Asumsi Dasar
Karakteristik Matematika, Subyek Didik dan Belajar Matematika
Sebagai Dasar Pengembangan Kurikulum Matematika Berbasis
Kompetensi Di SMP
By:
Marsigit
Reviewed By: Eka Sulistyawati
Marsigit
Reviewed By: Eka Sulistyawati
In principle, the basic assumption of the characteristics of mathematics, the subject of learners and learning mathematics is used as the basis for development curriculum in mathematics based competency in junior high school, referring to the results of research conducted by mathematics education practitioners (American, British and Canadian) on ten last year.
A. INTRODUCTION
Planning and curriculum development is a job that require in-depth and comprehensive study to meet the eligibility requirements. Dynamics development of the Indonesian nation, demanding that the curriculum development needs attention to: current issues in education, the issues that arise in field, variations in school, educational personnel, interests and abilities of students, as well as demands development of society, science and technology. Six basic principles should considered in the development of mathematics syllabus based on competencies, namely: (1) learning opportunities for all students without exception subjects, (2) curriculum not only is a collection of teaching materials, but can reflect on mathematical activities coherently, (3) mathematics learning requires an understanding of students learning needs , learning readiness and service learning facilities, (4) opportunities for students to studied mathematics actively to build the structure concept through of their knowledge and experience, (5) the need for assessment activities to improve the quality of learning from time to time, and (6) utilization of a variety strategy and learning methods dynamically and flexibly in accordance with the material, students and the learning context. Then in the planning and development curriculum need to pay attention: (1) Special Development Guidelines Syllabus, (2) hint technical implementation of the curriculum developed, (3) supporting the curriculum in various shape, such as: book sources, learning facilities and the ability of teachers, (4) involvement teachers and other education personnel in planning and curriculum development, (5) need for socialization curriculum development to stakeholders, and (6) need for continuing evaluation for implementation of the curriculum.
Planning and curriculum development is a job that require in-depth and comprehensive study to meet the eligibility requirements. Dynamics development of the Indonesian nation, demanding that the curriculum development needs attention to: current issues in education, the issues that arise in field, variations in school, educational personnel, interests and abilities of students, as well as demands development of society, science and technology. Six basic principles should considered in the development of mathematics syllabus based on competencies, namely: (1) learning opportunities for all students without exception subjects, (2) curriculum not only is a collection of teaching materials, but can reflect on mathematical activities coherently, (3) mathematics learning requires an understanding of students learning needs , learning readiness and service learning facilities, (4) opportunities for students to studied mathematics actively to build the structure concept through of their knowledge and experience, (5) the need for assessment activities to improve the quality of learning from time to time, and (6) utilization of a variety strategy and learning methods dynamically and flexibly in accordance with the material, students and the learning context. Then in the planning and development curriculum need to pay attention: (1) Special Development Guidelines Syllabus, (2) hint technical implementation of the curriculum developed, (3) supporting the curriculum in various shape, such as: book sources, learning facilities and the ability of teachers, (4) involvement teachers and other education personnel in planning and curriculum development, (5) need for socialization curriculum development to stakeholders, and (6) need for continuing evaluation for implementation of the curriculum.
B. CHARACTERISTICS OF MATHEMATICS
Ebbutt and Straker (1995: 10-63) defines school mathematics, here in after referred to as mathematics, as follows:
Ebbutt and Straker (1995: 10-63) defines school mathematics, here in after referred to as mathematics, as follows:
1. Mathematics as search activity patterns and relationships
The implication of this view of learning are: (1) give students opportunity to conduct discovery and investigation to determine patterns of relationships, (2) provide an opportunity for students to experiment with different ways, (3) encourage students to discover the sequence, difference, comparison, grouping, etc.
The implication of this view of learning are: (1) give students opportunity to conduct discovery and investigation to determine patterns of relationships, (2) provide an opportunity for students to experiment with different ways, (3) encourage students to discover the sequence, difference, comparison, grouping, etc.
2. Mathematics as a creativity that requires imagination, intuition and invention
The implication of this view of learning are: (1) encouraging initiatives and provides an opportunity to think differently, (2) encourage curiosity, the desire to ask, denied the ability and the ability estimates, (3) appreciate the discovery that unexpected as beneficial rather than take it as an error.
