Kegiatan Penelitian Sebagai Usaha Untuk Meningkatkan Profesionalisme Guru

Kegiatan Penelitian Sebagai Usaha Untuk Meningkatkan Profesionalisme Guru

By: Marsigit, M.A.

(http://powermathematics.blogspot.com)

Reviewed by: Hafizh Praditya Mahardika/09301241001

(http://hafizhpradityamahardika.blogspot.com)

Research activities by conducting experiments aimed to obtain a scientific method that can serve to overcome problems or obstacles that arise, especially in learning mathematics. Such as using a qualitative approach. With this approach to learning math is essentially the observation of learning processes in mathematics learning environment, interaction with mathematics, understanding and interpretation of language in learning mathematics. Research using methods logiko kuantatif-hypothetico-verivikatif with the following steps: determination of the problem-formulation of hypotheses about aspects of teaching and learning mathematics, collection of data about praktuk studying mathematics, data analysis, hypothesis testing, conclusions, and report writing. But the thing sought is in fact not absolute truth but based on empirical and consensus relitas world of learning mathematics.
Research conducted teacher is hermenitik, ie not limited to the study of mathematics learning activities alone but more pressing on the concept and the flow of learning. Awareness hermenitik preparing teachers to use the findings to be improved when learning in the future, so that learning will be more qualified. If viewed from the research procedures performed with a variety of approaches, such as historical and descriptive research.Historical research aims to reconstruct education in the past in an area in sistematif and objectively by collecting, evaluating, and memverivikasi evidence of the facts used separately to obtain the conclusion. Historical research approach is qualitative-quantitative. Steps such as defining problems, formulating goals, merumskan hypothesis, collect data, test hypotheses, and draw conclusions. Descriptive study aims to describe the systematic learning of mathematics, namely the situation and events in practice activities. Descriptive research is factual, accurate information about the facts, and the nature of the sample-population. The steps are the formulation of objectives, hypothesis formulation, data collection, testing hypotheses, and drawing conclusions. And there are many other research approaches.
In essence, the essence of mathematics is karakteristika matematikayang various types and shapes, such as pure and applied mathematics or school, mempuyai mismatch if teachers use to interact with students. Therefore, the essence of school mathematics, hereinafter referred to mathematics. Mathematics as an activity that is tracing patterns and relationships and problem solving. Learning mathematics requires a range of skills students should possess, such as reasoning skills, algorithms, problem solving, and investigation. Meanwhile, according to Katagiri Sheigo mathematical reasoning in school involves reasoning about the attitudes, methods, and content. Here there should be interaction between teacher and pupil, thus triggering kritisisasi about the concept that felt not suitable then there is a rectification of the concept. The model of learning that teachers do should be suitable to the conditions of students, so students also felt open in the learning process. Teachers tried about providing encouragement and initiatives that enable students to think creatively, in the mathematical learning models students use worksheets very helpful teachers and students. In the classroom teacher action research can identify the problem: clarification of issues, identification of context, explanation of facts, setting the stage, and developing steps.

PHILOSOPHYCAL EXPLANATION OF MATHEMATICS

PHILOSOPHYCAL EXPLANATION OF MATHEMATICS

By: Marsigit, M.A.

(http://powermathematics.blogspot.com)

Reviewed by: Hafizh Praditya Mahardika/09301241001

(http://hafizhpradityamahardika.blogspot.com)

Dalam menyusun kurikulum pendidikan perlu telaah lebih lanjut terhadap perkembangan informasi dan dinamika kehidupan bangsa. Selain itu beberapa prinsip dasar yang harus diperhatikan, yaitu kesempatan belajar bagi subyek didik tanpa terkecuali, kurikulum bakan hanya berupa kumpulan materi ajar tetapi dapa digunakan untuk merefleksikan matematika secara koheren, paham tentang kebutuhan siswa yang sesungguhnya, kesempatan untuk belajar secara aktif, peningkatan kualitas dari waktu ke waktu, dan pemanfaatan metode yang berkompeten. Kurikulum berbasis kompetensi juga memperhatikan perkembangan kognitif, afektif, dan psikomotorik siswa. Nafas dari kurikulum berbasis kompetensi terletak pada pengalaman belajar, pengajaran, dan pembelajaran konstektual dengan memperhatikan kecakapan life skill baik berupa kecakapan personal, sosial, akademik, dan ketrampilan.

