Konsep Dasar Kurikulum 2004

By: Marsigit, M.A.

(http://powermathematics.blogspot.com)

Reviewed by: Hafizh Praditya Mahardika/09301241001

(http://hafizhpradityamahardika.blogspot.com)

Planning and curriculum development is a job that requires in-depth and comprehensive study to meet the eligibility requirements. Six basic principles must be considered in the development of mathematics syllabus based on competencies, namely: (1) the subject of learning opportunities for all students without exception, (2) curriculum is not merely a collection of teaching materials, but may reflect a coherent mathematical activities, (3) learning mathematics requires understanding of student learning needs, readiness to learn and learning facility services, (4) opportunities for students to learn mathematics actively to build the structure of concepts through knowledge and experience, (5) the need for assessment activities to improve the quality of learning from time to time, and ( 6) utilization of various learning strategies and methods dynamically and flexibly in accordance with the material, students and the learning context.There are several reasons why competency based curriculum of choice in an effort to improve the condition of education in this country, including (1) the potential of students is different, and that potential will develop if the right stimulus, (2) the quality of educational outcomes are still low and disregards aspects of moral, morals, manners, arts & sports, and life skill, (3) global competition causing students / children who are able to work / exist, and the less able will fail, (4) competition on the ability of the source product of human resources of educational institutions, and (5) competition occurs in educational institutions, so it needs a clear definition of competency standards, which further matapelajaran competency standards need to be translated into a number of basic competence. Competency-based mathematics education emphasizes the skills that should be possessed by graduates; so that the curriculum was developed based on the elaboration of a basic skills competency standards. Curriculum 2004 is as a concept, as well as a program, according Siskandar Competency-Based Curriculum (2003) have characteristics: 1) emphasis on the achievement of competencies students both individually and classical; 2) results-oriented and diversity; 3) submission in learning using a variety of approaches and methods; 4) the source of learning not only teachers but other learning resources that meet the educational element, and 5) assessment process and the emphasis on learning outcomes in an attempt mastery of a competency. 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 learning
that takes into account the context of mathematics and its application in everyday life. Step-by-step preparation of syllabus Komampuan Based Elementary Mathematics subjects, a series of events that begins with the philosophical study of the development of mathematics education, including the preparation of scientific structures. In order to obtain a structure in accordance with the essence of scientific nature of mathematics and mathematics learning is necessary for scientific validation of the structure.

INOVASI PEMBELAJARAN UNTUK MENINGKATKAN GAIRAH SISWA DALAM BELAJAR

By: Marsigit, M.A.

(http://powermathematics.blogspot.com)

Reviewed by: Hafizh Praditya Mahardika/09301241001

(http://hafizhpradityamahardika.blogspot.com)

Managing the learning is not easy because we find that students sometimes have difficulty in learning, in terms of focus, there are at least four different views of how learning should be implemented, namely: that emphasizes group learning is emphasized in the delivery of content, which prioritizes the learning outcomes , which centered on students, and the beginning of class planning yag conducive. Then came the idea that learning through the development of curriculum innovation, call it competency-based curriculum. Competency-based education has now become an alternative to organized learning that emphasizes the skills that should be possessed by the graduates; 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, while basic skills are minimal ability in the subject which should be owned by students. Basic skills may include the ability of affective, cognitive, and psychomotor. Affective aspects of the teacher should pay attention to aspects: students will learn if they have the motivation, students learn in their own way, students learn either alone or with friends, and students need a different context in each study. In terms of affective, teachers should pay attention to aspects of the interests and attitudes, in which both aspects are greatly influenced by the: conditions, response, formation and organizational values. And in terms of psychomotor, teachers should pay attention In addition to aspects of cognitive and affective aspects, aspects of motor skills also have a role that is not less important to know the student's skills in solving problems. In this activity students are given the opportunity to demonstrate abilities and skills do physical activities such as painting a triangle, square painting, painting a circle. To determine the skill level of students, assessor can use the observation sheet. And is no less important is the teacher able to change the paradigm of teaching is wrong to teach the correct paradigm.

MENINGKATKAN GAIRAH SISWA DALAM BELAJAR

INOVASI PEMBELAJARAN UNTUK

By: Marsigit, M.A.

