How to Develop Teaching Learning Process of Mathematics in Junior High School By : Cony Devilita ( Math education’09 / 09301241022 )

The Indonesian government has sought to improve the quality of mathematics education, both through improving the quality of teachers of mathematics through courses and training, as well as increasing student achievement through increased value of the minimum standards for passing the National Exam in mathematics courses. But it turns learning math achievement of students in Elementary and Secondary Education levels are still far from complete, is visible from many students who do not pass the national exams, or a lot of students who passed only because of luck or because of actual copying is not too over matter. This is an indication that the level of student understanding of mathematics Indonesia is still low. A student's level of understanding of mathematics is more influenced by the experience of the students themselves. While the process of learning mathematics is an attempt to help students construct knowledge through the process. The process starts from the experience, so students should be given the widest opportunity to construct their own knowledge to be had.
The learning process can be followed by good and attract the attention of students when using learning methods appropriate to developmental level of students and in accordance with the learning materials. This is consistent with the pillars of learning that exist in our educational curriculum, one of the pillars of learning is to learn to build and self-discovery, through a process of active learning, creative, effective, and fun. To that end, teachers are required to be able to plan and create an active learning process and attractive, capable of learning mathematics that enable students and teachers reduce the tendency to dominate the learning process, so that the learning that occurs is a student-centered learning. In the description below, will be discussed further on those aspects that must exist in a learning process, so as to create a learning process that can develop students 'cognitive abilities, can also improve students' skills in communicating mathematics and social skills.

A. Lesson Plan
Lesson plan involves the syllabus and the plan of learning implementation that includes at least learning objectives, teaching materials, teaching methods, learning resources, and assessment of learning outcomes. The lesson plan is derived from the syllabus to direct the learning activities of students in an effort to reach the basic competence. Every teacher in the educational unit shall prepare a complete and systematic lesson plans so that learning takes place in an interactive, inspiring, exciting, challenging, motivating learners to actively participate and provide enough space for innovation, creativity, and independence in accordance with the talents, interests, and physical and psychological development of students. The components of the lesson plan  is :
1. Subject identity consisting of units of education, class, semester, program expertise, Subjects, Number of meetings
2. Competence standarts
3. Basic competences
4. Indicators
5. Learning objectives
6. Teaching Materials
7. allocation of Time
8. Learning methods
9. Learning activities
10. Assessment of Learning Outcomes
11. Learning Resources
The principles that need to be noticed in the preparation of "lesson plan" are as follows:
1. Taking into account the individual differences of learners include gender, initial ability, intellectual level, interests, motivation, talent, potential, social skills, emotions, learning styles, special needs, learning speed, background, environment learners, and so forth.
2. Encourage active participation of learners
3. Developing a culture of reading and writing
4. Provide positive feedback, reinforcement, enrichment, and remediation.
5. attention to linkages and integration between components "lesson plan"
6. Applying information and communication technologies in an integrated, systematic, and effective according to the circumstances.


B. Student worksheet
Student worksheets form of sheets of paper in the form of information or the questions to be answered by learners, compiled by the teacher as directed and adapted to the detailed indicators that should be achieved by students. In the process of learning mathematics, students Worksheets aiming to find a concept or principle and application of concepts or principles.
Student worksheet is a stimulus or guidance teachers in learning to be presented in writing so that the writing needs to consider variations in the form of writing to attract the attention of learners. While the content of the message BLM must consider the material to be presented and the selection of the questions as an efficient and effective stimulus.
The steps are as follows LKS develop.
1. Curriculum analysis to determine the material that requires teaching materials LKS.
2. Constructing the map needs LKS.
3. Determining the titles LKS.
4. Writing LKS.
a. Formulation derived from the basic competencies LKS special guidebook syllabus development.
b. Determine the assessment tools.
c. Organization of the material.
Student worksheets can be used as teaching itself, educating students to become independent, confident, disciplined, responsible and able to take decisions. LKS in teaching and learning activities can be utilized at this stage of the delivery of a new concept or at an advanced stage of the planting concept. Student worksheet contains information, examples and tasks. LKS is designed to guide learners in a work program or subject, with little or no help coaches to achieve learning objectives. LKS has been prepared on the instructions and guidance, these worksheets can not replace the role of teachers in the classroom. Permanent teachers supervise the class, giving spirit and encouragement to learn and give guidance to each student

