UNIVERSITAS NEGERI YOGYAKARTA MENUJU PERGURUAN TINGGI BERTARAF INTERNASIONAL (PTBI) “Yogyakarta State University on the move toward World Class University”

by: Dr. Marsigit, MA

(Ketua Task Force WCU, UNY)

reviewed by: Ika Kusumawati (http://ika-kusumawati.blogspot.com)

The evaluation about university competency is measured by ranking. Actually the position of Yogyakarta State University (UNY) is more than 500^th. Yogyakarta State University try to improve their competency with world class university. Now, Yogyakarta State University is on the move toward World Class University. So Yogyakarta State University can prepare their graduate to face globalization. To implement that, Yogyakarta State University has cooperated with many institutes from Indonesia and from other countries.

                The reality is Yogyakarta State University’s students are not comprehensive. Most of them come from Jogjakarta or Central Java. To prepare to be WCU, Yogyakarta State University created international classes but the implementation is not optimal. Yogyakarta State University on the move toward WCU is an effort to achieve excellence with international standards. The objective of WCU is to realize Yogyakarta State University to be a World Class University and get less than 500^th ranking. The programs to support WCU are:

1.       Develop international standards courses

2.       Develop international standards curriculum

3.       Create International standards learning

4.       Develop International standards evaluation, etc.

The programs to support WCU have been done. The programs are begin from own competency. That are make networking with other countries, develop models and international methods for teaching, English training for lecture and students, create international course, etc. The realities of World Class University implementation for 2 years are:

1.       The skill of English must to be improved

2.       Students are given chance to develop their English skill

3.       Develop the cooperation with other institutions.

4.       Information system must to be improved

5.       Improving facilities to support World Class University programs.

PEMBELAJARAN MATEMATIKA BERBANTUAN KALKULATOR: STUDI KASUS PENGGUNAAN KALKULATOR TEXAS INSTRUMENT TI 89 PADA PBM MATEMATIKA DI SMK MUHAMMADIYAH IV YOGYAKARTA

oleh:

Drs. Marsigit MA

(Dosen Jurusan Pendidikan Matematika, FMIPA, Universitas Negeri Yogyakarta)

Retno Siswanto SPd

(Guru matematika SMK Muhammadiyah IV Yogyakarta)

reviewed by: Ika Kusumawati(ika-kusumawati.blogspot.com)

In modern countries, calculator is very helpful  for mathematics learning. The types of calculator have evolved. Seen from the benefits, there are two types of calculator, that are electronic or basic calculator and scientific calculator. Electronic calculator is used in daily activities. The working system is will execute the prior operation, which pressed first, so 2 + 4 x 8 = 48. In the fact, the result is 34. If we use scientific calculator, we can press not consecutive button to find the solution. The order is not important, because the working system of scientific calculator is based on mathematics operation. So if we press 2 + 4 x 8, the result is 34. The example of scientific calculator is graphic calculator. The advantages of this calculator are: can compute mathematics problems quickly and presented it in the graph. But the price of this calculator is expensive.

                Calculator can be used in mathematics learning. Implementation of mathematics learning is affected by the method. For example, teachers use calculator to solve mathematics problems. Calculator is assistive device of learning. The advantages of calculators are (Strategi Pembelajaran Matematika Komteporer, 2001, 241-244):

1.       to help understanding mathematics concept

2.       to improve computation skills

3.       to develop problem solving skills

4.       make an interested problem solving

The subjects in this research are teachers and students. The materials are about equation and inequation. The use of calculator is appropriated with the material. The result of this research is about the use of calculator. There are many commands in this calculator, such as:

1.       solve command: one of command that use algebra features.

2.       simult commands: one of command that use matrix features.

3.       expand command: one of command that use algebra features, especially elaborate operation.

To solve Linear Equation in Two Variables with using calculator, teachers explain the solution with graphic method, elimination method, substitution method and determinant method. Then teachers explain the commands when using calculator, which have been describe before, for example to solve x + y = 4 and x-2 = 2, the steps are:

1.       open APPS feature/APPS application

2.       input equation in y editor

3.       display in graph

4.       try to understand the application.

Conclusion of this research:

Steps to use calculator as an assistive device in mathematics learning are:

1.       first, give a comprehension about the importance of graphic calculator

2.       second, explain the use of graphic calculator to solve mathematics problems

3.       third, input data in calculator.

4.       fourth, interpreting the result and make a conclusion.

Calculator has many advantages, especially in mathematics learning. But there are any constrain to use it, such as to translate mathematics language in calculator command and vice versa.

PERSOALAN PEMBELAJARAN MATEMATIKA DI SEKOLAH

Oleh : Marsigit

Dosen pada Jurusan Pendidikan Matematika

Reviewed By: Ika Kusumawati (ika-kusumawati.blogspot.com)

Most of Mathematics teachers use traditional method to teach their students. This method is not effective. Mathematics learning should be a dynamic learning. Teachers can use dynamical method, such as exposition method, discussion method, training and task method, problem solving method or using media (Cockroft Report1982, para 243 page 198). Development mathematics learning can be done though action research, which aims to :

·         develop method of mathematics learning,

·         meet the academic demands of students,

·         improve the student s achievement,

·         make an active learning.

Mathematics models have a positive influence, but there are still some constrains to implement it, term in technique, academy or socio-cultural. To meet the academic demands of students, teachers should develop student’s worksheet, make a study club, develop discussion method so students can receive opinion from other, use variety medias and instruments so students not boring.