Dalam pemenuhan tujuan dari pembelaran matematika maka perlunya inovasi matematika sekolah menjadi matematika, yang selanjutnya didefinisikan sebagai berikut: matematika sebagai kegiatan pola hubungan; matematika sebagai kreativitas yang memerlukan imajinasi; matematika sebagai problem solving; dan matematika sebagai alat komunikasi. Dengan beberapa definisi tentang matematika diharapkan implementasi dari definisi-definisi tersebut dapat meningkatkan kemampuan matematika bagi siswa. Dengan pengajaran yang menyenangkan yang diberikan oleh guru dan materi yang diajarkan sesuai dengan kebutuhan dan tingkat berfikir  siswa, hal tesebut dapat meningkatkan motivasi siswa sehingga timbul kemauan untuk mempelajari matematika lebih lanjut. Selain itu siswa belajar dengan cara mereka sendiri, guru tidak boleh memaksakan suatu konsep tertentu yang siswa tidak dapat atau tidak cocok dalam menerapkannya. Siswa diberi keluasan untuk bekerjasama dengan teman-temannya dalam menyelesaikan permasalahan matematika, karena dengan berkerjasama akan terjadi saling bertukar pikiran, sehingga siswa akan terbiasa belajar matematika secara mandiri. Selain itu, guru memberikan contoh konkret dan pendemonstrasian alat peraga dari bentuk-bentuk matematika. Pemberian masalah-masalah yang sekiranya dapat diselesaikan dengan matematika dirasa dapat memberikan konteks belajar yang berguna karena siswa akan lebih paham jika terdapat masalah yang nyata yang dapat diselesaikan menggunakan cara-cara matematika. Dalam setiap pembelajaran suatu mata pelajaran dirasa kurang lengkap tanpa adanya silabus tentang materi yang hendak dipelajari, terutama silabus matematika. Tujuannya untuk memudahkan baik guru maupun siswa dalam menangkap inti dari materi pelajaran karena memberikan draf atau gambaran terlebih dahulu.

Untuk semua jenjang pendidikan (SD, SMP, SMA, PT) materi pembelajaran matematika meliputi: fakta, konsep, ketrampilan penalaran, ketrampilan algoritmik, ketrampilan memecahkan masalah matematika, kemampuan melakukan penyelidikan, dan kemampuan dasar yang diperlukan oleh siswa. Kesemua materi itu nantinya akan dicakup dalam silabus yang kemudian dijabarkan  dengan Satuan Pembelajaran (SP) yang telah dirancang. Komponen SP meliputi: identitas mata pelajaran, kemampuan dasar, materi pelajaran, materi- strategi-media pembelajaran, dan sumber bahan. 

Stimulating Primary Mathematics Group-Discussion

Stimulating Primary Mathematics Group-Discussion

By: Marsigit, M.A.

(http://powermathematics.blogspot.com)

Reviewed by: Hafizh Praditya Mahardika/09301241001

(http://hafizhpradityamahardika.blogspot.com)

Dalam pembelajaran matematika, terutama kepada siswa lebih ditekankan pada interaksi dengan guru dan juga teman sebayanya dalam mengenal atau menyelesaikan setiap permasalahan. Perlunya saling berinteraksi antar sesama yaitu dapat memupuk rasa tanggung jawab bersama dalam memecahkan permasalahan, penataan pola pikir siswa, dan transfer ilmu dan tanggung jawab kegiatan. Selain itu, dalam interaksi berupa diskusi saat memecahkan permasalahan matematika terjadi negosiasi dalam konteks kebersamaan, sehingga tercipta berbagai macam cara dalam mencari penyelesaiaanya tanpa mengurangi semangat kebersamaan, bahkan akan semakin terjalin erat. Diskusi kelompok kecil seperti ini dapat mendorong budaya komunikasi atau mengeksplor konsep pemikiran mereka kepada orang lain. Sekali lagi peran guru dalam membimbing diskusi sangat berpengaruh, merupakan kolaborasi dari segi evaluatif, reflektif, partisipasif, dan kritis.

Dalam penelitian yang dilakukan oleh Bapak Marsigit di SD Gambiranom, Yogyakarta, mencakup kegiatan, sebagai berikut: mengidentifikasi dan menganalisis masalah yang timbul dalam proses belajar-mengajar matematika; merancang strategi untuk memecahkan masalah sebagai hasil komunikasi simetris antara peneliti dan guru; menerapkan dan menguji strategi; mengevaluasi efektivitas strategi; mencerminkan hasil; tiba pada kesimpulan dan/atau masalah yang baru diidentifikasi; mengulangi siklus sampai terciptanya praktek; dan pelaporan temuan.