The implication of this view of learning are: (1) encouraging initiatives and provides an opportunity to think differently, (2) encourage curiosity, the desire to ask, denied the ability and the ability estimates, (3) appreciate the discovery that unexpected as beneficial rather than take it as an error.
3. Mathematics as problem solving activities (problem solving)
The implication of this view of learning are: (1) provide a learning environment
mathematics that stimulate the emergence of mathematical problems, (2) help students solve math problems using his own way, (3) help students know the information needed to solve mathematical problems.
The implication of this view of learning are: (1) provide a learning environment
mathematics that stimulate the emergence of mathematical problems, (2) help students solve math problems using his own way, (3) help students know the information needed to solve mathematical problems.
4. Mathematics as a tool to communicate
The implication of this view of learning are: (1) encourage students to recognize the nature of mathematics, (2) encourage students to make an example of the nature of mathematics, (3) encourage students explain the nature of mathematics.
The implication of this view of learning are: (1) encourage students to recognize the nature of mathematics, (2) encourage students to make an example of the nature of mathematics, (3) encourage students explain the nature of mathematics.
C. CHARACTERISTICS OF STUDENTS
1. Development of Cognitive Aspects
a. Pupils will learn math if they have the motivation
The implications of this view for the business teachers are: (1) provide fun activities, (2) pay attention to the desire of students, (3) build understanding through what who know the students.
The implications of this view for the business teachers are: (1) provide fun activities, (2) pay attention to the desire of students, (3) build understanding through what who know the students.
b. Pupils learn mathematics in its own way
The implications of this view are: (1) students learn in different ways and with
different speeds, (2) each student requires a special experience that is connected
with experience in the past, (3) each student has a socio-economic background different cultures.
The implications of this view are: (1) students learn in different ways and with
different speeds, (2) each student requires a special experience that is connected
with experience in the past, (3) each student has a socio-economic background different cultures.
c. Pupils learn mathematic either independently or through collaboration with friends
The implications of this view for the business teachers are: (1) provide learning opportunities in groups to train cooperation, (2) provide opportunities for learning in the classical style provide an opportunity to exchange ideas, (3) provide an opportunity for students to conduct its activities independently.
The implications of this view for the business teachers are: (1) provide learning opportunities in groups to train cooperation, (2) provide opportunities for learning in the classical style provide an opportunity to exchange ideas, (3) provide an opportunity for students to conduct its activities independently.
d. Pupils need the context and the different situations in studying mathematics
The implications of this view for the business teachers are: (1) provide and use various teaching aids, (2) provide opportunities to learn mathematics in different places and circumstances, (3) provides an opportunity to use mathematics to a variety of purposes.
The implications of this view for the business teachers are: (1) provide and use various teaching aids, (2) provide opportunities to learn mathematics in different places and circumstances, (3) provides an opportunity to use mathematics to a variety of purposes.
2. Affective Aspects Hierarchy
Attitudes are positive or negative feelings level devoted to psychology objects. With such an attitude means that the tendency towards feelings of attraction psychology its positive attitudes and negative attitudes, while the degree of feeling in the mean as the degree assessment of the object.
Attitudes are positive or negative feelings level devoted to psychology objects. With such an attitude means that the tendency towards feelings of attraction psychology its positive attitudes and negative attitudes, while the degree of feeling in the mean as the degree assessment of the object.
3. Psychomotor developmental aspects
In this activity students are asked to demonstrate abilities and skills do physical activities such as painting the triangle, painting square, circular painting, etc.. To determine the skill level of students, evaluators can use the observation sheet.
In this activity students are asked to demonstrate abilities and skills do physical activities such as painting the triangle, painting square, circular painting, etc.. To determine the skill level of students, evaluators can use the observation sheet.
D. CONCLUSIONS AND SUGGESTIONS
learning strategies can be developed: (1) emphasis on problem solving, (2) learn various
context of everyday life, (3) encourage students as active learners, (4) appreciate uniqueness and attention to student diversity student differences, (5) learning through cooperative learning, and (6) developed the assessment in the test system.
learning strategies can be developed: (1) emphasis on problem solving, (2) learn various
context of everyday life, (3) encourage students as active learners, (4) appreciate uniqueness and attention to student diversity student differences, (5) learning through cooperative learning, and (6) developed the assessment in the test system.
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