Feb 12, 2013

Peer-teaching as one of The Activities of In-service Mathematics Junior High School Teacher Training




Peer-teaching as one of The Activities of In-service Mathematics Junior High School Teacher Training, Period 11 (Sunday, 19-28 November 2008)
Venue : P4TK Yogyakarta , Supervisor 1: Marsigit , Supervisor 2: Sahid
Number of Participants: 10 Teachers

Cycle I : Sunday, November 24, 2008
Teacher 1: Legowo Setyo Budi Prakoso (SMPN2 Srumbung Magelang)
Standard Competent: To understand System of Linear Equation with Two Variables and able to apply them
Topic: System of Linear Equation with Two Variables and able to apply them
Grade: 8th semester 1
Allocation Time: 30 minutes
Teaching Learning Process:
Comment 1: Kasidin, SPd (SMPN4 Cilacap, Central Jawa)
- According to me your teaching enough
- Apperception should be improved
Comment 2: Khusnul Khotimah SPd (SMPN2 Rakit Banjarnegara, Central Jawa)
- Teaching learning was good but it was too quickly
Comment 3: Kasri SPd (SMPN7 Kebumen Central Jawa)
- Your explanation is good enough but the students are mostly passive
Comment 4: Lilik Rusmiyatun, SPd (SMPN1 Krangmojo, Yogyakarta)
- Your teaching is good but the use of white board has not effective yet
- Revising the method of elimination
Comment 5: Kasiyo SPd (SMPN2 Nusawungu Cilacap Central Jawa)
- Performance of teaching is good
- Revising on the method of elimination
Comment 6: Kuswati SPd (SMP Loano Purworejo Central Jawa)
- Your teaching is good however the apperception should be related to daily life.
Comment 7: Lilik Bambang Wibowo SPd (SMPN1 Rembang Purbalingga Central Jawa)
- As a whole your performance is good enough however you looked in a hurry
Comment 8: Laksmi Darwawati SPd (SMPN1 Ajibarang, Banyumas Cntral Jawa)
- The performance of teaching is good
- But the teaching is too quickly
Comment 9: Kusdadi SPd (SMPN1 Nusawungu Cilacap Central Jawa)
- Your performance of teaching is good
- However, apperception need to be related with daily life e.g a mother by some cane of sugar
Teacher’ Reflection:
1. Thank for your inputs
2. Many inputs suggest about our weakness of not good in writing
3. Many times our students want me to be more slowly and I always try to do so, but I still can not do. I want a suggestion form Mr. Marsigit how to make my teaching be more slowly
4. In my opinion, the students should understand mathematics first then apply to daily life
Comment : Supervisor
- The teacher implements directed teaching, guided teaching
- The teacher implements delivery method
- The teacher dominates initiation
- The teacher dominates the class situation
- The teacher implement single method of teaching i.e. expository method in the cycle of: Explaining, Giving Example, Giving Problem, Giving Assignment (homework)
- The students are mostly passive
- So mathematics still belongs to the teacher and not belong to the students yet
- Conclusion : The teacher implement traditional teaching (Teacher centered)
Question 1: Kasri SPd
- I wish to teach this topic contextually however I still difficult to implement it
Respon 1 : Kasidin SPd
- After hearing the input from Mr Marsigit I conclude that the teaching is still traditional
- I want to change my method of teaching
Teacher 2: Kasidin SPd ( SMPN4 Cilacap Central Jawa)
Standard Competent: To understand the form of algebra, equation and unequation of Linear Equation with one Variable
Topic: Linear Equation with one Variable
Grade: 7th semester 1
Allocation Time: 30 minutes
Teaching Learning Process:
- The teacher introduce the topic and explain to the whole class
- Having confident that the students understand his explanation the teacher distribute student work sheet and teaching aids consisting the problem:
Group 1:
Solve the equation 4x – 2 = 2x +6 by adding or subtracting the two side by the same numbers
Group 2:
Solve the equation 4x – 2 = 2x +6 by adding or subtracting the two side by the same numbers
- The students do their worksheet in 2 group ; each group consists of 5 students
- The teacher monitors the students’ activities in the group
- The students look busy and seriously work in their group
- After a moment the teacher let and offer the students to present their results of discussion and activities; however still there were no response from the students because they were still seriously work in their group.
- Because of the time limit, the teacher urges the students from both groups to present their result and to stamp it to white board.
- The students explain the solution of the problem
- The teacher let the students to conclude their results
- Students conclude that : one of the way to solve the equation is by adding or subtracting the two sides by the same number
- The teacher confirmed good of the students’ conclusion
- At the end of the lesson the teacher give the students further problem to be solve individually in the class
Comment : Legowo
- Teaching learning process is good
Comment : Supervisor 1
- The teacher implements more democratic teaching
- The teacher facilitate students need to learn mathematics
- The structure of teaching is clear
- The teacher develops the schema of interaction and the scenario for achieving students competencies
- The students are mostly active
- The situation of the class is conducive to learn
- The teacher develops appropriate students worksheet and teaching aids
- The teachers does not dominate initiation and class athmosphere
Conclusion:
The teachers has been successfully implemented innovative teaching learning of mathematics. In fact the teacher has been finishing to participate the Contextual Teaching Learning Training by the central government.
Teacher 3: Kasiyo SPd (SMP N2 Nusawungu Cilacap Central Jawa)
Standard Competent:
Topic: Linear Equation with one Variable
Grade: 8th semester 1
Allocation Time: 30 minutes
Comment 1: other teacher
The content is difficult so I am confusing
Supervisor 2: Sahid
- Revising the tecahing
Supervisor 1: Marsigit
- Teaching is innovative teaching
Teacher 4 : Khusnul Khotimah SPd (SMPN 2 Rakit Banjarnegara, Central Jawa)
Topic : Proportion
Teaching Learning Process:
- The teacher introduce the topic and explain to the whole class
- Having confident that the students understand his explanation the teacher distribute student work sheet and teaching aids consisting the problem:
- The students do their worksheet in 2 group ; each group consists of 5 students
- The teacher monitors the students’ activities in the group
- The students look busy and seriously work in their group
- After a moment the teacher let and offer the students to present their results of discussion and activities; however still there were no response from the students because they were still seriously work in their group.
- Because of the time limit, the teacher urges the students from both groups to present their result and to stamp it to white board.
- The students explain the solution of the problem
- The teacher let the students to conclude their results
- Students conclude that : one of the way to solve the equation is by adding or subtracting the two sides by the same number
- The teacher confirmed good of the students’ conclusion
- At the end of the lesson the teacher give the students further problem to be solve individually in the class
Comment 1: Kasri SPd
- About the title of presentation
Comment 2: Kusdadi SPd
- The teacher has not yet to stress the meaning of numerator and denumerator
Teacher Reflection: Acknowledge, it is about the writing
Supervisor 2 : Sahid
- There was still a confusion from the students about the concept of proportion
- The relationship between proportion and fraction
Supervisor 1: Marsigit
- Teaching learning was innovative but still little bit dominate the class
Teacher 5 : Laksmi Darmawati, SPd (SMPN1 Ajiarang Banyumas Central Jawa)
Standard Competency: To indicate the elements of cycle and its measurement
Topic: cycle
Basic competency: To find the perimeter and area of cycle
Grade: 8th Semester 2
Teaching Learning Process:
- Apperception by questioning about cycle found in daily life
- Posing her own ideas if the teacher expected the students are not able to answer the question
- The teacher prepare students worksheet and teaching aids to find out the perimeter and area of cycle
- The teacher establish three groups
- The teacher in a hurry expecting the students to work at a group
- The teacher disturbs students’ works by always delivering her massages to the whole students while the students were working in the groups.
- The teacher do not wait until the students finish their work at group
- The teacher makes intervention by posing the filled table by power point to get students results
- The teacher perform directed exposition to whole students to explain the process of finding the perimeter and area of cycle.
- The teacher guided the students and explain how to solve the problem
- The teacher implement delivery method of teaching.
Comment 1: Kasiyo SPd
- The performance of teacher
- contoh oleh guru
Comment 2: Kasri SPd
- Baik
- yang menemukan siswanya saja
Teacher Reflection:
- Kurang sehat
- Contoh soal siswa siapa tahu cerdas sambil tes sengaja (kontrol)
- Ketrucut
Supervisor 1:
- At the beginning the has an effort to perform students centered teaching by preparing student worksheet.
- However, the teacher does not employ the result of students works in the group
- The teacher finally dominates and dictates the class to solve the problem
- Conclusion: The teacher strive to perform innovative teaching however there are still many constraints
Teacher 6 : Kusdadi SPd (SMPN1 Nusawungu Cilacap Central Jawa)
Standard Competency: To understand the characteristic of cube, cuboid, prism, pyramid and its component and measurement
Topic: The surface area of cuboid
Basic competency: To find the surface area of cuboid
Grade: 8th Semester 2
Time: 30 minute
Teaching learning process:
- Motivation by question and answer
- Apperception by showing the big model of cuboid made of thick paper (drinking water box)
- Expecting the students to find out the surface area of cuboid by making its net.
- The teacher distribute the small box of the model of cuboid to individual student
- The individual students practicing to make the net of cuboid.
- The teacher chose one students to show its net and stamp to the white board and urge the student to continue to calculate the area of the net.
- While one student was still working the teacher chose other student to do the same in the othar part of white board.
- While two students were working in front of the class the teacher reminds other students to look at and consider as well as to critisize their works.
- The teacher comments and explains the results of two students to the whole class.
- The teacher directed and guided the students to come to the conclusion.
- The teacher conclude the results
Comment 1: Kuswati SPd
- The quality of teacher writing
Comment 2: Kasidin
- Teaching should be completed by LKS
Comment 3: Lilik Kusmiatun
- Formula need to be completed
Supervisor 1:
- It seemed that the teacher was in the mediocrity between traditional and innovative teaching.
- The teacher practices delivering method of teaching
- The teacher dominate students initiation and class situation
- Conclusion: The teacher strive to perform innovative teaching however there are still many constraints
Teacher 7 : Kasri SPd (SMPN7 Kebumen, Central Jawa)
Standard Competency: To understand the characteristic of arithmetical operation and its application