C. Small Group Discussion
Small group discussion is group that contains 3 or 4 students that woking together to discuss some problem that given by the teacher. Working together with peers encourage different solutions to solve problems and ways of understanding a particular problem. Small group activities provide an opportunity for students to express their understanding of what they have learned. By having this opportunity, they are better able to see where they have not mastered the material when they are not able to communicate effectively with members of the group. Small group discussions also allow students to ask and answer more questions than they were compared in a large group discussion in which usually some students dominating the discussion.

D. Various of interaction
There are three type interaction in teaching learning prossces
- whole class, an interaction teacher with the classroom , where teachers give explanations in the classroom, while students listen to the explanation, the interaction is only unidirectional.
- small group, interaction between students and students in one group, or group interactionwith the group, two-way interaction between students, where students exchangeknowledge
- individual, interaction between students and students  individually, or students And teachers individual, where teachers are required to respond the needs of students

E. Various Teaching Method
Classes consist of diverse students. students learn in different ways because of heredity, experience, environment, personality, intelligence, talent, physical barriers, emotional and social. Therefore we, the teacher should be able to find and use a variety of learning methods to meet the learning needs of learners. Teachers are able to combine a wide variety of learning methods in order to meet these students' differences
Several methods of teaching :
• Expository method
Expository teaching method is a method of learning that emphasizes the process of delivering the material verbally from a teacher to a group of students with the intention that students can master the course material in an optimal fashion. In this method the subject matter submitted directly by teachers. Usually the subject matter presented is a subject matter that is so, such as data or facts, concepts that should be memorized so as not to require students to think the main ulang.Tujuan mastery learning is the subject matter itself. That is, after the end of the learning process students are expected to understand it properly in a way to reveal the material that has been described.
• Discussion method (Discussion method)
Discussion is a method of learning how to manage the presentation of the material through problem solving. A discussion supporting the activity of students assessed when the discussion involving all members of the discussion and results in a problem-solving.
If this method is well managed, the enthusiasm of students to engage in this forum is veryhigh. The trick is as follows: there should be a discussion leader, a topic of discussionshould be clear and engaging, participants can receive and give, and the atmosphere ofdiscussion without pressure
• Discovery method
In the method of the invention of concepts and procedures students are learning is a new, previously unknown. Therefore some of the instructions or directions should be given to students if they have not been able to demonstrate an idea or ideas. In discovering the concepts and procedures are studied, students should not be removed simply working to find, but given guidance so that students do not get lost. Guidance can be started by asking a few questions and with providing information in a nutshell.Experimental methods (Experimental method)
• Experimental method
Experimental method is a method of giving opportunity to the students individual or group, trained to perform a process or experiment. Experimental method is a method that uses a particular teaching and performed more than once. For example in the Laboratory.
• Problem solvingmethod
This methodisa methodof teachingwherestudentswere giventhe questions, thenasked tosolve.

F. Student Reflection
students reflect on the knowledge he already has, the students presented the knowledge has already has in front of the class, exchange of knowledge between students, students can determine the extent of knowledge they possess, can complement their own knowledge, so that students can complement each other between their knowledge ofunderstanding of the issues being discussed. Students construct their knowledge of the exchange of knowledge among students.

G. Cognitive Scheme
Cognitive scheme, is a description of the material from the teacher, where the teacher Gives That the scheme of knowledge has been owned by the students. Teachers simplyprovide guidance scheme, while the scheme of knowledge independently by students through study groups or giving student worksheet. knowledge has been acquired by the students, and made clear to the more detailed knowledge. Students constructknowledge the which has been owned by the direction of teacher knowledge scheme.

H. Students Conclusion
Afterthe student discussionandpresented the results ofdiscussions in front of the class, the teacher review what the student present and also give a chance to student to make a conclusion. Inthis stepthe teachershouldinvolve students, teachersleadcharacter onlyifstudents have difficulty, so classes are notonly controlled bythe teacher.

