THE CHALLENGE OF MATHEMATICS TEACHERS IN DEALING WITH VARIOUS CURRICULUM CHANGES (A THEORETICAL REVIEW)

As usually in the world of mathematics education, that in a certain period of time has always done the mathematics curriculum changes. Changes in the mathematics curriculum is always an impact on changing attitudes of mathematics teachers. Curriculum change is expected to lead to better learning changes. However, not all teachers are always ready to face changes in the school curriculum. Changes in attitudes of teachers in adapting curriculum change can be a challenge that always need to be addressed. These challenges can be seen from internal factors and external factors of the teachers. In this case, the internal factor is composed of two things, namely teachers as adult and developmental aspects. Teachers as adult humans have certain characteristics in the face of change. In term of development aspect, at a certain level of development, a teacher would be difficult to make changes. At this level the teacher will be faced with a challenge to put yourself at a higher level of development, so as to accept the changes in the process of mathematics teaching. In term of external factors, the main challenge teachers in implementing curriculum change is the provision of learning facilities. Learning facilities may be available materials in the classroom and teacher-designed learning programs. Curriculum implementation requires learning facilities. In the field of mathematics, learning facilities are expected to support the implementation of student learning activities focusing on collaborative learning, problem based learning, discovery learning, and practice developing thinking skills. Keywords: changes in the math curriculum, teacher development level, learning mathematics

THE CHALLENGE OF MATHEMATICS TEACHERS IN DEALING WITH VARIOUS CURRICULUM CHANGES (A THEORETICAL REVIEW)

As usually in the world of mathematics education, that in a certain period of time has always done the mathematics curriculum changes. Changes in the mathematics curriculum is always an impact on changing attitudes of mathematics teachers. Curriculum change is expected to lead to better learning changes. However, not all teachers are always ready to face changes in the school curriculum. Changes in attitudes of teachers in adapting curriculum change can be a challenge that always need to be addressed. These challenges can be seen from internal factors and external factors of the teachers. In this case, the internal factor is composed of two things, namely teachers as adult and developmental aspects. Teachers as adult humans have certain characteristics in the face of change. In term of development aspect, at a certain level of development, a teacher would be difficult to make changes. At this level the teacher will be faced with a challenge to put yourself at a higher level of development, so as to accept the changes in the process of mathematics teaching. In term of external factors, the main challenge teachers in implementing curriculum change is the provision of learning facilities. Learning facilities may be available materials in the classroom and teacher-designed learning programs. Curriculum implementation requires learning facilities. In the field of mathematics, learning facilities are expected to support the implementation of student learning activities focusing on collaborative learning, problem based learning, discovery learning, and practice developing thinking skills. Keywords: changes in the math curriculum, teacher development level, learning mathematics

INVESTIGATION OF CONTINGENCY PATTERNS OF TEACHERS' SCAFFOLDING IN TEACHING AND LEARNING MATHEMATICS

The purpose of this study is to investigate the patterns of scaffolding contingency in teaching and learning mathematics carried out by three teachers. Contingency patterns are obtained by examining the transcription from video recording of conversation fragments between teachers and students during the provision of scaffolding. The contingency patterns are drawn in three strategies: diagnostic strategy, intervention strategy, and checking diagnosis. The result shows that the three teachers expressed different interaction contingencies in their scaffolding activities: contingent dominant, non-contingent dominant, and pseudo-contingent. It is also found that the learning interaction performed by experienced teachers tends to be contingent dominant compared to novice teachers.Keywords: Contingency, Contingent Dominant, Non-Contingent Dominant, Pseudo Contingent, Scaffolding DOI: http://dx.doi.org/10.22342/jme.8.1.3410.65-7

PENALARAN PROPORSIONAL DALAM MENYELESAIKAN MASALAH MULTIPLIKATIF TIPE PRODUCT OF MEASUREMENT

This study aims to explore students’ proportional reasoning in solving multiplicative problems on products of measurement type. Three 8 grade students of Public Junior High School 21 Malang were being purposively studied. The sampling technique is also called as the judgement sampling. Data then was being analyzed in three steps: data reduction, data presentation, and conclusion drawing/verification. The data were studied and analyzed based on Bexter’s and Junker’s Constructions of Proportional Reasoning theory consisting of five stages: (1) qualitative; (2) early attempts at quantifying; (3) recognition of multiplicative relationships; (4) accommodating covariance and invariance, and (5) functional and scalar relationships. Result shows that students with low capability (S1) solved problems by registering the number of first measurement then pair it with second measurement by summing the two measurements identified as early attempts at quantifying phase. It is also found that students with moderate capability (S2) solved the problem by registering all existing possibilities and then summing them all, concluding them qualified as being in recognition of multiplicative relationships phase. Moreover, students with high capability (S3) solved the problem by listing the number of the first measurement then multiplying it with the second measurement, qualifying them as being in the accommodating covariance and invariance phase in proportional reasoning