Topic: Addition of integers
Basic competency: To do operation on integers and fractions
Grade: 7th Semester 1
Time: 30 minute
Teaching learning process:
- Motivation by question and answer
- Apperception by indicating many daily problems that related to the problems of arithmetic operations.
- With a quick and lively utterances the teacher initiate to get examples of daily problems
- The teacher forms three group of students
- The teacher prepares students teaching aids and worksheet containing 20 problems
- The teacher asks the students to work in the groups
- The teacher starts to implement directed teaching to solve each problem in the worksheet.
- The teacher very quick and guides the students to solve each problem.
- In the whole class, the teacher uses very powerful controllable utterances to guide the students to solve the problems.
- One of the students found that the teacher did a mistake and the teacher acknowledges it.
- Finishing doing the problems of students worksheet the teacher give 15 problems to the students as an exercise
- There was one student ask the teacher about the problems
- While the students were trying to solve the problems, the teacher monitoring them.
- It takes a long time for the students to solve 20 problems.
- Then, the teacher let one student to read his answer while expect other students to chek their answer.
- The teacher continues above activity until likely it should be finish for 20 problems.
Comment 1: Legowo
- The content of teaching is too easy for junior high students, how about high achievement student?
- I found there was a mistake key answer
Comment 2: Kasiyo
- I found the problem of operation for three numbers ?
- What is the meaning of “negative” and “minus”
Teacher’s Reflection:
- Yes I acknowledge the mistake
- It is not “minus number” but “negative number”
Supervisor 2:
- There should be a follow up on the use of teaching aids
- There was no guide how to use teaching aids
- Minus = operator
Supervisor 1:
- Conclusion: the teacher strive to implement innovative teaching however the willingness to dominate the class is still very high
Teacher 8: L. Bambang Wibowo (SMPN1 Rembang Purbalingga, Central Jawa)
Standard Competency: To understand the system of linear equation with two variablesTopic: the system of linear equation with two variables
Basic competency: To use mathematical models to solve problems related to the system of linear equation with two variables
Grade: 8th Semester 1
Time: 30 minute
Teaching learning process:
- Apperception : remembering the students how to solve the system of linear equation with two variables
- Motivation: question and answer how to solve the system of linear equation with two variables
- The teacher prepared student worksheet containing the guided steps of finding solution of the problem:
Andi bought 3 books and 2 pencils with the price of Rp 6000,00. When he bought 2 books and 3 pencils he should pay Rp 5.250,00. What the price of each book and each pencil?
- The teacher establish 3 groups consisting 3 students each
- The teacher encourages the students to discuss the solution in the group.
- After a moment, the teacher chose one student to come forward to write the solution, and ask the students to explain the answer the the whole class.
- The teacher let other students to comment on the explanation.
- The teacher let the students to conclude.
- One students try to conclude and the teacher write down what student’s conclusion.
- The teacher asks other students to reconfirm about the conclusion.
- The teacher asks the students whether there was still a difficulty.
- No students has a problem so the teacher give further problems by writing down them at the white board.
Comment 1: Legowo
- The students worksheet needs to be improved, for the
Comment 2: Kuswati
- Teaching does not closed with the teacher
Comment 3: Kasiyo
- The problem need to be more realistic with daily life
Teacher’s Reflection:
- For students works sheet it is in purpose while to check students readiness
- Yes I am rather nervous
Supervisor 2: Sahid
- How the students are able to develop mathematical model not only just to be given by the teacher.
- Before developing model, the students should aware why it should use the model. For mathematical problem, it needs not usually use the model. So the students should make clear that the model is important.
Supervisor 1: Marsigit
- Conclusion: the teacher has been successfully conducting innovative teaching
Teacher 9: Kuswati, SPd (SMP Loano Purworejo, Central Jawa)
Standard Competency: To understand algebraic form and social arithmetics
Topic: Proportion and Social Aritmetics
Basic competency: To use algebraic concept for solving the simple social arithmetics
Grade: 7th Semester 1
Time: 30 minute
Teaching learning process:
- Apperception : Telling teacher’s experience of buying goods from the shop to indicate the proportion of the quantity of goods. The teacher creates another examples of buying other goods to start to talk about proportion.
- The teacher prepared as much as the number of students the used-brossure containing the advertisement of many kinds of goods and its prizes; and distribute students worksheet
- The students work in the group.
Comment 1: Kasidin
- The teacher facilitate the students
- The problems of students worksheet
Comment 2 : Kasiyo
- Teaching learning has been innovative
- The problem about the concept of buying prize
Teacher’s Reflection:
- The concept has not clear yet because the teacher wish the students to conclude by themselves.
Supervisor 2:
- The concept needs to be shared to other students in the class.
Supervisor 1: The teacher implements innovative teaching.