Para siswa tidak bekerja secara individual dalam kelompok, tetapi bersama-sama mengembangkan ide-ide, di sini guru mendorong kegiatan siswa ke arah pencapaian tujuan dari hubungan asimentris guru dan siswa. Sebab dalam penelitian tersebut, aspek guru lah yang lebih banyak disorot, mengenai bagaimana ia mendorong siswanya dalam melakukan kegiatan diskusi dan membudayakannya. Tetapi persepsi guru dalam perannya dalam mendukung pembelajaran siswanya serta kemauan siswa untuk kegiatan dikusi berubah dari siklus yang satu ke siklus berikutnya.

Di dalam diskusi berkelompok ini siswa dituntut secara aktif berpartisipasi baik dalam mempresentasikan hasil diskusinya maupun menaggapi hasil diskusi kelompok lain, sedang guru lebih pada berperan sebagai asisten. Sehingga terjadi sebuah skenario di mana kelompok lain bertanya maupun menyanggah pendapat kelompok presentasi, sedangkan kelompok presentasi akan secara defensif mempertahankan pendapatnya, dan di sini lah perkembangan kognitif siswa akan tumbuh.

STRATEGI MENYIAPKAN SDM MENUJU SEKOLAH DASAR BERSTANDAR NASIONAL DAN INTERNASIONAL

STRATEGI

MENYIAPKAN SDM MENUJU SEKOLAH DASAR

BERSTANDAR

NASIONAL DAN INTERNASIONAL

By: Marsigit, M.A.

(http://powermathematics.blogspot.com)

Reviewed by: Hafizh Praditya Mahardika/09301241001

(http://hafizhpradityamahardika.blogspot.com)

Today it takes a lot of quality human resources, both material and non material. In fact there are many workers who have the human resources is still low, eg teachers.Teachers are required to build their students qualified to be human, in order to compete in the global order. But before that, first teachers who were trained in the teaching profession. Professional teacher enhancement program which later was called sertivikasi teacher program, a program for teachers in teaching eligibility. The goal is to give teachers training in teaching students with appropriate methods. During this time teachers to teach only give lectures to students, so that science teachers tend to only be given "the transfer of knowledge", does not improve the quality of students. With the holding of this program, teaching methods teachers are expected to change, so be more "developing", and the potential for better student learning. Additionally paradigm which happens also provides a description of the teacher who is still learning "teacher center", so that students do not thrive in creative learning. So the purpose of this certification for learning by the teacher turned into a "student center". 

To change the old paradigm of teaching a new course toward the major obstacles that arise. According to Alexander Bourne these constraints there are 6, ie values, theory, Pragmatism, empirical, context, and politics. In the school SBI found difficulty in learning, especially students, one of which caused difficulty in changing teachers' teaching style.Namely the "transfer of knowledge" to "developing". Revitalization of education sought to place 
important role of teachers to make education more appropriate to educate in the sense of meaning in truth and nature of science which is the object of learning itself. SBI should be in school to give teachers the opportunity to use a suitable method, the following method can be applied, the method of exposition by the teacher, discussion, problem solving, investigation, basic training, and implementation. 

In the SBI school students are required to learn creatively, to bring the creative itself needs a revitalization in the school. Revitalization of education is defined as follows: learning is the search activity patterns and relationships; learning is an activity that requires creative imagination, intuisis, and discovery; learning is problem solving activities; learning is communication activities. Is being revitalized in the teachers themselves, namely: the preparation phase of teaching; stages of learning; the evaluation stage. Learning activities should be more directed to the activity of their students by implementing creative learning. In which teachers act as facilitators who facilitate the activities of students, in the form of providing adequate learning facilities.Teachers as a source of teaching, that is centered on student learning though but it still does not cover the fact that the center of learning, such as asking to remain on the teacher. Monitor activities of student teachers, meaning teachers to supervise the creative learning of the student, the teacher gives insert, confirming that less precise, and always motivate students to learn. For schools that SBI has always demanded professionalism of teachers in order to create a conducive atmosphere for learning and quality, which ultimately provide competent output. 