(http://powermathematics.blogspot.com)

Reviewed by: Hafizh Praditya Mahardika/09301241001

(http://hafizhpradityamahardika.blogspot.com)

Managing the learning is not easy because we find that students sometimes have difficulty in learning, in terms of focus, there are at least four different views of how learning should be implemented, namely: that emphasizes group learning is emphasized in the delivery of content, which prioritizes the learning outcomes , which centered on students, and the beginning of class planning yag conducive. Then came the idea that learning through the development of curriculum innovation, call it competency-based curriculum. Competency-based education has now become an alternative to organized learning that emphasizes the skills that should be possessed by the graduates; 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, while basic skills are minimal ability in the subject which should be owned by students. Basic skills may include the ability of affective, cognitive, and psychomotor. Affective aspects of the teacher should pay attention to aspects: students will learn if they have the motivation, students learn in their own way, students learn either alone or with friends, and students need a different context in each study. In terms of affective, teachers should pay attention to aspects of the interests and attitudes, in which both aspects are greatly influenced by the: conditions, response, formation and organizational values. And in terms of psychomotor, teachers should pay attention In addition to aspects of cognitive and affective aspects, aspects of motor skills also have a role that is not less important to know the student's skills in solving problems. In this activity students are given the opportunity to demonstrate abilities and skills do physical activities such as painting a triangle, square painting, painting a circle. To determine the skill level of students, assessor can use the observation sheet. And is no less important is the teacher able to change the paradigm of teaching is wrong to teach the correct paradigm.

Implementasi KTSP dan Proses Pembelajaran di SMK

By: Marsigit, M.A.

(http://powermathematics.blogspot.com)

Reviewed by: Hafizh Praditya Mahardika/09301241001

(http://hafizhpradityamahardika.blogspot.com)

In the development of curriculum in vocational education level there are steps that must be considered, namely action plans, objectives, values, Visions, and blue print for a dream. In the action plans and objectives contained point-point of destination will be structured and the realization of these expectations.Values ​​contained in the point about basic values, working principles and beliefs. In the Visions there are pillars of development towards the International which includes vocational intuition development, excellence, protection and competitiveness. Currently at the final stage or blue print has a sense of reality as what is desired, which includes the forms of intuition, learning, performance and competitiveness of graduates. All of these stages in order to develop the quality of vocational school, a local form of development such as excellence, international standards, the focus of special needs, and enrichment of local excellence. Moderate performance include development of local competitiveness, protection of social order, prosperity, unity, and equality, with its stages are preparation, Establish, and cropping. If you see the development of education in Indonesia is currently being experienced up and down, then in developing the quality of vocational needs of the current strategy. Indonesia national education standards that include content standards, processes, competence of graduates, educators and educational personnel, facilities and infrastructure, financing, management, and assessment should also be considered lenih far, if you want to promote quality in vocational education. Also at the school itself must have an internal system or paradigm that is less supportive or not suitable for the business development of quality education, therefore because of the curriculum at SBC mangacu then replacing old paradigms need to paradigmabaru. Which includes the old paradigm of centralized, authoritarian, closed, serviced, routine, reactive, memrintah, uniformistik, and criticism is prohibited. Being the new paradigm such as school autonomy, democratic, transparent, service, innovative and creative, proactive, mensugesti, and criticism is needed.

GERAKAN REFORMASI UNTUK MENGGALI DAN MENGEMBANGKAN NILAI-NILAI MATEMATIKA UNTUK MENGGAPAI KEMBALI NILAI-NILAI LUHUR BANGSA MENUJU STANDAR INTERNASIONAL PENDIDIKAN

 By: Marsigit, M.A.

(http://powermathematics.blogspot.com)

Reviewed by: Hafizh Praditya Mahardika/09301241001

(http://hafizhpradityamahardika.blogspot.com)