I. Apperception
Apperception as a process of connecting the old knowledge with new knowledge. apperception aims to create understanding. if the teacher will teach a new subject matter that needs to be connected with the things that have been mastered the student or students to relate it to previous experience and in accordance with the need for ease of understanding. With the apperception it can provide the basis for beginning students learn new material, so the apperception can provide ease in learning. The learning process can not be isolated events-events among individuals with environmental experience of students, then before starting a new lesson as a springboard, teachers should try to connect first with the lesson material that has been mastered by the students in the form of knowledge that has been known from past lessons or from experience.

J. Asessment
It often happens, an educator conduct assessment process learning process as a whole only after it has finished. Whereas the implementation of assessment purpose is to improve the process of learning to the next process run better. But if you wantevaluation conducted at the end of the lesson, this is not no harm and evenrecommended for the sake of improving the quality of learning in the next period.Assessment purposes in the classroom by teachers :
1. to track students' learning process to continue according to plan,
2. to check is there any disadvantages experienced by students in the learning process,
3. to seek and find things that cause the occurrence of flaws and errors in the processlearning,
4. to conclude whether students have achieved competencies specified or not.

K. Various Media and Various Teaching Aids
Learning media is defined as all the objects that mediate the occurrence of learning, consisting of teaching aids and learning tools. Teaching aids is one component of determining the effectiveness of learning. Teaching aids transform teaching materials in the abstract becomes concrete and realistic. Deliveries props are part of students' learning needs, in accordance with the type of student learning. Learning to use teaching aids meant to optimize the function of all five senses students to improve the effectiveness of student learning by hearing, seeing, feeling, and use his mind in a logical and realistic. Lessons are not just staring at the abstract, but as a concrete empirical process with a realistic and be a part of life that is not easily forgotten. The goal is to use teaching aids to demonstrate abstract concepts into visual form. In the process of learning aids to function :
•  Break the monotony of a lecture series of learning
•  Spice of humor to reinforce the learning with students' interest in learning.
•  Entertain students for learning is not boring.
•  Focus students' attention to the subject matter concretely.
•  Involve students in the learning process as a series of real experience.
The benefit of teaching aids:
1. Enhance students' motivation to learn because it can stimulate the growth of visual attention and develop skills
2. Teachers can focus the attention of students, educators can use the viewer to see the real thing outside of the classroom or in the classroom
3. Presenting learning by using real life in order to enhance students' enthusiasm towards the subject matter
4. Props can change teacher learning as a transmission that functions as a conductor of a facilitator, visual aids to make students more active.
5. Making all moments in life class and change from time to time, education can build questions with the support of existing tools in the hands
6. Props make the students become more active thinking and develop critical thinking skills because students do not just remember and listen, but to develop his mind with facts
7. Props further enhance interaction between students in the classroom so that learning can develop a dynamic transformation
8. With the help of visual aids can enhance educators monitor student activity in connection with the more easily observed
Learning tools serves to assist the process of learning activities, such as blackboards, chalk, rulers, etc.

“ PERSOALAN PEMBELAJARAN MATEMATIKA DI SEKOLAH” Disampaikan pada Simposium Guru “Pengembangan Profesional dan Kompetensi Guru Dalam Meningkatkan Mutu Pendidikan SLTP” 11-15 Nopember 2002 DI Hotel sahid Yogyakarta Oleh : M a r s i g i t Dosen pada Jurusan Pendidikan Matematika FMIPA UNIVERSITAS NEGERI YOGYAKARTA

Reviewed by Cony Devilita (conydevilita.blogspot.com)