Teacher 10 : Lilik Rusmiyatun (SMPN1 Karangmojo Gunung Kidul)

Standard Competency: To understand the characteristics of cube, cuboid, prism, pyramid, and its components.
Topic: Volume of Pyramid
Basic competency: To calculate the volume of prims
Grade: 8th Semester 2
Time: 30 minute
Teaching learning process:
- Apperception: the teacher demonstrates that from a cube we can form the prisms.
- Do you understand? If you have understood please do your worksheet.
- While the students were working in three groups, the teacher monitored them.
- The worksheet consists of two problems:
- Problem 1:
Shows the figure of cube ABCD EFGH and consists of 6 congruence prisms.
So the volume of prism OABCD = 1/6 the volume of cube = 1/6 x ...x... = ...
- Problem 2:
A right rectangular prism with the side of 15 cm. If the height of prism is 10 cm, find the volume of the prism?
- The teacher let one student to come forward to write his result
- The teacher seemed to look at her own note to check the student’s answer
- The teacher then let all students to comment on the solution.
- The teacher wishes to give further problems but she left the problem so she dictated the problems to whole class.
- The teacher let the students to solve the problem while preparing to make further problems.
- The teacher wants to know whether the students can solve the problems.
- To the students the teacher admits forgetting not to give the students the formula of the area of triangle and quadrilateral. However, she reminds the students that they should understand them.
Comment 1: Khusnul Fatimah
- Teacher’s utterances
- The teacher does not need to always admitted the weaknesses in front of the students
Cooment 2 : Kusdadi
- Apperception should related to Pythagorean theorem
Supervisor 2:
- Apperception was about many types of prisms, why the next step was only about the right prism.
- Can the formula can be used for any other prisms.
Supervisor 1:
- The teacher strives to implement innovative however there were still some constraint.