HOW TO DELEVOP TEACHING LEARNING OF MATHEMATICS

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

By

Hafizh Praditya Mahardika/09301241001/Pend. Matematika 2009

A.    Introduction

As we all know that education in Indonesia has not been good enough. The education has not shown the progress of relevant. Of course the indication of problem can be derived from many factors. It can be from the teachers, the students, the school, the material, and also the method of learning process. Although the curriculum in Indonesia has been good enough but unfortunately the realization of the curriculum has not been good. As School Based Curriculum, actually that curriculum has good content and purpose which to develop learning process in the class by creating meaningfull learning. But once again there is nothing relevance one factor with others, like the teachers cannot apply, the students do not want to learn, and many other. In the other case developing learning process be expected can also develop education in Indonesia, especially mathematics lesson.

In Junior and Senior High School mathematics still considered monster by the student in their learning process in the class. Mathematics considered difficut lesson, both of the material and its delivery by the teacher, so that it is can affect their achievement in mathematics. The obstacle of student’s learning of mathematics come from inside and outside factor. The inside factor like motivation and spirits. The outside factor fasilities and infrastructure, monotown method, and wrong way of study. The students felt do not geting anything from learning process in the class, because they do not understand the teacher’s explanation. Here the teacher plays an important role that almost influential because the teacher create ideas which organize learning process. The meaningfull learning process can develop student’s achievement in mathematics. There are many way to make meaningfull learning process, it is like lesson plan, student’s worksheet, small group discussion, various interaction, various teaching method, student’s reflection, cognitive scheme, student’s conclusion, apperception, asessment, various media and teaching aids. The essentially of its in the aplication by the teacher.

B.     How to Develop Teaching Learning of Mathematics

Teacher’s attempt to create meaningfull learning process can brings the student to active, creative and innovative. Its attempt course needs participate from the student and the environment. It is teacher’s attempt to develop teaching learning process of mathematics:

1.      Lesson Plan

What is lesson plan? Lesson plan is kind of skenario created by the teacher to see plan of learning process. Its contain when, where, and how learning process should be. Lesson plan make details description of intruction process in the class that depending on the teacher, subject being covered, and the need. The activity during make lesson plan such as makes observation paper, list of  required material and suitable media, determine evaluation component, prepare the journal to examine learning progress, and make summary. By lesson plan both of the teacher and the student will ready more and more before learning process begin because they can describe what needed to make meaningfull study. Also by lesson plan the teacher can determine time needed to explain about the material or allocation time and know where get its resources, see the indicator, determine a good activity that suitable used to explain the material, determine what suitable assigment and guide make the syllabus. With lesson plan the teacher also can anticipate many probability problem arround teaching in the class, for example the student actually has been not understood yet about a chapter so the teaher can repeat their explanation without distrub the next intruction. So the learning process seem perfect with lesson plan so that create meaningfull learning process atmosphere.

2.      Student’s Worksheet

Student’s worksheet is set of task or assigment from the teacher which purposed to create student’s motivate for studying. Beside that student’s worksheet also shaped summary of material which packed by clearly so that possible the student can learn it indepedently. With student’s worksheet they have a duty to did it, example find solve about the problem. By its the student will be familiar with problems and its solve, so that they were habitually to thinking. Student’s worksheet is important learning tools of mathematics because with all problem contain in its student will think and finally find the developing concept of mathematics. The student otomatically will build interation among same student and also the teacher and understand how important interaction activity to build concept of mathematics. With using student’s worksheet in learning process in the class will open chance to student to follow active in learning process, so that the teacher can observe activity in the class. Student’s worksheet have some benefit, it is like build student’s motivate, build student’s esteem, increase student activity, make student always thinking, and soon. But student’s worksheet also have some obstacles, it is like increase workload to the teacher, an additional cost from both of the teacher and the student, the student will boring if the student just do the worksheet, and soon. There are many step to make student’s worksheet:

·         Doing analisize to curriculum

·         Arrange map of needs

·         Determine the title

·         Write the student’s worksheet

·         Determine evaluation tools

3.      Small Group Discussion

It is kind method by teacher of assesing personality and term suggests a discussion among a group of person. Usually consist few member, 5-8 member of student who will express opinion or solve about topic of current issue or lesson matter or problem in mathematics. Firstly, the teacher explanation in whole class about something, then the teacher asked the student to make small group to discuss with note member consist variation of student, from jenius student until moderate student, the purpose is make siclus of thinking so that each member give their own result. After that usually every group get own allocation in discuss topic. Example, the teacher give problem about shown prove of the theorm, then each group have different answer or proof . Here, the teacher just as the fasilitator who provides directing about steps to prove it. With small group discussion student will learn:

·         Be assertive: an assertive person is direct, honest carreful about not hurting others ‘self-respect’.

·         A patient listener: listening to another person is one way of showing appreciation.

