Sekolah Bertaraf Internasional

Posted on 20.03 - by Siti Nuruniyah

Being an international school, or known as SBI to be an honor for a school. So do not be surprised if many schools competing to become the SBI. In reality to becoming an international standard school that is not easy. Schools that now have international standard in fact can not be held learning like learning International standard.
SBI is not enough just to use English in teaching, but all components in a learning must reflect international standards. Not only use English in the learning but to the  principals,  the teachers and students must have an international quality. In the learning  teachers not only in English but also be able to change the style of teaching, always innovating, expanding his knowledge and also capable of being a facilitator for all students.
SBI to become a school must have a good learning, good school management and able to cooperate in regional, national and international levels. So expect SBI can always perform supervision of the entire learning process.

Permintaan si murid cerdas kepada gurunya

Posted on 20.00 - by Siti Nuruniyah

Thank you sir ... after reading this Elegy I get an inspiration. Hopefully this can be a guide to me later. Becomes a learning for me now so that later can become a teacher is desired by the intelligent student. The fact that there is now, teachers just focus on delivery the lesson. Teachers only pay attention to how students can solve the  exam and can graduate with good grades.

To become a good teacher is not only enough to convey the material well. However, it must be a facilitator for the students. Able to meet the needs of students who are very different. Able to change his teaching style, from traditional methods to a variety of methods. Teachers must be able to carry out the learning that involves students so that students can get active and meaningful lessons for him. Teachers also must do an evaluation continually, so can become a guidance in evaluate the learning methods are used.

PEMANFAATAN VIDEO TAPE RECORDER (VTR) UNTUK PEGEMBANGAN MATEMATIKA REALISTIK DI SMP

Posted on 19.59 - by Siti Nuruniyah

Di sampaikanpada
Workshop NasionalPembelajaran PMRI Untuk SMP/MTs
Di Hotel Inna Garuda
Yogyakarta
13 sd 15 Nopember 2009

By :Marsigit, M.A
Reviewed by :SitiNuruniyah/09301241023

As we have seen, Realistic Mathematics emphasizes the construction of the context of concrete objects as a starting point for students to acquire mathematical concepts. Concrete objects and environment objects can be used as a context for learning mathematics in building mathematical connections through social interaction. Concrete objects manipulated by the student within the framework of efforts to support students in the process matematisasi concrete to the abstract. There are two kinds matematisasi, namely: (1) matematisasi horizontal and (2) matematisasi vertical.

By doing the observations and analysis on the VTR on learning mathematics, which has recorded a teacher who has been carrying out realistic approach to learning mathematics, the other teachers were able to test and find alternatives to the development of ideas about concrete objects and objects lingkungans ekitar can be used as a context learning of mathematics in building mathematical connections through social interaction. A mathematical model of learning that has been recorded in the VTR certainly has its advantages and disadvantages. So teachers can discuss it to gain new knowledge by comparing the experience. The VTR itself also has drawbacks, such as: the limited point of view, not all aspects can be recorded, image quality, image capture moments that are not appropriate.
The use of VTR learning math with realistic approach can be
sebagaiberikut benefits:
1. Teachers have the opportunity to test the concrete objects and obyekobyek
Environment can be used as a context of learning mathematics in building mathematical connections through social interaction.
2. Teachers have the opportunity to explore and reflect on learning math concepts realistic.
3. Teachers have the opportunity to exchange experiences with other teachers about the development of realistic mathematical learning.
4. Teachers have the opportunity to reflect on the preparation of teaching and learning process (PBM) in junior high school mathematics in accordance with the principles of PMRI
5. Teachers have the opportunity to reflect on the development of learning resources for teaching and learning process (PBM) in junior high school mathematics in accordance with the principles of PMRI
6. Teachers have the opportunity to reflect on the development of assessment activities for teaching and learning process (PBM) in junior high school mathematics in accordance with the principles of PMRI

PHILOSOPHICAL EXPLANATION ON MATHEMATICAL EXPERIENCES OF THE FIFTH GRADE STUDENTS

Posted on 19.46 - by Siti Nuruniyah

Disampaikanpada:
SEMINAR NASIONAL PENELITIAN DAN PENERAPAN MIPA
FMIPA UNIVERSITAS NEGERI YOGYAKARTA
1 Agustus 2006