In general, teachers had developed mathematics learning compatible with the goal of action research, but there any constrains, for example is the lack of education facilities. So, to improve mathematics learning, teachers should to make a plan of mathematics learning environment, plan a mathematics activity, etc. And the headmaster must support and provide variety source, education facilities, and learning method. And the government has to give a chance to schools to develop their own learning method and construct education system. The last is for Education Department of University (LPTK), LPTK should be a pioneered of education renewal and develop education programs.

DEVELOPING MATHEMATICS EDUCATION IN INDONESIA

By: Marsigit

Faculty of Mathematics and Science

the State University of Yogyakarta, Indonesia

Reviewed by: Ika Kusumawati (http://ika-kusumawati.blogspot.com)

Penelitian tentang pengajaran matematika dan sains di Indonesia menyebutkan bahwa prestasi anak-anak dalam pembelajaran matematika dan sains cenderung rendah. Hal ini merupakan akibat dari kurangnya kegiatan laboratorium dan kemampuan guru dalam menyampaikan materinya. Penelitian juga menyebutkan ada ketidakcocokan antara tujuan, kurikulum dan sistem evaluasinya. Untuk meningkatkan pengajaran matematika dan sains dapat melalui kerjasama internasional, misalnya JICA. Kegiatan di dalamnya bertujuan untuk memperkuat persiapan dan pelayanan program pelatihan guru, melalui piloting (uji coba). Hasil dari uji coba tersebut menunjukkan bahwa banyak siswa mengikutinya dengan antusias sehingga meningkatkan motivasi mereka untuk belajar matematika dan sains. Namun kendala yang muncul adalah suiltnya mengubah paradigma dari belajar berpusat pada guru menjadi berpusat pada siswa. Padatnya kurikulum dan banyaknya jumlah siswa membuat guru lebih memilih cara tradisional karena tidak membutuhkan banyak waktu.

Upaya pemerintah untuk mengatasi masalah tersebut adalah dengan menyusun kurikulum baru, yaitu Kurikulum Berbasis Kompetensi. Namun kenyataannya masih saja terdapat kendala untuk mewujudkannya. Kerjasama dengan lembaga pendidikan dari negara lain dapat menjadi alternatif pilihan, karena memberikan keuntungan, diantaranya menjadi suatu kesempatan untuk mengembangkan materi, metode pengajaran serta memperkaya pengalaman. Kerjasama tersebut dapat berupa mengikuti seminar dan workshop, mengikuti kegiatan penelitian, dsb.

Poin penting yang didapat dari fakta-fakta yang telah dipaparkan adalah untuk meningkatkan pendidikan, kita perlu mempertimbangkan kemampuan guru dan kualitas pengajarannya, rancangan pengajaran yang tepat,  lingkungan pendidikan, para guru yang tekun dan guru dipindahkan ke sekolah lain dalam kurun waktu tertentu.

Developing ICT for Primary and Secondary Mathematics Teacher Professional Development: The Use of Video in Lesson Study

 

By: Marsigit (http://powermathematics.blogspot.com)

Reviewed by : Ika Kusumawati (http://ika-kusumawati.blogspot.com)

Kebanyakan guru mengajarkan materi pembelajaran dengan menggunakan metode tradisional. Penggunaan Video Tape Recorder (VTR) dapat menjadi alternatif untuk menyelesaikan permasalah tersebut sehingga pembelajaran menjadi lebih menarik. National Council of Teachers of Mathematics dalam Principles and Standards for School Mathematics (NCTM 2000) mencoba mengembangkan teknologi sebagai pendukung pembelajaran matematika dan mengimplementasikan Information and Communication Technologies (ICT) dalam matematika. Untuk mewujudkannya, perhatian pemerintah sangat dibutuhkan. Selain itu perlu peran guru itu sendiri untuk mengerti ICT, misalnya mampu menggunakan komputer dalam pembelajaran dan meningkatkan professional kerja. Konsentrasi guru tidak hanya pada teknik pengajarannya, namun juga harus memperhatikan peningkatan kemampuan siswa sehingga pemilihan media harus disesuaikan dengan materi dan kurikulum sekolah. Persiapan materi untuk mengembangkannya didasarkan pada materi yang mudah dimainkan secara berkelompok, latihan, pengalaman dan tugas tambahan lain serta guru memeriksa pengajarannya secara terus menerus.

Lesson Study mengubah paradigma dari belajar secara pragmatikal sesaat menjadi sepanjang hayat. Tujuan dari Lesson Study ini adalah untuk meningkatkan kemampuan pengajaran matematika. Tujuan khususnya yaitu:

1.      mengembangkan alat peraga dalam proses pembelajaran

2.      mengembangkan metode dan contoh pembelajaran.

3.      mengembangkan materi pengajaran dalam proses pembelajaran.

4.      mengembangkan evaluasi pengajaran dalma proses pembelajaran.

Konteks VTR Jepang

bab      : luas suatu gambar

tujuan  :

1.      siswa memahami rumus luas suatu gambar dan menggunakannya untuk mencari luas.

2.      siswa dapat merumuskan luas dengan pengetahuan dan pengalamannya

3.      siswa merumuskan metode untuk mencari luas jajar genjang

4.      siswa menemukan luas secara efisien

Konteks VTR Indonesia

kompetensi dasar :

1.      mengerti KPK

2.      menentukan KPK

3.      memecahkan permasalahan yang berhubungan dengan KPK.

Secara umum, penggunaan VTR sangat bermanfaat bagi para guru, namum dalam penggunaannya masih memerlukan penyesuaian. Pemanfaatan VTR juga masih terbatas karena ketidaktersediaan fasilitas pendukung, keterbatasan anggaran, dsb. Para guru berharap pemerintah mampu memperhatikan hal ini dan mendukung program peningkatan kemampuan profesional guru.