DEVELOPING SCHOOL-BASED CURRICULUM FOR JUNIOR HIGH SCHOOL MATHEMATICS IN INDONESIA

By Marsigit

Faculty of Mathematics and Science, the State University of Yogyakarta, Indonesia

Reviewed by : Cony Devilita ( 09301241022 / Mathematics education regular 2009 at http ://conydevilita.blogspot.com/ )

Masyarakat Indonesia mengalami perubahan yang sangat cepat dari semua aspek kehidupan, hal ini menawarkan berbagai harapan dan tantangan. Sistem pengajaran di sekolah juga dituntut untuk mengikuti perubahan tersebut agar individunya dapat menghadapi tantangan dan harapan yang ada. Pemerintah Indonesia berusaha untuk memahami  isu terkini tersebut  dan mengambil tindakan untuk menerapkan kurikulum baru yaitu " kurikulum berbasis sekolah "  untuk pendidikan dasar dan menengah yang secara efektif dimulai pada tahun akademik 2006/2007. Kebijakan ini secara logis akan menyiratkan beberapa aspek berikut: program otonomi pendidikan, mengembangkan silabus, meningkatkan kompetensi guru, fasilitas belajar, anggaran pendidikan, memberdayakan masyarakat, sistem evaluasi dan jaminan kualitas. Pada setiap sosialisasi kurikulum baru ini, selalu ada sebuah program untuk menguraikan latar belakang, rasional filosofis, dan metode untuk mengembangkan silabus. Kurikulum 1994 terdiri dari 80% dari konten nasional,pendekatan berbasis konten dan berorientasi pada hasil, sedangkan KBK terdiridari 80% muatan lokal, berbasis kompetensi dan berorientasi pada proses.. Kurikulum Berbasisi Sekolah ( KBK ) dapat menjadi titik awal guru matematika di Indonesia untuk mencerminkan dan memindahkan paradigma lama mengajarnya. Ini mendorong para guru untuk mengevaluasi kekuatan dan kelemahan dari berbagai pendekatan dalam rangka untuk membuat pilihan informasi dan, bila perlu, harus siap untuk mempelajari keterampilan baru dalam rangka kepentingan belajar mengajar  matematika yang efektif. Melalui kurikulum baru tersebut, guru harus mampu merespon masing-masing kebutuhan anak dan keterampilan anak-anak sangat bervariasi dan mapu memanfaatkan layanan dukungan di sekolah ( computer, LCD, dsb )  untuk meningkatkan praktik kelas mereka; sehingga diperlukan juga pengelolaan berbagai layanan dukungan tersebut untuk memaksimalkan kebergunaan mereka dalam membantu guru untuk melakukan praktek-praktek yang baik dan untuk menerapkan kurikulum yang baru. Hal ini juga memberikan kesempatan kepada pejabat pemerintah pendidikan di Indonesia untuk melihat secara mendalam pelaksanaan kurikulum di tingkat kelas.
Pemantauan pelaksanaan kurikulum berbasis sekolah menunjukkan bahwa ada faktor-faktor dari siswa, guru dan masyarakat yang belum optimal. Hasil evaluasi pelaksanaan kurikulum baru ini mengajarkan kita untuk selalu memperbaiki dan memperbaiki sistempengajaran yang ada. Hal ini juga menyarankan bahwa untuk meningkatkan kualitas pendidikan matematika, pemerintah pusat perlu: (1) mengimplementasikan kurikulum yang lebih cocok yaitu lebih sederhana dan fleksibel, (2) mendefinisikan kembali peran guru yaitu guru harus memfasilitasi siswa perlu untuk belajar, (3 ) mendefinisikan peran kepala sekolah, kepala sekolah harus mendukung pengembangan profesional guru dengan membiarkan mereka menghadiri dan berpartisipasi dalam pertemuan ilmiah dan pelatihan, (4) mendefinisikan kembali peran sekolah, sekolah harus mempromosikan manajemen berbasis sekolah, (5) mendefinisikan kembali peran pengawas; pengawas harus memiliki latar belakang yang sama dengan guru, mereka mengawasi guru agar dapat melakukan supervisi akademik, (6) peningkatan otonomi guru dalam mencoba menerapkan inovasi dalam mengajar matematika dan ilmu pengetahuan dan pembelajaran, dan (7) mempromosikan kolaborasi yang lebih baik antara sekolah dan universitas, komunikasi antara dosen dan guru harus ditingkatkan, ini bisa dilakukan melalui penelitian tindakan kolaboratif dan bertukar pengalaman melalui seminar dan lokakarya.

PENINGKATAN PROFESIONALISME GURU ADMINISTRASI PERKANTORAN KOTA YOGYAKARTA melalui LESSON STUDY

Dipresentasikan pada Workshop MGMP Administrasi Perkantoran Kota Yogyakarta

Pada Hari Kamis, 10 Januari 2011

 By : Dr. Marsigit, MA

Reviewed by : Cony Devilita ( 09301241022/ math education regular 2009 at http://conydevilita.blogspot.com/ )

Lesson study is one of the increasement effort of teacher professionalism. Lesson study is cooperation scheme of  teacher and teacher or teacher and lecturer which of a kind  its subject, for observation, to studying and reflecting activity of study systematically as increasement effort of  their ability in carrying out activity of study. Lesson study is not a method teach, but in the form of one or some research of class action. Lesson Study conducted for innovate at education through  repair of conduction of teaching learning process. relevant paradigm to its include Student Centered, Constructivist Approach, Realistics Approach, Contextual Teaching Learning. Innovate through lesson study can be conduct if :

1. The Teacher have the open character and commit highly.

2. developed by infrasystem which supporting.