most of the mathematics teacher is still implement traditional mathematics learning, ie learning by relying on mathematical methods to explain, give examples, ask questions and give assignments. With this method then the math teachers have difficulty in serving the diverse needs of students in learning mathematics, encourage underachieving students to improve academic achievement, encouraging students to actively learn, use and develop learning tools and, pushing students learn to work together. 
Teachers can make efforts to increase the quality of learning mathematics through the development of ways / methods to meet the various needs / demands of academic students (choose one or several methods are dynamic and flexible in learning: (1) Method Eskposisi, (2) Method of Discussion, ( 3) Method of Exercise and Granting Duty, (4) Method of discovery, (5) Method of Problem Solving), encourages students to learn actively (discussion groups), encouraging students to learn to work together (study group), and tried to start developing a learning tool use modern technology. 
In developing methods of learning, teachers are advised: 
• planning a mathematics learning environment 
• plan mathematical activities 
• develop the role of teacher 
• set the time to whom and when doing math with / not with students 
• observe student activities 
• evaluate yourself 
• assess understanding, processes, skills, facts and results 
• assess the results and monitor student progress 
In addition to teachers, a school principal should also create a conducive atmosphere so that teachers can develop their creativity in developing models of learning, involving parents / students to participate in the development of learning programs, establish cooperation with other educational institutions in order to obtain insight into the need for educational innovation mathematics, developing the evaluation process-oriented learning, seek completeness of equipment and educational facilities. From the government, suggested giving an opportunity for schools to develop learning programs in accordance with the characteristics of the school and surrounding community, to restructure the education system so that the educational system developed is able to absorb the aspiration / local conditions, review the national curriculum to be replaced with the local curriculum, reviewing re-evaluation of the final exam. For the college educational institutions are advised to develop itself as an innovative function in the field of education (mathematics), pioneered the field of education reform, to advise the government on reform of curriculum and educational system, to develop educational programs based on research results and theoretical studies, to establish cooperation with schools in conducting educational innovation 

ENGLISH FOR VOCATIONAL EDUCATION Presenting at the Workshop of Teachers Professional Development SMK MUHAMMADIYAH 3 KLATEN Saturday 17 May and Friday 23 May 2008 By Dr. Marsigit

Reviewed by : Cony devilita

Di Indonesia, SMK (Sekolah Menengah Kejuruan ) merupakan pendidikan kejuruan atau pendidikan karir dan teknis, yaitu pendidikan yang bertujuan mengembangkan keahlian secara langsung dalam kelompok teknik tertentu. Pendidikan tersebut dilaksanakan dalam rangka membekali siswa dengan suatu ketrampilan tertentu, menghasilkan output yang lebih siap kerja. Pemerintah Indonesia berusaha untuk semakin mendorong kemajuan SMK-SMK yang ada, termasuk membangun SMK bertaraf internasional.
Dalam rangka untuk melakukan standar internasional, semacam SBI perlu didukung oleh 
staf pengajar  yang berkualitas dan profesional, fasilitas dan manajemen yang baik. Sekolah serta staf akademik juga harus dapat melakukan relevansi program, efisiensi, efektivitas, akuntabilitas untuk mempertahankan program. Untuk itu, diwajibkan untuk guru SMK  dapat mengkomunikasikan pengetahuan kejuruan, keterampilan dan pengalaman dalam bahasa Inggris. 

Faktor kunci keberhasilan proses pembelajaran adalah komunikasi.  Dalam hal proses belajar mengajar, guru dapat menggunakan Bahasa Inggris untuk menyelesaikan tugas mengajar, untuk memperkenalkan dan belajar teknologi, untuk mendorong siswa mengkomunikasikan hasil-hasil belajar mereka, untuk mencapai tujuan pembelajaran,dan untuk mengembangkan sumber belajar mengajar. Berikut ini adalah rekomendasi yang harus dilakukan dalam proses belajar mengajar ketika bahasa inggris digunakan sebagai bahasa dasar pembelajaran :
1. Mengembangkan Kurikulum dalam bahasa Inggris
2. Mengembangkan silabus dalam bahasa Inggris
3. Mengembangkan Konten Pengajaran dalam bahasa Inggris
4. Mengembangkan Rencana Pembelajaran dalam bahasa Inggris
5. Mengembangkan LKS dalam bahasa Inggris
6. Mengembangkan sistem Evaluasi atau penilaian dalam bahasa Inggris
7. Mengajar dalam bahasa Inggris
8. Berbagai interaksi dalam bahasa Inggris
9. Berbagai metode mengajar dalam bahasa Inggris
10. Berbagai media pengajaran dalam bahasa Inggris
11. Diskusi kelompok dalam bahasa Inggris
12. Memfasilitasi belajar siswa dalam bahasa Inggris
13. Mempresentasikan hasil diskusi dalam bahasa Inggris

Dalam mengembangkan kegiatan belajar mengajar berbahasa Inggris, guru perlu memberikan kesempatan bagi para rekan-rekan (guru dan siswa) untuk berinteraksi,  melibatkan siswa secara aktif, melibatkan para siswa dalam tugas-tugas dunia nyata, menciptakan jaringan siswa dan guru, membantu bahasa siswa dan guru, mengembangkan  TIK & mengkolaborasikannya, pengembangan keterampilan, interaksi dialogis siswa yang berpartisipasi, dan mengkompilasi sebuah buku pegangan. 