PENDEKATAN SAINTIFIK DALAM IMPLEMENTASI PEMBELAJARAN TEMATIK KELAS II SD

Artikel ini bertujuan untuk menganalisis implementasi pendekatan saintifik dalam pembelajaran tematik pada kelas II SD. Pendekatan saintifik yang diusung dalam kurikulum 2013 dan dalam tahap revisi kembali guna menyempurnakannya memberikan banyak pencerahan mengenai proses pembelajaran yang tepat dan efektif. Melalui 5 tahapan proses dalam pembelajaran dengan pendekatan saintifik yaitu; mengamati, menanya, menalar, mencoba, dan mengkomunikasi diharapkan peserta didik memperoleh proses pembelajaran bermakna. Sehingga dapat membekali peserta didik dalam menghadapi pesatnya perkembangan jaman

KETERAMPILAN METACOGNITIVE EXPERIENCE SISWA PADA PEMBELAJARAN MATEMATIKA DI SD NEGERI KOTALAMA 1 MALANG

this research focus of describing the skill of metacognitive experience student of mathematic learning in elementary school of kotalama 1 malang. Description the skill of metacognitive experience about character for metacognitive feelings dan metacognitive judgment student. Research of procedur used is with do observation, documentation, then interview. Research for subject  what index finger that is student grade IV B as many as 5 people with character is different. Research of result acquisition that is metacognitive feelings student still not yet appear, metacognitive judgment student no happen because there is connect between metacognitive feelings with judgment. Beside it’s, feelings for student can acquisition because there is support principle of learn from around area. Method of teach by teacher so influence character for metacognitive feelings and metacognitive judgment student

AKTIVITAS BELAJAR SISWA KELAS IV SD MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH

Aktivitas siswa dapat dilihat dari berbagai kegiatan yang dilakukan siswa selama proses pembelajaran. Penggunaan model pembelajaran yang tepat dapat meningkatkan aktivitas siswa, salah satunya model pembelajaran kooperatif tipe Make A Match. Berdasarkan hasil studi pustaka dan analisis beberapa penelitian terdahulu menunjukkan bahwa melalui pembelajaran kooperatif tipe Make A Match dapat meningkatkan aktivitas belajar siswa. Artikel ini bertujuan untuk mendeskripsikan (1) keterlaksanaan penerapan model pembelajaran kooperatif tipe Make A Match dan (2) peningkatan aktivitas siswa melalui model pembelajaran kooperatif tipe Make A Match. Artikel ini merupakan kajian yang bersifat dugaan tentang model pembelajaran kooperatif tipe Make A Match

PENERAPAN LESSON STUDY DALAM PEMBELAJARAN MATEMATIKA MATERI YANG MENDUKUNG BERPIKIR TINGKAT TINGGI SISWA PADA MATERI SKALA KELAS 5 S

Salah satu tuntutan Kurikulum 2013 adalah sampai pada taraf mencipta, pembelajaran yang dapat diterapkan adalah pembelajaran dengan memberdayakan untuk berfikir tingkat tinggi. Tujuan penelitian ini adalah untuk mengetahui tingkat penerapan pembelajaran yang mengacu pada kemampuan berpikir tingkat tinggi sebagai cara untuk membelajarkan materi skala mata pelajaran matematika bagi siswa di Sekolah Dasar. Kegiatan ini dilakukan melalui Lesson Study dengan tahapan, yaitu: (1) Plan, (2) Do, dan (3) See. Metode yang digunakanadalah metode library research. Pengumpulan dan penelaahan referensi tentang indikator-indikator kemampuan berfikir tingkat tinggi kemudian dihubungkan dengan penyajian pada materi skala mata pelajaran matematika dalam buku siswa kelas V tema 3. Hasil penelitian dapat disimpulkan bahwa: 1) Pada awal materi setiap pembelajaran terdapat pertanyaan untuk menggali pengalaman dan melatih berfikirtingkat tinggi, 2) Terdapat kegiatan disajikan dalam LKS individu untuk mengkreasikan konsep skala pada setiap pembelajaran dengan cara tahapan berpikir tingkat tinggi, 3)Pada setiap soal latihan akhir evaluasi terdapat sedikit soal untuk melatih berpikirtingkat tinggi