Cycle II: Monday 25, November, 2008

Teacher 1: Lilik Bambang Wibowo (SMPN 1 Rembang Purbalingga, Central Jawa)
Standard Competency: To understand the concept of rectangle and triangle and to determine their measure
Topic: rectangle and triangle
Basic competency: To calculate the area of kite
Grade: 8th Semester 2
Time: 30 minute
Teaching learning process:
- Appeception: Using the model of kite, the teacher demonstrates how to find the area of kite while reminds the students to remember the procedure
- The teacher then distributes the students worksheet together with the model of kite
- There are three working groups
- The students actively worked at their group
- The worksheet consists of the procedure in which the students should divide a kite into four parts through its diagonal.
- The next step is to unite the four parts of the kite to be a quadrilateral figure in such a way that the students were able to find its area by multiplying their sides.
- While the students were working in their group, the teacher monitored them.
- The teacher let a student to come forward to present their work and continue to explain how to get the area of the kit.
- The student concluded that the area of the kite is multiplying of width and length and it is the same with the area of quadrilateral. The area of kite is a half of mutiplication the lengths of diagonal 1 and diagonal 2.
- The teacher repeats and stress again of the students conclusion and ask whether there was still any idea?
- If no, then the teacher gives further problems to the students
- There was a student voluntarily come forward to solve the problem given by the teacher.
Supervisor 2:
- That is good the teacher use teaching aids
- How about the questions in the worksheet? The students were not only to fill the worksheet but to solve the problem also.
Supervisor 1:
- Conclusion: Teaching is innovative
Participants:
Khusnul Khotimah, Laksmi Darmawati, Kasidin, Kasiyo, Kusdadi, Lilik Rusmiyatun, Kasri, Lilik Bambang Wibowo, Legowo Setyo Budi Prakoso, Kuswati

29 comments:

  1. Mifta Tyas Laksita Sari
    Pend. Matematika A 2013 (13301241005)
    Assalamu'alaikum

    Dengan Peer teaching, guru mengetahui bahwa pembelajaran yang dilakukan memiliki banyak kelebihan maupun kekurangannya. Setelah mereka mengetahui kelebihan dan kelemahannya, guru diharapkan dapat memperbaiki kelemahan mereka sehingga mereka dapat memperbaiki sistem pembelajaran yang telah diterapkan dan guru dapat bertukar informasi terkait sistem pembelajaran yang mereka lakukan satu sama lain.

    ReplyDelete
  2. Erlinda Rahma Dewi
    16709251006
    S2 PPs Pendidikan Matematika A 2016

    Praktek mengajar yang dilakukan oleh sebelas guru terbut menunjukkan ada guru yang masih menggunakan pembelajaran tradisional (teacher center), ada beberapa guru yang masih menggunakan pembelajaran peralihan antara tradisional menuju inovatif (belum sepenuhnya inovatif). Sudah banyak guru yang mampu melaksanakan pembelajaran inovatif. Dari kegiatan peer teaching tersebut, banyak keuntungannya, para guru bisa saling berbagi, yang masih tradisional dan masih melaksanakan pembelajaran peralihan bisa mengetahui bagaimana pembelajaran yang inovatif. Dari beberapa guru yang melakukan inovasi pembelajaran, ada beberapa cara juga, sehingga bisa menjadi referensi antara satu guru dan guru yang lain.

    ReplyDelete
  3. Rhomiy Handican
    16709251031
    PPs Pendidikan Matematika B 2016

    Pembelajaran berpusat pada guru merupakan salah satu cara belajar di Indonesia. Pada zaman dahulu, guru merupakan satu-satunya sumber belajar. Guru adalah sebuah sanjungan untuk orang yang ditinggikan erajatnya oleh masyarakat karena dianggap memiliki pengetahuan yang luas. Itulah sebenar-benarnya awal mula dari guru sebagai center atau transfer of knowledge. Untuk saat ini, metode pembelajaran yang seperti itu sudah tidak tepat lagi, Oleh karena itu, perlu adanya upaya untuk mencoba menanggulangi masalah yang terjadi dengan cara menggunakan model pembelajaran jenis lain yang dianggap lebih efektif dalam pembelajaran dibandingkan dengan model konvensional. Salah satu model pembelajaran inovatif yang dapat digunakan adalah model pembelajaran peer teaching (tutor sebaya) atau peer learning.