The Effort to Increase the Student’s Motivation in Mathematics Learning with Some Teaching Aids in Junior High School 5 Wates, Kulon Progo, Yogyakarta, Indonesia By : Marsigit & Ida Supadmi

Salah satu upaya guru dalam meningkatkan motivasi siswa dalam pembelajaran matematika di Sekolah Menengah Pertama adalah dengan membuat prose belajar mengajar matematika menjadi menyenangkan, menarik contoh dari kebutuhan sehari-hari. Memaksimalkan (optimalisasi) penggunaan beberapa alat bantu pengajaran dan alat peraga diharapkan dapat membantu siswa yang mengalami kesulitan dalam belajar. Untuk para guru SMP disarankan 
dalam  proses belajar mengajar mereka harus menggunakan metode bervariasi untuk memotivasi siswa dan untuk menghindari siswa bosan dan menggunakan alat peraga mengajar secara optimal untuk memfasilitasi siswa belajar konsep, ide, definisi atau prosedur matematika tertentu.

Keberhasilan proses belajar mengajar di Matematika tidak jauh dari peran guru sebagai informator, komunikator, dan fasilitator. Sampai sekarang, kita masih mendengar banyak siswa yang mengeluh bahwa matematika dipandang sebagai subjek menakutkan, tidak menarik, dan sulit untuk dilakukan, juga tidak terkait banyak kebutuhan sehari-hari. Hal ini dibuktikan oleh skor dari Ujian Nasional yang masih lebih rendah dari yang diharapkan, meskipun ada yang matematikanya ditunjukkan dengan prestasi yang baik. 

Sikap siswa dipengaruhi oleh dua faktor, yaitu internal dan eksternal. Pada faktor eksternal, guru harus kreatif dalam meningkatkan motivasi siswa. Siswa SMP yang berada di usia antara 12 - 15 tahun. Berdasarkan perkembangan kognitif dari Peaget, usia ini memiliki operasi formal. Akuisisi pada tingkat ini muncul dari ide-ide untuk membandingkan, mendiskusikan dan membuat kesimpulan. Ada perubahan ke fungsi intelektual dari pemikiran konkret untuk  abstrak. Hal ini sangat efektif untuk menggunakan kartu permainan dalam mengajar matematika. Ada diskusi baik antar individu dan antar kelompok, guru harus tetap berdiri di belakang dan membiarkan siswa untuk mengetahui cara mereka sendiri, tapi masih memberikan koreksi jika perlu.
Untuk meningkatkan motivasi siswa dalam pembelajaran selain menggunakan alat bantu mengajar seperti papan dipaku, tangan karet, kartu bermain, siswa lembar kerja simpul kertas,transparansi kertas, benang sipat, tiga bilah kayu bisa digunakan sebagai model dalam matematika, jua disarankan para guru untuk menggunakan metode pembelajaran yang bervariasi untuk menghindari bosan siswa dan mengoptimalkan penggunaan alat peraga untuk menjelaskan konsep, ide, definisi atau prosedur tertentu.