National educational reform can be done at two levels of macro and micro. In the macro, national education reform must be able to renew the vision and develop educational paradigm and scrape out the constraints education while maintaining and improving the quality and
professionalism and community empowerment towards Indonesia is Indonesia's New
open, democratic and united. For a practitioner of education (teachers), reforms education on a macro level for a few things are beyond the reach of his thinking and his ability. But considering teacher education is a critical success, then the teacher may play a role object and subject of educational reform by increasing ability to educate and manage the classroom. But reality is not easy to educate because students find that learning is not easy. There are still a considerable gap between educational ideals and practices in the field. Math scores can be seen from the context of ontological, epistemological and axiological within the limits of intrinsic value, extrinsik and systemic. For a self-learner of mathematics then the lowest value of mathematics is that if only his own use, a higher value if math can be used for public interest. But the highest math scores is if it can be used systemically for wider interest. But the values mathematics is developed should be coupled with critical thinking because mathematics is none other than critical thinking itself.The sharpness of the future of mathematics can wander through the concept of teleology that what happens in the future at least be photographed through the present. Nevertheless there are still other values ​​are related to levels of quality. At first the quality of math scores only appear on the outside, but on the quality of the second and third and so on then the value of mathematics is metaphysical. With analog thinking then what happens to the disclosure of the value of mathematics can be used also in the disclosure of the noble values ​​of the nation. Bangsadapat noble values ​​achieved again none other than simply by the method of translating and translated from the context of the passage of time past, present, and future. This is then known people with hermenitika method. In the field of education, teachers need to continually evaluate deficiency or excess of teaching in order to obtain information for improvement of teaching; if you need to learn new techniques are more attractive and effective. For that teachers need to receive encouragement and assistance of the parties mainly related Principal and school inspector, so that they can realize a good teaching; but it is important to the role and functions of school principals, inspectors and Supervisors redefined return to conditions more conducive educational environment for teachers and students to develop themselves. A teacher can reflect the style of teaching is good and flexible if the teacher is concerned to master the ways of organizing the classroom, teaching use of resources, achievement of the goal of teaching students according to ability, development of evaluation systems, the handling of individual differences, and the realization of a particular teaching style according to the needs . Required a 'political will' of the government to put education back to nature 'educate' in accordance with the essence of 'subject learners' and the nature of 'science', so that education is not only seen as something that is 'required' but something that is 'required' by sibelajar , so that education is not only looking at the subject of students as 'investment' as the subject of development but that needs to be 'developed'.

Developing Mathematical Methods in Learning the Total Area of a Right Circular Cylinder and Sphere as well as the Volume of a Right Circular Cone of the Indonesian 8th Grade Students

By: Marsigit, M.A.

(http://powermathematics.blogspot.com)

Reviewed by: Hafizh Praditya Mahardika/09301241001

(http://hafizhpradityamahardika.blogspot.com)

Sistem Pendidikan Indonesia harus mengembangkan kecerdasan dan keterampilan individu, mempromosikan perilaku yang baik, patriotisme, dan tanggung jawab sosial, harus mendorong sikap positif dari kemandirian dan pembangunan. Meningkatkan kualitas pengajaran adalah salah satu tugas yang paling penting dalam meningkatkan standar pendidikan di Indonesia. Kurikulum matematika berbasis Sekolah Menengah Pertama menguraikan bahwa tujuan dari belajar mengajar matematika adalah sebagai berikut:
(1) untuk memahami konsep matematika, menjelaskan hubungan antara mereka dan untuk menerapkannya dalam memecahkan masalah secara akurat dan efisien; (2) untuk mengembangkan kemampuan berpikir dalam belajar pola dan karakteristik matematika, untuk memanipulasi mereka dalam rangka untuk generalisasi, untuk membuktikan dan untuk menjelaskan ide-ide dan proposisi matematika; (3) untuk mengembangkan keterampilan pemecahan masalah yang meliputi pemahaman masalah, menguraikan model matematika, pemecahan mereka dan memperkirakan hasil; (4) mengkomunikasikan ide-ide matematika dengan menggunakan simbol, tabel, diagram dan media lainnya; dan (5) untuk mengembangkan apresiasi dari penggunaan matematika di Lifes harian, keingintahuan, pertimbangan, dan untuk mendorong kemauan dan kepercayaan diri dalam  pembelajaran matematika. Kemampuan yang paling penting bahwa anak-anak perlu mendapatkan saat ini dan di masa depan, sebagai masyarakat, ilmu pengetahuan, dan memajukan teknologi secara dramatis, bukan kemampuan untuk benar dan cepat melaksanakan tugas-tugas yang telah ditentukan dan perintah, melainkan kemampuan untuk menentukan sendiri apa yang harus mereka lakukan atau apa yang harus mereka isi. Pembelajaran terlebih dulu dilakukan dengan bertanya, pertanyaan yang memungkinkan dapat meningkatkan kualitas dan semangat belajar. Penelitian ini bertujuan untuk mempromosikan siswa untuk mengembangkan metode matematika dalam mempelajari total luas sebuah silinder lingkaran kanan dan bola dan juga volume kerucut lingkaran tegak. Pendekatan yang digunakan dalam penelitian ini adalah deskriptif-kualitatif Lesson Study dalam dua kelas: kelas 8 SMP, kelas A dan kelas 8 SMP, kelas B. Para siswa melakukan abstraksi matematika ketika guru memberi mereka beberapa pertanyaan atau ketika guru membiarkan mereka bekerja dalam kelompok. Beberapa siswa mendefinisikan konsep Silinder Edaran kanan sebagai fungsi dalam kehidupan sehari-hari misalnya "Sebuah silinder Edaran Kanan adalah penyimpanan untuk menyimpan sesuatu seperti pena, pensil, dll" Guru mendorong siswa untuk melakukan abstraksi matematis dari Model Beton dari silinder yaitu Edaran Kanan. untuk menunjukkan komponen-komponennya seperti lingkaran, tinggi, dan jari-jari lingkaran tersebut. Pengetahuan, keterampilan, dan metode matematika merupakan dasar untuk mencapai pengetahuan tentang ilmu pengetahuan, informasi, dan bidang pelajaran lain di mana konsep-konsep matematika adalah pusat, dan untuk menerapkan matematika dalam situasi kehidupan nyata. Yang mencolok dari hasil penelitian dapat dinyatakan bahwa metode matematika siswa dapat ditelusuri melalui skema kegiatan belajar mengajar sebagai berikut:
1. Masalah Pembentukan dan Pemahaman itu muncul ketika para siswa:
a. model tertentu diamati dari silinder lingkaran tegak, mengamati model tertentu dari Sphere, dan diamati model tertentu kerucut lingkaran tegak
b. mengidentifikasi komponen-komponen dari silinder lingkaran tegak, bola, dan kerucut lingkaran kanan
c. mendefinisikan konsep silinder lingkaran tegak, bola, dan kanan melingkar kerucut
d. mendapat pertanyaan dan pemberitahuan dari guru untuk mencari konsep-konsep
2. Membangun Perspektif suatu yang muncul ketika para siswa:
a. Model yang digunakan beton untuk mencari luas total silinder lingkaran tegak, area bola dan volume kerucut lingkaran tegak
b. belajar bahwa tinggi silinder yang tepat adalah sama dengan lebar persegi panjang tersebut; dan keliling lingkaran adalah sama dengan panjang persegi panjang
c. panduan belajar guru untuk memahami prosedur bagaimana untuk mencari volume kerucut lingkaran tegak
d. pecah-down model silinder lingkaran tegak menjadi komponen-komponennya
3. Solusi Pelaksana yang muncul ketika para siswa:
a. mencoba untuk mencari tahu area lateral silinder lingkaran tegak
b. mencoba untuk mengetahui total luas silinder lingkaran tegak
c. mencoba untuk mengetahui daerah lingkup
d. mengumpulkan data dari pengukuran volume kerucut dibandingkan dengan volume silinder A.