·         Right language: words can make friends and right words at the right time make the best result.

·         Be analytical: it is necessary to make relevant points which can be suppurted with fact and analytical logic.

·         Be good leader: in every discuss activity always leader, here the leader give each member part of discussion fairly according member’s abbility.

If any member of the group  criticizes or disapproves a point , it is unwise to get upset or react sharply, in the case the criticism is flimsy, the same can be pointedout politely. In the small group discussion also many benefits, it is like:

·         Provides chance to expose

·         Language skills

·         Academic knowledge

·         Leadership skills

·         People handing skills

·         Team work

·         General knowlegde

4.      Various Interaction

In learning process the teacher give some problem to the student, then the student can solve it in three kind of interaction: individual, group, and whole class. In the individual, the student try many way from resoursce to solve that problem with the teacher provides their own way. Here, the student do interaction with the teacher individual. There are share each steps from the student using their own thinking to the teacher. If individual interaction held between student and teacher so if the student make wrong steps the student do not feel embarashing to anyone, instead the student get their self-esteem. In the case of group, should the teacher make different member of group every begin new chapter. The purpose is create various interaction to each member, because with different member every new chapter make different atmosphere in the student, so they do not feel just certain student who become member to certain group. With new member, new leader, and new topic will build good teamwork in the every case. Their conection among member of the class also has been expanded. In the case interaction whole class is interactions either individually or group with all student in the class. Activities may include presentation or just solve the problem. Interaction in whole classroom through bring many benefit to student’s self esteem. Corret or wrong of student’s answer are matters for later, here the most important is the presence of interaction that can generate student’s spirit and motivate.

5.      Various Teaching Method

Why the teacher needs not just one method to teaching learning of mathematics? As we all know that mathematics is a lesson need logic and do it or do math to understanding. If the teacher just using one method so has been firmed that learning process will be failed. So that to teaching learning of mathematics the teacher needs various teaching method, it is like discovery method, problem solving method, expository method, presentation method, discussion method, precesing method, and soon. If one method felt less suitable so the teacher still have many others where used to apply suitable method with thw material. For example problem solving method, it has superiority like:

·         Train the student to disign a invention

·         Creative thinking

·         Identify and conduct investigation

·         Evaluate the result of observation

·         Stimulate the development of student progress

·         Can create school education more relevant

But there weakness on problem solving method, it is like:

·         Some subject is very dificult to immplement this method

·         Allocation requires a longer time compared with other learning method

That is just example to various teaching learning process one of all kind method and answer why the teacher needs not just one menthod.

6.      Student Reflection

Also called student presentation. Tha main frame of this part is almost similar with small group discussion and various interaction, just diference in presentation is the student must share their opinion in front of the class, either individually or group. First the teacher give problem in front of the class. And then asked to the student to solve it then the student give their mind to solve that problem. With presentation the student will attept to prepare that presentation as well as they can. They will try to:

·         Know the problem

The student will study more and more to prepare their presentation until they understand so they have mainset about the point of problem. It is very importan remember point of that problem will rising the concept of that problem until they finally get concept of the material.

·         Explanation to other

As we all know that the best way to learn is explain it, because with explain we will more and more understanding.

·         Make summary

Before the student expose their presentation, firstly they make summary so that easy when explain the point. With summary the student will simple to remember it.

7.      Cognitive Scheme

To develop teaching learning process the teacher must see the cognitive sceme factor in the student. The level of student thinking influence to abillity in image or describe something. Here, student’s cognitive scheme is different among the student. In level elementary school course have different level cognitive scheme with junior high school, also junior high school different with senior high school. So if tha material in the senior high school cannot apply in both of junior high school and elementary school, because diferent cognitive scheme. For example, if student in junior high school image a cat, they will get that cat have four legs, beautiful feather, big eyes, until details. But how if kid? The kid cannot image or mention body of the cat competely. It show that kid’s cognitive shceme have not like the student have, so to extend the material to the student must consider level of their cognitive scheme so that they can received well. As we all know that mathematics have connection among one concept with other concept. Learning process just application old concept with new concept. If student’s cognitive scheme has been not received yet so will happend lost concept, both of old and new concept. So cognitive scheme very influence to learning process of mathematics.

