WAWASAN TENTANG
STRATEGI DAN APLIKASI PEMBELAJARAN MATEMATIKA
BERBASIS KOMPETENSI
By : Dr. Marsigit
Reviewed By : Eka Sulistyawati
I. INTRODUCTION
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 can reflect a coherent mathematical activities, (3) the learning of mathematics requires an understanding of student learning needs, readiness to learn and
service learning facilities, (4) opportunities for students to learn
mathematics actively to build the structure concepts through knowledge and experiences, (5) the need assessment to improve the quality of learning activities from time to time, and (6) utilization of a variety of strategies and learning methods dynamically and flexibly in accordance with the material, students and learning context.
service learning facilities, (4) opportunities for students to learn
mathematics actively to build the structure concepts through knowledge and experiences, (5) the need assessment to improve the quality of learning activities from time to time, and (6) utilization of a variety of strategies and learning methods dynamically and flexibly in accordance with the material, students and learning context.
II. CHARACTERISTICS OF MATHEMATICS AND STUDENTS
A. Characteristics of School Mathematics
Ebbutt and Straker (1995: 10-63) defines school mathematics, here in after referred to as math, as follows:
a. Mathematics as search activity patterns and relationships
The implication of this view of learning are: (1) gives students the opportunity to conduct discovery and investigation of patterns to determine the relationship, (2) provide an opportunity for students to conduct experiments premises in various ways.
The implication of this view of learning are: (1) gives students the opportunity to conduct discovery and investigation of patterns to determine the relationship, (2) provide an opportunity for students to conduct experiments premises in various ways.
b. Mathematics as a creativity that requires imagination, intuition and invention
The implication of this view of learning are : (1)give initiative and provide an opportunity to think differently, (2) encourage curiosity,
asked the desire, ability and capability to refute estimates.
The implication of this view of learning are : (1)give initiative and provide an opportunity to think differently, (2) encourage curiosity,
asked the desire, ability and capability to refute estimates.
c. Mathematics as problem-solving activities (problem solving)
The implication of this view of learning are: (1) provides
mathematics learning environment that stimulates the emergence of mathematical problems, (2) help students solve math problems using his own way
The implication of this view of learning are: (1) provides
mathematics learning environment that stimulates the emergence of mathematical problems, (2) help students solve math problems using his own way
d. Mathematics as a tool to communicate
The implication of this view of learning are: (1) encourage students
know the nature of mathematics, (2) encourage students to make an example of the nature of mathematics.
know the nature of mathematics, (2) encourage students to make an example of the nature of mathematics.
B. Characteristics of Student Learning Mathematics
Ebbutt and Straker (1995: 60-75), gives his view that in order for the potential students can be optimally developed, assumptions about the characteristics of learners and subject implications for learning mathematics is given as follows:
a. Pupils will learn math if they have motivation
The implications of this view for business teachers are: (1) provide activities that fun, (2) pay attention to students' desires, (3) develop an understanding through what is known by students.
b. Pupils learn mathematics in its own way
The implication of this view are: (1) students learn in different ways and with different speeds, (2) each student requires a special experience connected with his experiences in the past.
c. Pupils learn the math either independently or through collaboration with his friend
The implications of this view for business teachers are: (1) provides an opportunity work in groups to train co-operation, (2) provide learning opportunities in the classical style to give an opportunity to exchange ideas
d. Pupils require a context and situation of different in studying mathematics.
The implications of this view for business teachers are: (1) provide and using a variety of props, (2) provide opportunities to learn mathematics in various places and circumstances, (3) provides the opportunity to use mathematical for various purposes.
III. KURIKULUM MATH (SMU) COMPETENCY-BASED
A. Steps of Syllabus Preparation Based Basic Capabilities Mathematics Subject Lesson
Identification of subjects lesson include: (1) the name of the subjects lesson (ex: Math), (2) levels of schooling (ex: high school), and class / semester. If required then you can add a description of the initial ability of students, ability levels and their characteristics. The spread of standards competency mathematics lessons were selected from the content of mathematics courses that have been validated by experts and arranged on the principle of simple to the more complex and from the concrete to the abstract.
B. Determination and description Learning Materials
Mathematics instructional material covering
(Ebbutt and Straker, 1995):
(Ebbutt and Straker, 1995):
a. Facts (facts),
b. Understanding (concepts),
c. Reasoning skills
d. Algorithmic skills
e. Mathematical problem solving skills (problem solving)
f. Skills investigation (investigation),
Mathematics instructional material is material that is learned by students, as a means to acquire basic skills and learning objectives. Experiences and learning activities are activities that need to do by students in order to achieve basic skills and learning materials. Judging from competencies to be achieved, the experience can learn to memorize, use, and
find; viewed from the side of the material blessings with the learning experience can acquired facts, concepts, principles, etc. The learning experience can be obtained either in and outside the classroom. The learning experience students need to be supported by availability of source material, either a direct object and indirect object that is contextual. 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 number of competencies learned in each semester. If the allocation time of the math lessons for high school is 5 hours a week; where every hour lessons is 45 minutes. Effective Sunday in a semester is 16 weeks. If 1 (weeks)
used for evaluation activities then there are 15 weeks effective for learning in each semester. Then the number of hours effectively a semester is 5 hours x 15 weeks = 75 hours. Thus the total allocation of time for six semesters is 75 hours x 6 semesters =
450 hours. In the syllabus, teachers must include source material
used as reference by using the rules of writing in accordance with the provisions that apply. References used should be consistent with implementation competency based curriculum and learning with contextual approach to teaching and Learning (CT & L).
find; viewed from the side of the material blessings with the learning experience can acquired facts, concepts, principles, etc. The learning experience can be obtained either in and outside the classroom. The learning experience students need to be supported by availability of source material, either a direct object and indirect object that is contextual. 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 number of competencies learned in each semester. If the allocation time of the math lessons for high school is 5 hours a week; where every hour lessons is 45 minutes. Effective Sunday in a semester is 16 weeks. If 1 (weeks)
used for evaluation activities then there are 15 weeks effective for learning in each semester. Then the number of hours effectively a semester is 5 hours x 15 weeks = 75 hours. Thus the total allocation of time for six semesters is 75 hours x 6 semesters =
450 hours. In the syllabus, teachers must include source material
used as reference by using the rules of writing in accordance with the provisions that apply. References used should be consistent with implementation competency based curriculum and learning with contextual approach to teaching and Learning (CT & L).
C. Learning Development Unit
Learning Unit (SP) is a translation in a more operational than
syllabus into fragments of learning activities that are operational
can be done by teachers SP components include:
syllabus into fragments of learning activities that are operational
can be done by teachers SP components include:
1. Subject Identity
2. Basic Capabilities
3. Learning material
4. Learning Strategies
5. Learning Media
6. Assessment
7. Source of Material
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