UNIVERSITAS NEGERI YOGYAKARTA MENUJU PERGURUAN TINGGI BERTARAF INTERNASIONAL (PTBI)

“Yogyakarta State University on the move toward World Class University”

Disampaikan pada Seminar Tentang Penelitian dan Pendidikan Matematika

Serta Kontribusinya Dalam Upaya Pencapaian WCU (World Class University)

di FMIPA UNY, Sabtu, 5 Desember 2009

Oleh

Dr. Marsigit, MA

Ketua Task Force WCU, UNY

Reviewed by : Cony Devilita ( 09301241022 / Math Education Reguler 2009 at http : //conydevilita.blogspot.com/ )

Yogyakarta State Universityto the World Class University is an attempt by the Yogyakarta State Universityalong with all components and civitas academic organizations to realize the international standard of excellence in the field of Teaching and Education Programs, Research and Publication, as well as the Organisation and Management Education. Realising the Yogyakarta State Universitybe a World Class University who has a work culture systems that meet international standards so as to produce graduates who are qualified and excel in a global world. Planning and implementation of programs to prepare and encourage the accomplishment of UNY as WCU. The process and results can be accounted for (accountability) to stakeholders both locally, nationally and internationally. Continuity (on going activity) to continue and cultivate the process and results achieved. Task Force was formed consisting of various disciplines, committed and experienced in the field of World ClassUniversity development pilot program. The long term goal is to realize the UNY become an international university with under 500 was also ranked universities in the world with aspects of sustained achievement of the following components: 
a. international standard courses are accredited 
b. The availability of international-standard curriculum 
c. The realization of the learning process that meets international standards 
d. Realization of learning outcomes assessment that meets international standards 
e. The availability of teaching materials and learning resources that meet international standards 
f. The achievement of the competence of educators / teachers that meet international standards 
g. Availability of educational staff that is able to support the WCU 
h. Availability of facilities and infrastructure that support the WCU 
j. The realization of an international standard libraries can support the WCU 
k. The achievement of student competencies that meet international standards 
l. The realization of research and scientific publications that meet international standards 
m. The implementation of community service within the framework of WCU 
n. The implementation of international cooperation and exchange to support the WCU 
o. Produces a variety of work and superior products that meet international standards. 
WCU UNY toward implementing various programs in 2 years, includes shipping to follow short-course lecturers abroad, to acquire skills in the field of teaching content through Classic and earned the International Certificate for teaching in the International Class. In addition it is also very important taken is to build networking with universities and research centers around the world, so what has been generated by community UNY both academic study and research of various fields of science that fostered UNY can be beneficial for the world community. Also has implemented programs for increasing the ability of faculty to develop models and methods of international learning, improving English language skills lecturers and students, including encouraging the achievement of high scores on the TOEFL and IELTS. It also has implemented a variety of international activities both at the faculty level and at university level in the form of the International Seminar on the WCU, the National Workshop on RSBI. No lag, has also conducted English language training for employees and study tours abroad. Continued self-improvement effort, both educational institutions and the quality of its education programs, productivity and quality research of international standard, increasing the quantity and quality of lecturers, (academic qualification and area of ​​expertise), an increase excellence and leadership on all fronts, as well as support facilities in all faculties and supporting units of international standards.

DEVELOPING MATHEMATICS EDUCATION IN INDONESIA

Presented at The DSME Seminar of Mathematics Education 

Department of Mathematics and Science Education

Faculty of Education, University of Melbourne

May 28, 2004, room 706 at 2:15

By Marsigit

Reviewed by : Cony Devilita ( 09301241022 / Math Education Reguler 2009 at http : //conydevilita.blogspot.com/ )

Saat ini studi tentang matematika dan ilmu pendidikan alam di Indonesia telah mengindikasikan bahwa prestasi anak-anak dalam mata pelajaran matematika dan IPA  masih rendah, seperti ditunjukkan pada ujian akhir nasional, dari tahun ke tahun baik di Sekolah Dasar maupun Menengah bahwa sebagian besar nilai untuk mata pelajaran matematika dan IPA lebih rendah dari lainnya. Penguasaan anak-anak pada Matematika dan konsep IPA dan keterampilan proses masih rendah. Hal Ini mungkin disebabkan:

(a) kekurangan kegiatan laboratorium;

(b) kurangnya guru yang memiliki penguasaan ilmu, keterampilan, pendekatan proses;

(c) isi pada Matematika dan Ilmu kurikulum terlalu ramai;

(d) kurangnya laboratorium peralatan dan laboratorium sumber daya manusia.

