Indonesia has effort on doing innovations for all aspects of education. since 2000, Indonesia arranger many programs of educational innovations, starting from reviewing the legal formal of educational law and then implementing to a more descriptive one. Indonesia has a large number of people, students and teachers, that is the challenges of improving the quality of teaching. A great change of educational perception leads to move the theories and paradigms of teaching to a more progressive one. All sides of educational system in Indonesia understand the need of changes. At all level of educational system there are always introduction to the new theory andnew paradigm of education.
The latest issues of education in Indonesia is implement the new curriculum “school-based curriculum” for primary and secondary education that starts in 2006. This policy will logically imply to some of the following aspects: educational autonomy program, developing the syllabi, improving teachers competencies, learning facilities, educational budgeting, empowering the society, evaluation system and quality assurance.
Meanwhile in the other side, the currently studies (Herawati Susilo, 2003) on mathematics and sciences education in Indonesia have the indication that children’s achievement in the subjects of mathematics and Science is low. Children’s mastery on mathematics concepts and mathematics process skills is still low. Why? Because it still apply old paradigm, such the assessment just kognitif only,teacher centered, teaching centered , content based , product of learning into process of learning, and summative evaluation .
Actually there are many effort has been done. Such as promoting costructivism approach in learning prosses, improving the qualitily of teacher and give a fassilitate to teachers and students. There are many method of leraning, such as contextual learning, problem based learning, investigation, discussion, etc. that all method is very useful to increase the competency of student. But the problem is, teacher feel difficulties to implement in their class.
A. Develop Teaching Learning Process of Mathematics in Junior Higs school
The prosses of leaning in class is planed by teacher. It start from make lesson plan, prepare the worksheet, media and aid of learning, choose the teaching method and interaction. Beside it, teacher should consider the cognitive scheme of their students, apperception, and give opportunity for student to conclusion and give conclusion and the last is arrange the best way to do assessment.
1. Lesson Plan
As good teacher we must prepare the lesson plan. Lesson plan is the grand design what will teacher do in class, and how to manage the class. So if teacher prepare good lesson plan, it will impact into good learning prosses. Lesson plan must be detail and personal. Lesson plan contain of all activity of teachers will do di in class, what will they speak to student, what the method the tacher will use. Even, teachers plan what they will write in whiteboard in order to the student can write into they notes.
Lesson plan must appropriate with the silaby, the characteristic of class, the student ability and what the student need. Lesson plan contain of standar competence, indicator, learning material, learning method, determine assessment of teaching, allocation of time, source of learning and tools of learning.
When teacher arrange lesson plan, he or she must using new paradigm. From teacher centered into lerner centered, from teaching centered into lerner centered, from content based into competency based, from product of learning into process of learning, from summative evaluation into formative evaluation.
2. Students’ Worksheet
Students’ worksheet is sheets that contain of headline the material, some problems, and several step that lead students to study by self. Students’ Worksheet is prepared by the teachers its self, because the teacher is the person who know the characteristic of theirs student and exactly know what the students’ need.
Sometime worksheet contain about several step that guide student to construct their formal idea. Commonly it contains problems to solve. It can solve by self, group discussion or by little helping from teacher. Before solve the problem, teacher give a instruction explain what competency the had achieved after learn that material. By solve problems, student can understand the material. Worksheet make the student know what will they learn, guide student how to learn and it make students can study independenly. Teacher can give an homework in worksheet so that they will relearn material at home.
A good worksheet is made by the teachers it self and the should consider the characteristic of their student, what competency that student must to achieve, allocation of time, silaby, material, ect. A good worksheet can make the students feel challenging to solve the problem, there consist of clear instruction that will guide students when study independenly.
3. Small Group Discussion
Small group discussion can be applied during the lesson. Small group discussion more effective than large group discusion because can avoid student doing nothing and avoid student do little partipation in each group. Here, will explain about two kind of small group discussion, first when the material is little and if the material is a lot.
First, if the material just a little, teacher devide class into several groups. Each group consist of 3 – 5 student. Teacher give an instruction to all student, about what they have to achieve and what will they learn. After this section, teacher give student worksheet containing the problem. the problem in each groups is same. With other students in each group, student will discuss to solve the problem given. Of couse each group will offer different solution. Sometime the students feel difficulty or get trouble when solve the problem. Here is the role of teacher to help them. When apply small group discusion, the teacher need to prepare the good worksheet. The problem should capable to awaken the students’ couriosity, and can guide student to be creative person.
A good problem can make all student want to discuss and argue each other, here the activity will increase the verbal communicate ability. It better to make group which is consist or heterogen student. That mean, that students who have low competence will study together with students who have high competence.
