By: Marsigit, M.A.
Reviewed by: Hafizh Praditya Mahardika/09301241001
Competency-based mathematics education emphasizes on the ability of
should be owned by the graduates; so that the curriculum was developed based on the elaboration of a basic skills competency standards. Standards of competence is an ability that can be performed or displayed in the learning of mathematics, whereas the minimum basic skills is an ability in mathematics courses that must be possessed by students. Basic skills may include the ability of affective, cognitive and psychomotor. in learning mathematics related to learning objectives, how to achieve that goal and how to know that this objective has been achieved.Therefore, the syllabus mathematics courses need to be arranged so that the load lines of material that refers to the mathematical characteristics in accordance with the competencies to be achieved. The curriculum is designed to be in the process of learning mathematics, students are able to perform search activity patterns and relationships; develop creativity with imagination, intuition and invention; perform problem solving activities; and communicate mathematical thinking to others. To achieve these capabilities developed mathematical learning process that takes into account the context and its application in everyday life. Competency standards that need to be achieved by vocational students include: Algebra, Trigonometry, Geometry, Statistics and Opportunities, and Calculus, and it was there at every level of class 1, 2, and 3. For all levels of mathematics learning materials include: facts, concepts, reasoning skills, algorithmic skills, problem solving, and investigation. Thus, the learning strategies can be developed: (1) emphasis on problem solving, (2) learning in various contexts of everyday life, (3) encourage students as active Learners, (4) appreciate the uniqueness of self Siwa and pay attention to the diversity of student differences , (5) learning through cooperative learning, and (6) develop the assessment in the test system. Moderate allocation of time required is determined by: (1) the level of difficulty of material, (2) wide range of material, (3) the frequency and level of the material studied, and (4) distribution and the number of competencies learned in each semester.
should be owned by the graduates; so that the curriculum was developed based on the elaboration of a basic skills competency standards. Standards of competence is an ability that can be performed or displayed in the learning of mathematics, whereas the minimum basic skills is an ability in mathematics courses that must be possessed by students. Basic skills may include the ability of affective, cognitive and psychomotor. in learning mathematics related to learning objectives, how to achieve that goal and how to know that this objective has been achieved.Therefore, the syllabus mathematics courses need to be arranged so that the load lines of material that refers to the mathematical characteristics in accordance with the competencies to be achieved. The curriculum is designed to be in the process of learning mathematics, students are able to perform search activity patterns and relationships; develop creativity with imagination, intuition and invention; perform problem solving activities; and communicate mathematical thinking to others. To achieve these capabilities developed mathematical learning process that takes into account the context and its application in everyday life. Competency standards that need to be achieved by vocational students include: Algebra, Trigonometry, Geometry, Statistics and Opportunities, and Calculus, and it was there at every level of class 1, 2, and 3. For all levels of mathematics learning materials include: facts, concepts, reasoning skills, algorithmic skills, problem solving, and investigation. Thus, the learning strategies can be developed: (1) emphasis on problem solving, (2) learning in various contexts of everyday life, (3) encourage students as active Learners, (4) appreciate the uniqueness of self Siwa and pay attention to the diversity of student differences , (5) learning through cooperative learning, and (6) develop the assessment in the test system. Moderate allocation of time required is determined by: (1) the level of difficulty of material, (2) wide range of material, (3) the frequency and level of the material studied, and (4) distribution and the number of competencies learned in each semester.
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