Penelitian juga menunjukkan ketidakcocokan di antara tujuan pendidikan, kurikulum, dan sistem evaluasi yang dapat diidentifikasi dengan :

(a)Ujian akhir nasional menilai kemampuan kognitif anak-anak saja;

(b) Penggiatan belajar di SMA dimulai pada 3 kelas. Dikatakan bahwa pelaksanaan sistem ini terlambat dan mempertimbangkan perbedaan individu yang tidak tepat,

 (c) UMPTN dianggap memicu guru Sekolah Dasar dan Menengah menerapkan berorientasi tujuan daripada Proses pada pengajaran Matematika dan Sains.

Dalam hal guru Matematika dan IPA di Sekolah, ditemukan bahwa:

(a) kualifikasi mereka perlu ditingkatkan,

(b) banyak dari mereka basicnya bukan dalam Matematika dan IPA,

(b) tidak ada sistem evaluasi (Akademis) untuk guru, sehingga sekali untuk menjadi guru, mereka akan menjadi guru sampai usia pensiun.

Dalam sekolah, sistem pemantauan, dianggap bahwa:

(a) pengawas bertugas mengawasi guru secara administratif saja. Mereka tidak atau jarang memantau proses pengajaran di kelas,

(b)sistem promosi untuk guru tidak mendukung peningkatan kompetensi guru.

Di bidang kurikulum, ditemukan bahwa:

(a) banyak guru yang masih mengalami kesulitan dalam menganalisis isi dari pedoman untuk program pengajaran (GBPP),

(b) sejumlah Matematika dan topik ilmu dianggap sulit bagi guru untuk mengajar;

(c) sejumlah besar anak-anak mempertimbangkan Matematika dan IPA sebagai topik sulit untuk dimengerti,

(e) guru sains menganggap bahwa aspek-aspek matematika dalam IPA harus disederhanakan;

(f) guru menganggap bahwa mereka membutuhkan pedoman untuk melakukan proses pengajaran dengan menggunakan pendekatan keterampilan proses
Di bidang pendekatan pengajaran, ditemukan bahwa:

(a) guru di Dasar dan Menengah Sekolah tidak menguasai "ilmu pendekatan keterampilan proses" untuk mengajar Matematika dan IPA,

(b)sebagian besar guru menggunakan pendekatan konvensional dalam mengajar Matematika dan IPA,

(c) sangat jarang guru menggunakan tangan dan kegiatan kerja praktek,
Di bidang penilaian, ditemukan bahwa kebanyakan guru:

(a) menggunakan tes objektif dalam menilai prestasi anak-anak di Matematika dan IPA;

 (b) jarang menggunakan tes esai dalam menilai anak-anak prestasi dalam Matematika dan IPA

(c) menilai anak-anak pada aspek kognitif saja;

(d) masih kurangnya pengetahuan dan keterampilan dalam menilai keterampilan proses anak-anak;

(e) tidak memiliki sesuai pengetahuan portofolio sebagai metode penilaian.

Dari berbagai kekurangan di atas, perlu diadakan upaya perbaikan pendidikan matematika dan IPA. Kerjasama antara lembaga pendidikan seperti mencari model-model alternatif dalam referensi pengalaman pendidikan dari beberapa negara lain mungkin mendapatkan beberapa manfaat kesempatan untuk:

(a) mendiskusikan dan meningkatkan pelaksanaan kurikulum yang mencakup pengembangan buku teks, bahan ajar, metodologi pengajaran, dan penilaian,

(b) memperkaya pengalaman matematika dan IPA pendidik,

(c) meningkatkan kualitas pengajaran belajar dan mengembangkan laboratorium,

(d) memecahkan masalah matematika dan ilmu pengetahuan alam di sekolah,

(e) merekomendasikan cara-cara untuk meningkatkan pendidikan matematika dan ilmu pengetahuan alam, dan

(f) memenuhi harapan masyarakat dari apa yang disebut praktik yang baik dari matematika dan IPA

Upaya lain untuk meningkatkan pendidikan matematika dan IPA dapat bervariasi seperti:

(a)melakukan seminar dan lokakarya,

(b) melakukan kegiatan penelitian bersama,

(c) penerbitan dan penyebarluasan hasil bertukar pengalaman dan atau jurnal,

(d) membangun jaringan diantara lembaga atau negara.