The second case is if student must learn a lot of material. Some teacher doubt the effectivesness small group discussion. How if the material is lot. And the think it will take much of times. But actually we can use small group discussion to uncover this problem. For example we will learn 7 subtopic. Devide class into 7 group. each group given a subtopic to discuss, understand, and master it. When they done, teacher arrange new group while each group represent in new group. so in new group it consist of 7 student which had master different subtopic before. Each student in each group became peer-tutoring in new group, and the have to explain one by one the subtopic in new group. That so wonderfull, because time will be efficient. Beside that, when all student became peer-tutoring and explain each other, they will master the sub topic, help to build communication skill, and contributing positive classroom climate.
After each groups has discussed, teacher will explain the sort and best way to solve the problem. the teacher will deliver the formal idea to all student.
4. Various Interaction
When learning process is happen in class, it outomatically will happen interaction. It can be student with student or tacher with student. First in the beginning of lesson, tacher make whole interaction. Why? Because it will efisient if teacher speak to all student to explain what will we learn, what is the material, and what competence that they must achieve. In whole interaction, teacher can give a opening question to deliver into formal material. The question can be as the material in past time. This question will stimulate student to remember the the previos material that use in new material.
In whole interaction, teachet should has good verbal communication, it will lead the condusif class to listen what the teacher ask. It will make effisien because the teacher no need to repeat the explanation again. Beside it, make sure that student focus and ready to learn. That’s very important in order to students really understand what will the do in class.
The second is small group, in the middle of lesson, tacher can devide class into several group. each group have problem or material to discuss. In each group sometime they found difficulties, teacher make small interaction among them. Teacher can offer the alternative to solve the material, teacher can know the difficulties of student personally. When make interaction, first give the students to deliver their ideas, opinion and explanation, and when the wrong give them a clue or illustration to lead students into right ideas. Teacher should take point of view like students have so that the teacher can give suitable solution for their difficulties.
The third of the last is individual interaction. It can be happed between student and student or teacher and student. Some student can be peer tutoring or peer assistance for other student. Peer tutoring is taken from the clever one, and he or she should explain the other who have difficulties in material. Peer tutoring can be assistance for teacher during the lesson. Teacher no need to solve by self. Peer tutoring give some advantages because when friend explain to other student, he or she will use simple explanation, non formal explanation and use simple word. It make student easy to understand rather than teacher explanation. As the peer tutoring, student will more understand the lesson because he or she will explain in many time so that they will memorize it for long time.
5. Various Teaching Method
There are so many teaching method have been arranged in education. But, there is no shortage of information what is the best teaching method to apply in school. What is far more important is the professional know ledge base that provides criteria for when a particular method is appropriate for given content with students. What is far more important is teacher can choose the apparopriate method in certain class, material, and allocation of time by conseder the characteristic of the sudent, what the students need, and what the students have to achive.
Especially for mathematics learning, it better is teacher can combine the several teaching method, and setting the prosses learing into lerning/ lerner center. The kin of teching method is problem-based learning, contextual learning, expository, investigation, discussion, and practice work.
But, there is no the best way to teach, all method can be apply in certain material. What is far more important is the teacher consider the following principle, that are: have well-managed classrooms,; provide students with the maximum opportunity to learn; maintain an academic focus, prosses, competency and product; involve all students in the lesson; use strategies to keep students on task, motivated and productive; present new material in a step-by-step manner; use clear instructions and explanations; use a variety of teaching styles, methods and resources; frequently demonstrate appropriate task-approach strategies monitor closely what students are doing inlesson, adjust instruction to individual needs, and re-teach content where necessary; provide frequent feedback to students; use high rates of questioning to involve students and to check for understanding
6. Student reflection
New paradigm focus in students centered. Student reflection can be one way to make student more aktif and critis during the lesson. It can lead students to take big part in learning process.
Students reflection is setting by teachers by prepare the appropriate lesson plan. In lesson plan, teachers prepare the worksheet. Worksheet is contain the problem that student have to solve both independenly or with group. A good problem can make all student want to discuss and argue each other.
One way of student reflection is presentation. One student explain in front of class. Teacher should give student opportunity to deliver their ideas until finnish. Why? Because when teacher or other students interup in the middle of presentation, he or she will confused. Beside it, teacher should understand what the student mean, so that if there is any mistaken, teacher can give best explanation to student. While the student explain to class, other students can listening and give she or he some question, commet, or sometimr argue with different side. Teacher take role to make them understand what is the right idea.
Studend reflection make student in deepth of learning, long term to remember the material, make student confident to deliver their original ideas, make students dare to speak, and give the student chance to argue each other.
7. Cognitive Scheme
Cognitive scheme is what is students’ knowlegde have in their cognitive. This knowledge is from past time and previos experience. Connitive scheme one student and other student are different. It depend on the past experience, background of student such as the education, social, ecomonic, and how the family. The difference cognitive scheme each other shound make teacher aware to consider the characteristic of their students.
Cognitive scheme that student have will impact weather the ready to accept new material or not. The role of teacher is to relate the cognitive scheme that student have with the material will be learn. It can pass through a question or statement that will make student easy to understand the new material.