8.      Student’s Conclusion

In the learning process, conclusion by the student self is very important because they own who make the way and the scheme. They hold their understanding with their conclusion. The teacher give problem and then the student try to find the solve. They effort  to find the steps, find the way, find why the problem solved by certain step, until find other way as possible. One student is different with other, so there are many different conclusion but still have one content. The teacher must teach how the student make their own conclusion because not most of student can do it. Steps to make conclusion is like

·         Understanding the material

·         Make summary by them self

·         Find the key word

·         Make sketch

·         Try to solve problem by them self

Here the teacher as fasilitator again who provides directing student’s conclusion in order to the student do not make wrong understanding and finnaly make wrong conclusion.

9.      Apperception

Apperception is introduction before lesson begin. Apperception used by the teacher to give an image about the material, where the resources, and suitable assigment for that material. In many cases where the student could not catch the lesson. It is used to examine student’s readyness in follow the lesson. Apperception is thus a general term for all mental processes in which a presentation is brought into connexion with an already existent and systematized mental conception, and thereby is classified, explained or, in a word, understood. A new phenomenon is explained in the light of phenomena already analysed and classified. The whole intelligent life of man is, consciously or unconsciously, a process of apperception, in as much as every act of attention involves the appercipient process. The teacher must give few explanation about next material used to stimulant the student in order to give an image. For example the teacher give a question or quiz about the areas of triangle, then the student will think for several minute to find the solve so ottomatically their mind will be ready. There are steps to transcendental the apperception:

·         All experience is succession of a variety of contents

·         To be experience at all

·         Unity of experience therefore implies a unity of self

·         The unity of self is as much an object of experience as anything is

·         Experience both of the self and its object

10.  Assessment

Assessment used to record student understanding about the material has been explanated by the teacher. Assessment about the student understanding done as evaluate step to examine how far progress learning. Assessment can focus on the individual learner, the learning community it is like class, workshop, or other organized group of learners, the institution, or the educational system as a whole. Assessment design of test items  should be based on the student outcomes. The first step in designing the assessment is to analyze the teacher’s learning situation by outlining goals and objectives, then the determining the type of learning those outcomes represent. The term assessment is generally used to refer to all activities teachers use to help students learn and to gauge student progress. Though the notion of assessment is generally more complicated than the following categories suggest, assessment is often divided for the sake of convenience using the following distinctions:

·         Summative and formative

Summative assessment is generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade. Summative assessments are evaluative. And formative assessment is generally carried out throughout a course or project. Formative assessments are diagnostic.

·         Objective and subjective

Objective assessment is a form of questioning which has a single correct answer. Subjective assessment is a form of questioning which may have more than one correct answer 

·         Referencing

·         Formal and informal

Formal assessment usually implies a written document, such as a test, quiz, or paper and its geven score on student’s works. Therefore  informal assessment usually occurs may include observation, inventories, checklists,  student’s rating, performance and portfolio assessments, participation, self evaluation, and discussion.

11.  Various Media

Media is tools used to help the teacher at teaching process. The teacher needs media to teach the matter that difficult if explain by manual or traditional method. Here, media plays important role and give many contribution in develop learning process either make easy explanation by the teacher or abridge the student receive the lesson. The media in learning process devide to electronic media and non-electronic media. Electronic media is like used VTR, computer, LCD and non electronic media is like paper, black board, etc. VTR used to help the teacher prepare presentation, assigmet, lesson plan, and many other. Traditional learning process do not used any media except just preaching and preaching. So the student feels boring and of course get nothing from learning process. Student’s worksheet also order in learning media, its usefull to make  the student work indepedenly. Presentation media view points of the material explaned by the teacher, so the student will be easy to understand mean from discussion. Classroom, chairs, and tables also media physic but its more inclining to facilities.

12.  Various teaching aids  

Teaching aids is tools used to make some aid to the teacher in confront learning problem. Kind of teaching aids are demonstartion tools and experiment tools. Almost the teacher feel diffiult in explanation without make demonstration tools, the material like geometry needs real shape as model from the abstract. Example in chapter the cube, the teacher must create realize cube models in order to the student more understanding in the case looking for the areas, the volume, the diagonal, also connect between the cube with the pyramid. With real model, the student will easy to find many thing about the cube and its formula applied. The experiment tools used in the section problem solving learning. The student will do observe about the something problem and have to need any tools using. With experiment tools they will know apllied the theory to the realize, so that they more and more understanding.

C.     Conclusion

To develop teaching learning of mathematics process there are many way to do it, like lesson plan, student’s worksheet, small group discussion, various interaction, various teaching method, student’s conclusion, student’s reflection, cognitive scheme, appeception, assessment, various media and teaching aids. The point of all is how the teacher realize it.