “No, It isn’t” Maratu : “ It is quadratic function formula” Maratu: “ Because the highest exponent is 2.	1  minutes.
6.	Teacher writes on the whiteboard and explains to all students. Teacher says: “Consider the function f For x=2 f (2)=2-1= 1 f (2)=1 is called the function value of x = 2”	Students consider teacher’s explanation.	minute
7.	Teacher gives two examples. Teacher calls two students to solve  example 1 and example 2. Teacher : “ Tri and Etik, please help me to solve example 1 and example 2 in front of class.” Teacher : “Okay, please Tri and Etik explain to your friends how to solve that? Tri first, and then Etik” Teacher : “Is Tri’s work true, Tyo?” Teacher: “How about Etik’s work, Purwoko?” Teacher : “Thank you Tri, Etik.” “Give applause to your friend, Tri and Etik”	Students consider teacher’s explanation. Tyo: “Yes, it is.” Purwoko: “Yes. it is” Students give applause.	2  minutes
8.	Teacher asks to all students “Any question about how to determine the value of function?” .	Students: “Not yet, Miss”	minutes
9.	Teacher gives students exercise to be solved. Teacher: “Write the answer in your book. If you find problems, ask your friend.” Teacher monitors each student, guide a student whom has a problem related how to determine the value of function.	Students solve the exercises.	5 minutes
C.       Closing			1  minutes
1.	Teacher asks a student to reflect the topic today. Teacher : “Today, what is we learned? Please tell us, Bowo” Teacher: “How to determine the value of function? Please, explain us, Oky!” Teacher: “Good Bowo, Oky. To determine the value of function, we just only substituting x to function formula.”	Bowo : “Today we learn about how to determine the value of function?” Oky: “By substituting x to function formula”	minute
2.	Teacher gives home works to all students, solve the next exercises. Teacher : “That exercise is your homework. Write on your book, and next week it will be collected.”	Students note the homework.	minute
3.	Teacher tells the topic for next meeting. Teacher: “Next week, we will learn about function again, how to determine function formula, if the value of function was known.”	Students listen teacher’s explanation.	minute
4.	Teacher closes the meeting with praying and greeting. Teacher : “before, we close this class, we pray together. Let’s pray together. Amin” “Good afternoon, students!”	Students: “Good afternoon, Miss”	minute

  V.              Media/Reference       :

Media              : exercise about the value of function

Reference        :

Marsigit. 2010. Mathematics  For Junior High School 2Year VIII. Jakarta: Yudhistira.

Dewi Nuharini & Tri Wahyuni. 2008. Matematika Konsep dan

Aplikasinya 2. Jakarta : Pusat Perbukuan Departemen Pendidikan

Nasional.

VI.              Assessment

1.    The technical of assessment           : written assessment

2.    The form of assessment                  : essay

3.    Instrument :

A.       Exercise

1.    A function f  is defined by the formula  . Determine the value of function for  x = -3, -1, 0, and 2

2.    A function f  is defined by the formula  f(x) = x² – 5x. Determine the value of function  f(x) for :

(i)       x = -2

(ii)     x = -1

(iii)   x = 2

(iv)   x = 3

3.    A function f  is defined by the formula  f(x) = 2x² – x+3. Determine the value of  f(4) and  f(6)

4.    A function f  is defined by  Determine the value of function  f(x) for  x = -2,-1,0, 1, and 2 .

5.    A function f  is defined by the formula  f(x) = 7x-4. Determine the value of  f(2) and  f(3).

B.       Answer key

1.      f(-3) = 4(-3)-1 = -13

f(-1) = 4(-1)-1 = -5

f(0) = 4(0)-1 = -1

f(2) = 4(2)-1 = 7

2.      (i) f(-2) = (-2)²-5(-2) = 14

(ii)  f(-1) = (-1)²-5(-1) =6

(iii)   f(2) = (2)²-5(2) = -6

(iv)   f(3) = (3)²-5(3) = -6

3.      f(4) = 2(4)²-4+3 = 31

f(6) = 2(6)²-6+3 = 69

4.      f(-2) =(-2)²-5(-2)+7 = 21

f(-1) =(-1)²-5(-1)+7 = 13

f(0) =(0)²-5(0)+7 = 7

f(1) =(1)²-5(1)+7 = 3

f(2) =(2)²-5(2)+7 = 1

5.      f(2) = 7(2)-4 = 10

f(3) = 7(3)-4 = 17

Yogyakarta, April 3th 2012
Lecturer, Dr. Marsigit	University student, Dewi Widowati