Asumsi Dasar Karakteristik Matematika, Subyek Didik dan Belajar Matematika Sebagai Dasar Pengembangan Kurikulum Matematika Berbasis Kompetensi Di SMP

By: Marsigit, M.A.

(http://powermathematics.blogspot.com)

Reviewed by: Hafizh Praditya Mahardika/09301241001

(http://hafizhpradityamahardika.blogspot.com)

To create and develop the curriculum needs to study in-depth and comprehensive. There are six principles that must be considered, namely: (1) belaja opportunities for all students, (2) the curriculum is not just a collection of material, (3) requires an understanding of mathematics learning, maturity, and supporting facilities, (4) opportunities for students to learn actively and independently through the knowledge and experience, (5) the need for assessment activities to improve the quality of learning, and (6) the use of various methods and strategies. The most fundamental issue is the planning, development, and implementation, so it needs to pay attention to: (1) specific guidelines syllabus development, (2) technical guidelines for implementation, (3) supporting the curriculum, (4) involvement of teachers and education has, (5) socialization development to stakeholders, and (6) the need for ongoing evaluation. In the study, there stadar competence and basic competence, where competence can basically be the ability of affective, cognitive, and psychomotor.Here is the definition of school mathematics as mathematics, namely: (1) mathematics as an activity tracking patterns and relationships, (2) mathematics as a creativity that requires imagination, intuition, and discovery, (3) mathematics as problem solving, and (4) mathematics as a means of communication. In addition, as described above, teachers or educators should be aware of the kharakteristik students, in terms of cognitive namely: students need motivation, learning style alone, to learn independently or with a group learning, and students need context and situation are different. In terms of affective, as follows: reception, response, value, organization, and character. And in terms of psychomotor performance is an activity of students, because if the terms of affective and cognitive been met, then students need an actual physical activity, in order to increase their understanding and skills. Competency-based curriculum 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 ideas to others. To achieve the capability the developed mathematical learning process that takes into account the context and its application in daily life hari.Untuk's development and learning experiences is the essence of the competency-based mathematics curriculum, in which is contained study of the characteristics of mathematics, the subject of learners and learning mathematics.