3. Representing movement of whole component.

4. Getting support of Taker of Principle

5. Representing long and middle period innovation. (not short-period.)

Evaluated from its scope, lesson study divided  : Scale Between Individual Teacher (can cooperate with Lecturer), Scale Between School ( can cooperate with some Lecturer or majors people), Scale Between Institution ( for example cooperation between UNY and duty Town by enganging some schools), Scale National ( for example cooperation between Province  ), International Scale.

In its execution, lesson study need theme, like How to develop learning media, How to develop learning implementation plan, How to develop asesmen, How to develop student worksheet, How to develop learning method, etc. Functioning theme as especial title or especial target to be developed or researched, supposed as elementary question to look for its answer and developed for the repair of learning process furthermore.

Execution Steps of lesson study include :

1.      PLAN : Coordinate Meeting of  Program, Execution Meeting of Program, Meeting / discussion to prepare:  standars of competence, the nature of competence , learning implementation plan, student worksheet, aids, Teacher / Model school, execution schedule of teaching learning process by Teacher Model and Observation of Execution of lesson study and Reflction ( in level of Deliberation Teacher of Lesson)

 learning implementation plan is backbone of lesson study having the characteristic : Serving requirement of student in learning, Expressing student activity, Expressing interaction variation, Expressing media variation, Expressing method variation, Describing attainment scheme of competence, Describing development of evaluation, learning implementation plan as a means of communications, reflecting innovation, reflecting independence learn, pushing cooperation learn, equiped by supporter document, always revised, as a means of research

2.      DO: Execution of teaching learning activity by Teacher Model and Observation activity by the other Teacher in School Model

 The important thing in observation : Observer may not bother or

 intervence teaching learning process, Observer need sheet, uniform observation, Observer do perception and can be focus at the phenomenon of teaching learning process according to their experience

3.      SEE: Reflection activity: Lead by the leader of  Deliberation Teacher of Lesson or by Headmaster or by Senior Teacher which showed. Reflection can be divided  : First Reflection and Repair ( teacher and lecturer doing discussion ), Second Reflection and Repair ( Other Teacher conducting teaching learning at real class, while onother conducting observation ). Reflection can be conducted  with Introductory : antecedent of Leader Of Conference, Opportunity of Teacher Model to submit / to reflecting activity of study, supplementary factor, or existing resistor, continued by Opinion or suggestion from all Observer, and the last is summary. So that, from reflection activity can be obtained by summary able to be guidance by teacher as repair of teaching learning process.

INOVASI PEMBELAJARAN UNTUK MENINGKATKAN GAIRAH SISWA DALAM BELAJAR

Disampaikan pada Seminar Pendidikan dalam rangka Open House Sekolah

Dasar Islam Terpadu Hidayatullah, Yogyakarta 21 Maret 2004

By : Drs Marsigit MA

Reviewed by : Cony Devilita ( 09301241022/ math education regular 2009 at http://conydevilita.blogspot.com/ )

Pupils often feels bored by teaching of teacher which is monoton which only explaining, giving duty, and give test. If pupil have threatened be bored with a Iesson, one of them because way of teaching its teacher, hence the pupil will lose enthusiasm to learn. For that,the teacher is always demand to innovate study so that the pupils do not bored with way of teaching us, and remain to enjoy in following Iesson

But many obstacles experienced by teachers when going on a learning innovation, first, each student has learning difficulties and different portions on their learning needs, it is this which causes the teacher is difficult to doing learning innovation because the diversity of learning innovation their students. Secondly, on the other hand found the fact that it is not easy for educators to change the style of teaching. While we are required, as educators, to constantly adjust our teaching methods in accordance with the demands of changing times. Third, many different views of how learning should be implemented and the views of how to teach. On the promotion of  innovation learning, it is recommended that at every level of education, learning should provide opportunities for teachers to use the choice of teaching methods that are tailored to student ability levels. Sometimes teachers are confused by the many views on when the teacher  want to innovate learning. Fourth, if teachers are required to innovate learning, he should be part of a system that promotes innovation as well. Given the teachers in organizing learning most often use the textbook as a reference, then so too can be an obstacle for its innovation efforts; further he stated that even if the teacher had intended to make innovations, such things may not be realized when policymakers do not provide opportunities for it. Some view of the above shows how the variant of potential disagreement starting point for the start of educational innovation.
In order that the teachers can bring innovation to stimulate student learning, there are some concepts that need to be understood, includes comprehension about the the essence of each science, the nature of the subject students, and changes in attitude and implementation associated with the change of paradigm.
The essence of the subject students may be reviewed from the aspect of cognitive, affective, and psychomotor. According to the cognitive aspect, it is assumed the characteristics of the students are, students will learn if they have the motivation, students learn in their own way, students learn both independently and in collaboration with a friend, students need a context and situations vary in their learning. According to the affective aspect, the attitude of an individual is  readiness to react so relatively fixed dispositions that have been in have through experience that took place on a regular basis and direction. According to the psychomotor aspects, aspects of motor skills (performance) also have a role that is not less important to know the students' skills in solving problems.

In order  the students feel happy and have motivation in their learning, teachers need to realize the paradigm shift as follows: move, change, innovation, reform, contemplate, reflections from "traditional learning" to "progressive learning", likes Centralized of teacher to Centralized  of student, The transmission of  knowledge to  Development of cognition, Authoritarian to  Democratic, Initiatives of Teacher to  Initiative  of Student,  Passive Students to  Active Students , The  orientation of results to the orientation of process and  result, Services class to  Individual  class, and etc