Teacher should realize that each student have different cognitive scheme. So that in the opening of lesson teacher have to give explanation what is the reliationship between new material and past material, so that the cognitive scheme of student will develop.
8. Student Conslusion
Student conclusion is done for student after student learn certain material. First, teacher in the opening of lesson have to give a aim that student have to achieve. After the lesson os done, teacher can point one of student to give the conclusion, while other student will listening.
By listen the students’ conclusion, teacher can analize how far the student understand the lesson. Sometime there are student who have good conclusion and the other is not. It can give feedback for teacher to reflect the teaching method, weather it can be understood by most of stundent or not.
Consclusion make the student depth in learning and when they can give a good conclusion, it means that student master the material.
9. Apperception
Commonly apperception is given in the opening of the lesson. We know that when student learn, they have the basic knowledge before. Apperception is how the student can relate the previous material to new material. In other word apperception is the ways how to make students ready to study the new material
Apperseption can be done by give student question. The question what teacher given should make the student think depth to solve. Sometime students can’t answer what teacher ask. It doesnot matter, its mean that student do thinking prosses, and it make student ready to accept new material. When it happen, teacher can give alteratife question in which the question help student to answer the previously question. Teacher also can give student clue or hint that can help students to answer.
Beside by question, apperception can be done by fun activity, for example game. Game is setting by teacher, game include the material for learning. Game will make student more enthusiastic in learning process. Of cource the game is setting with material student need and some education prosses. Game can be given in opening the lesson and can solve by group or by self.
Other apperception can be made from real life problem activity. Teacher give an illustration that happen in daily life into mathematics models. By doing this, students exactly know what the purpose of the material in daily life. Commonly real problem will make student more enthusiasm to solve and ready to new material.
10. Assesment
The terms ‘assessment’ and ‘evaluation’ are different in context, but teacher confuse with the difference both of them. Assessment really refers to the process of collecting information from student. Not only by formal test, but also by observation during the learning process in class. While evaluation just evaluate student by formal test or course.
By doing the assessment, teacher record the student ability and getting the data. The data of assessment can guide teachers’ planning and instruction furthermore of teaching. Assessment will give more complete data of ability of student than evaluation. Why? Assesment not only record kognitif aspect but also psikomotorik and afectif aspect. Assessment given more detail of data because taken in during the lesson activity such as by observation of students at work, appraising work samples, homework and portfolios participation student in class, student ability, interviewing students, quizzes and informal testing, ect.
The main purpose of assessment for teacher is to evaluate the effectiveness of the teaching program and then to make any necessary modifcations to method of delivery, learning activities or resources based the student needs, to identify any students who are having diffculties mastering the course content, and thus need additional help. For school, assessment data can provide information if a student is to be transferred to another school or referred for special education.
Assessment in mathematics can be design in order to teacher well know the student difficulties and how far student master the material. Teacher need to determine indicator in each assessment, such as how far student to understand the problem, how far student can offer best and short away solution in each problem, and how far sudent can communicate result the had count with the problem. This indicator of assessment can guide teacher to plan next teaching method to uncover and develop students’ ability.
11. Various media and teaching aid
Media is an tool or equipment to facilitate learning process. While teaching aid is equipment or think that make student more easy to understand or make the material became concrete for students. The kind of media that can be use in class is LCD, powerpoint, laptop, television, whiteboard, projector ect, while the teaching aid can be the illustration of parallel line, plane geometry, solid geometry like cube, cylinder, cone, calculator, etc.
Actually there are two side opinion about using the media and teaching aid. The first side is they agree with the using media in learning process while the other is not. To intervene both opinion, the are many research to know the effectiveness using media and teaching aid in learning. The result is using media and teaching aid give many advanteges for teachers and students.
Media make the learning prosses will enjoyfull, students can enjoy the video contain of material and give a coment after listen or wacth it. As teachers, we should learn to know and use media. Teacher can update the interactive CD of learning or software that can make students easier to understand. While the teaching aid make give students illustration so that the material is easy to understand. Calculator can help student in count something, it can make the time more efficient. By using calculator student can allocate their time in other competency such as solve problem, create mathematics models and given idea.
B. Consclussion
The low competence students in education of Indonesia can be uncover with improving how the teacher teach in class. Teacher take a big part to make the best teaching. The first thing that teacher should prepare is arrange the lesson plan. Teacher should consider the new paradigm that in learning prosses, student have to take big participation.
Beside the lesson plan, teacher prepare the worksheet media and aid of learning, choose the teaching method and interaction. Beside it, teacher should consider the cognitive scheme of their students, apperception, and give opportunity for student to conclusion and give conclusion and the last is arrange the best way to do assessment.
Teacher have reaponsibility to improve the students’ competences, improve the ability to speak confidently, improve the ability to slover problem, and make students have good characteristic.
Reference
Westwood , Peter (2008) .What teachers need to know about teaching method. Australia: ACER Press
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