By :Marsigit, M.A
Reviewed by :SitiNuruniyah/09301241023 

Tingkat diskusi filosofis memiliki karakteristik seperti kebutuhan untuk cross-check serta membandingkan dengan beberapa titik pandangan independen, untuk membangun teori umum dari yang berkaitan. Untuk mencapai tujuan, penulis menggunakan beberapa pendekatan filosofis seperti interpretasi, internal coherences, idealisasi, perbandingan, analogi dan deskripsi.
  Teori kasih sayang ganda adalah upaya klasik untuk menyelamatkan kesadaran persepsi dari apa yang diduga menjadi inkonsistensi mencolok (Gram, SM, di
Werkmeister, W.H, 1975). Menurut Kant, ‘terpengaruh oleh sesuatu' adalah efek dari pengalama objek pada fakultas representasi (ibid, hal. 29). Kant menyediakan dua jenis benda yang mempengaruhi subjek: 'hal dalam diri mereka sendiri' ada yang mempengaruhi diri, dan 'penampilan dalam diri mereka sendiri' ada yang bertindak atas sensibilitas kita dan independen dari karakteristik apapun melekat pada reseptor sensorik kami
(Werkmeister, W.H,1975)
Apa yang dapat kita pelajari adalah bahwa harus ada hubungan lain antara 'hal dalam diri mereka sendiri' dan kasih sayang. Kant menegaskan bahwa 'ruang' dan 'waktu' adalah bentuk-bentuk perasaan kita; apa yang mempengaruhi kepekaan kita adalah sebuah benda yang memiliki 'ruang' atau 'duniawi' karakteristik yaitu objek aphenomenal.
Penelitian ini telah memberikan peneliti wawasan ke dalam peran yang berbeda dari kesetiaan epistemis dan aksesibilitas bahan pembelajaran fisik. Para peneliti berpendapat bahwa kesetiaan epistemis diperlukan untuk mengajar aman didasarkan konsep dengan model, sedangkan aksesibilitas mempromosikan keterlibatan kelas kaya.


KEGIATAN PENELITIAN SEBAGAI USAHA UNTUK MENINGKATKAN PROFESIONALISME GURU MATEMATIKA

Posted on 19.29 - by Siti Nuruniyah
DipresentasikanPada Seminar Nasional
PENELITIAN, PENDIDIKAN DAN PENERAPAN MIPA
UNIVERSITAS NEGERI YOGYAKARTA
30 Mei 2008

By: Marsigit, M.A
Reviewed by: SitiNuruniyah/09301241023

Research is an activity to gain knowledge called science, carried out with certain procedures that are systematic and supported by a methodology which is an assessment of the rules in his method. Teachers or prospective teachers of mathematics as a researcher can deliberately make changes in teaching mathematics in schools by conducting various experiments; so comes the scientific method. Approach to mathematics education research can be done by barbagai way, among other quantitative research. Quantitative research considers that learning mathematics is objective and measurable.


Circumstances and effort uncovering the phenomenon of learning mathematics can be described by a circle hermenitik where a teacher or a researcher trying to uncover aspects of learning mathematics as a symptom or phenomenon in the form of facts that can be observed directly and form of the potential for development that requires treatment. Hermenitik circle in mathematics education research provides full awareness to the researchers that the learning of mathematics and its components are not sterile, but is associated or connected with various aspects and contexts of learning both in time and in time telahl ampau now is the time for the continuity of learning.

The scope of mathematics education research can come from a push by penelit to reform mathematics education; in which the unconscious bahwai novation mathematics education can be sourced to the factor-facto conceptual, value, pragmatic, empirical and political.
Ebbutt and Straker (1995: 60-75), gives his view that in order for potential students can grow and learn mathematics in an optimal, assumptions about the characteristics of the subjects and impikasi students towards learning mathematics is given as follows: Students will learn math if they possessed the motivation, with implications for research and learning that teachers need to: provide a fun activity, attention keinginansiswa, build understanding through what is known by students, creating a classroom atmosphere that supports learning activities, provide activities that correspond with learning objectives, provide challenging activities, provide activities that provide expectations of success, valuing each student achievement.
With the study of mathematics education we can know the difference
Individually or in groups in the study of mathematics, we can determine the position of students in a group, can compare learning outcomes between groups. We also can do a match between goals and results hasi lbelajar; whether the standard of competence or competence dasa rtelah achieved? 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.

