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.
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