HOW TO DEVELOP TEACHING AND LEARNING PROCESS OF MATHEMATICS IN JUNIOR HIGH SCHOOL/SENIOR HIGH SCHOOL

Posted on 04.01 - by Siti Nuruniyah

 Nama  : Siti Nuruniyah
NIM    : 09301241023
Prodi   : Pendidika Matematika Subsidi


  1. INTRODUCTION
The education is very important to construct our country. It as the effort to make human life be prosperous. So the education was looked as a based of the country because the country’s destiny in the future hanged on the education of citizen. Then, the government pay attention how important the education for a country. The legitimate of education in Indonesia related with the teaching and learning activities in the school. The fact in Indonesia the quality of education still in low. Commonly, the number of teacher just employ one method to teach. That is the traditional method. The teacher just explain the teaching content, giving the task, and in the final thy give an exam to evaluate. If this method still employ, then the quality of education in Indonesia doesn’t increase.
Many effort have  done by the government to improve the quality of education. Suppose have done many research to develop the education. The research have done related with the curriculum development and development of teaching and learning method. From the result of this research hoped that it can use to improve the education quality. The development of curriculum in Indonesia results KTSP (Kurikulum Tingkat Satuan Pendidikan) that is practiced in the school. The student should have the standard competence and based competence.
Every school teach the school mathematics. The aims of it is to prepare the student in order to use mathematics and mathematics thinking pattern in their daily life. But now, the number of teachers still employ one method to teach mathematics. They just use traditional method which only explain the material then giving the task to the student, and in the final they give the final exam to evaluate. Surely, it is not effective. So very important to the teacher to improve their teaching and learning method in order to help the students reach the standard competence and based competence. But, the most important is to help the student have the mathematics thinking pattern. Besides that, the professionalism of the teacher is need too. The teacher should have skill in teaching, managing the class, and evaluating the learning. Then, the teacher need to spread their knowledge about mathematics education and the teaching mathematics method.
  1. DEVELOPING TEACHING AND LEARNING PROCESS OF MATHEMATICS
The number of teachers in Indonesia still employ the traditional method in teaching and learning process. But, this method doesn’t make the student to be active. To change the teacher method need to change all that related in teaching and learning, there are several aspects such as:
1.      Lesson plan
2.      Student work sheet
3.      Small group discussion
4.      Various interaction
5.      Various teaching method
6.      Student’s reflection
7.      Cognitive scheme
8.      Student’s conclusion
9.      Apperception
10.  Assessment
11.  Various media
12.  Various teaching aids
This is the little essay about how to develop teaching and learning process:
1.      Lesson plan
Lesson plan is a teacher’s description of the course of instruction for one class. It developed by teacher to guide class instruction. Lesson plan is well if reflects interest and need of students. Lesson plan can be flexible as they adapt to student need and learning method. It should correlate with the textbooks are used in the class.
      Most lesson plan contain some or all of this element: the title, the time required to complete the lesson, the list of required materials, the list of objectives, an instructional component, the independent practice, the summary, an evaluation component, and a continuity component. If the lesson plan can accord with the student’s need than it can assist the teacher to give the learning.
2.      Student worksheet
It’s better that contain of problem to solve by student may be will there are many different solving from the student. In the process of solving the problem, teacher just as a leader. The teacher gives them the investigation steps to find the formula. From this, student can learn and find the concept by themselves. Direction between student and teacher can be formed. So, hope that students have new knowledge by themselves and doing selves. But there are some difficulties, such as there are a teachers that less understand to make student worksheet and every student have different ability to doing it so there are student that success to find the formula but there aren’t. so to giving the student worksheet maybe better if it doig in small group/ so the students can discuss with the others and change their arguments while the teacher as the leader and identify their difficulties.

Student worksheet has many purposes:
a.       Alternative for teacher to direct studying
b.      The studying activity can more faster
c.       Optimalization the teaching aids
d.      Improve the student motivation to study
3.      Small group discussion
It formed after the teacher explain a part of teaching contents. It consists of three or four students. This group is formed in order the student can discuss their problem, change their arguments and solve the problem together. It will make the student more active. In this small group we can solve the problem together. Teacher will approach them and try to identify their difficulties and offer solution. In the small group there are many different solving because avery student solve their problem based on yheir knowledge. So, they are will discuss to find the same concept. The result of discussion between one group and another may be different.
4.      Various interaction
Interaction is important in teaching and learning process. There are many interaction that can make by the teacher in their teaching. The various interaction will make the student feel comfort and enjoy. The various interactions such as: whole class, small group, and individual interaction. The whole class is happen when the teacher explained the material in the class. In here, there are interaction between the teacher and all of the student. The small group is when the teacher give the problem to solve their problem by discussion. So in the small group there are interaction between the student and other student also between the student and the teacher when the teacher identify their difficulties. The individual interaction is when the student presented their discussion’s result to another student.
5.      Various teaching method
The teaching method could divide by two parts. There are traditional method and modern method. In traditional method, the teacher just explain the material to student. After that, the student will giving the problem or the task to the student. To increase their ability, the traditional method the teacher giving them the drill. To evaluating the teacher just use the final exam. But in the modern method just as the facilitators that lead the student to uncover their knowledge. Because in the modern method, teacher doesn’t as a central, the central is the student. There are characteristics of the modern method:
a.       Explanation the material
b.      Giving the task
c.       Discuss the task in small group
d.      Identify the student difficulties in each group
e.       Offer solution
f.       Each group presents their worksheet
6.      Student’s reflection
This is a process of interpreting experience to obtain the new knowledge. After discussion in a small group, each group will perform their presentation. Between one group and another group will have different results so need to present the result in front of class. A student from one group present and explain their discussion result to another while another group give their opinion. So it will make the concept more complete. When the student explain in front of class, the teacher can observe their shortage. From this activity, student not only get a new knowledge but they can learn to communicate to their friends and to explain with another, and can learn to give their arguments. After all of group presented, the teacher together with student make a review about what the student understanding and then the student will make their own resume.
7.      Cognitive scheme
      Cognitive scheme is related with the order of the  material provide by the teacher. The order of the material will influence the student. If the teacher give wrong order, the student will difficult to understand. Because the next material is related to the material that teach now. So, before the student learn the next material they should have enough knowledge about the material before it. For example, before the student learn about integral, they should have enough knowledge about differential. Beside that the material should accord with the cognitive ability of the student. Because it will make the student easy to understand the material and don’t make them confuse.
8.      Student’s conclusion
      Student’s conclusion is he concept that form by student based on their knowledge that they get after they do investigation in their worksheet and discuss it. After student giving their presentation, teacher giving review to the student but in here, the position of the teacher as facilitator and lead them. In here, the teacher let alone to make conclusion about the learning. They will made conclusion based on their thinking so it more meaning for them and they can more easy to remember it. It will give the learn experience to the student.
9.      Apperception
      It means the readiness to study or to learn, the teacher develop it in order the student can get the material well. It’s not enough if the teacher just speaking in class. Apperception is to link the old knowledge with the new knowledge. The teacher try to dig the student’s potency by their teaching method.
10.  Assessment
                        It is to uncover the student understanding so to evaluate not enough from the final exam but do in beginning up to final, then, it will get the record that really accord with student condition. There are characteristic of authentic assessment:
a.       implemented during and after the learning process
b.      can be used for formative and summative
c.       which measured the skills and performance
d.      continuous
e.       can be used as feedback
f.       objective

11.  Various media
To support the teaching and learning in the class, the teacher use many kind of medias. It is make the process of learning fluent. The kinds of media such as: computer, LCD, whiteboard, etc. However, the media basically grouped into two parts, namely the media as carriers of information and media as a means of instilling the concept, such as the teaching aids. Altough the media don’t guarantee the succesfull the learning but it make fluent.
12.  Various teaching aids
To make the student easy to learn commonly a teacher use the teaching aids. It will make the material more real. The various teaching aids such as cube, cone, the number line, etc. Therefore in learning mathematics are often used the teaching aids. By using the teaching aids:
a.       The learning process motivated
b.      Abstract mathematical concepts in the form of concrete are delivered
c.       The relationship between abstract concepts with different objects in nature around more can be understand

  1. CONCLUSION
To help the student have based competence and standard competence so the teacher should improve their teaching and learning process. Teachers don’t employ one method but more. To develop the teaching and learning process related to develop such as :
  1. Lesson plan
  2. Student work sheet
  3. Small group discussion
  4. Various interaction
  5. Various teaching method
  6. Student’s reflection
  7. Cognitive scheme
  8. Student’s conclusion
  9. Apperception
  10. Assessment
  11. Various media
  12. Various teaching aids

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