    ReplyDelete
  4. Diah Nuraini Kartikasari
    13301241006
    Pend. Matematika A 2013

    Kegiatan praktik mengajar dengan peer-teaching yang dilakukan oleh 11 guru tersebut sangat bermanfaat untuk guru karena guru dapat melakukan refleksi terhadap pembelajaran yang telah dilaksanakannya. Guru dapat mengetahui kelebihan dan kekurangannya, serta akan saling mendapatkan referensi pembelajaran antara seorang guru dengan guru yang lainnya. Dengan demikian, pembelajaran yang dilaksanakan di masing-masing sekolah akan semakin inovatif.

    ReplyDelete
  5. Bayu Adhiwibowo
    16709251014 / S2 Pend. Matematika
    Dari persoalan yang ada di atas dari sisi inovasi pembelajaran guru-guru sudah bisa menyajikan dengan baik. Akan tetapi masalah klasik yang banyak terjadi, bahkan sampai saat ini adalah pembelajaran masih berpusat pada guru. Hal ini yang paling penting untuk segera diperbaiki. Karena ketika berpusat pada guru maka siswa tidak akan berkembang dengan baik sepenuhnya. Guru melakukan hal ini karena terkadang waktu pembelajaran yang tidak banyak memaksa guru harus seperti itu. Namun hal ini tidak boleh dijadikan alasan, sehingga sedemikian mungkin gur harus mulai mengubah pembelajaran itu. Salah satunya dengan menggunakan tutor sebaya.

    ReplyDelete
  6. MUTIARA KUSUMAWATI
    16701251007
    PEP S2 B

    Kegiatan peer teaching merupakan kegiatan yang dilakukan sebagai suatu kegiatan praktek mengajar yang dilaksanakan oleh satu peserta atau dalam hal inj adalah satu guru sedangkan rekan – rekan guru lainnya adalah sebagai siswanya. Dengan demikian dengan melakukan kegiatan peer teaching dapat menjadikan suatu proses bagi seorang guru untuk lebih berkompeten. Melalui kegiatan peer teaching dapat menjadi suatu proses untuk merefleksi tentang bagaimana pembelajaran yang telah dilaksanakan oleh seorang guru, karena rekan – rekan guru yang berperan sebagai siswa dapat mencermati dan memberikan masukan mengenai pembelajaran tersebut. Selain itu, dengan kegiatan peer teaching yang dilaksanakan oleh guru secara bergantian untuk berperan menjadi guru maka dapat mengambil hikmah tentang kelebihan dan kekurangan pembelajaran yang dilaksanakn oleh guru yang satu dengan guru yang lainnya.

    ReplyDelete
  7. Devi Anggriyani
    16701251023
    S2 PEP B 2016

    Berdasarkan artikel di atas, sangat baik adanya Peer-teaching sebagai salah satu Kegiatan Training Guru Matematika SMP untuk meningkatkan kualitas guru matematika. Dengan Standar Kompetensi yaitu untuk memahami Sistem Persamaan Linier dengan Dua Variabel dan mampu menerapkannya. Siswa dituntut dapat menerapkannya dalam kehidupan sehari-hari dan dalam konteks yang lebih luas.

    ReplyDelete
  8. Johanis Risambessy
    16701251029
    PPs PEP B 2016

    Preer-teaching sebagai salah satu kegiatan dalam pelatihan untuk para guru matematika di SMP diharapkan dapat meningkatkan kualitas proses pembelajaran matematika. Setiap konsep matematikam yang diajarkan haruslah sesuai dengan Standar Kompetensi dan Kompetensi Dasar yang ada sehingga setiap indikator pembelajaran dapat dicapai. Kegiatan ini dapat dijadikan refleksi untuk guru dalam mengevaluasi proses pembelajarannya.

    ReplyDelete
  9. Muhamad Arfan Septiawan
    16701251018
    S2 PEP B 2016

    Kegiatan peer teaching merupakan kegiatan yang dilakukan sebagai suatu kegiatan praktek mengajar yang dilaksanakan oleh satu peserta atau dalam hal inj adalah satu guru.Dengan Peer teaching, guru mengetahui bahwa pembelajaran yang dilakukan memiliki banyak kelebihan maupun kekurangannya. Setelah mereka mengetahui kelebihan dan kelemahannya, guru diharapkan dapat memperbaiki kelemahan mereka sehingga mereka dapat memperbaiki sistem pembelajaran yang telah diterapkan.

    ReplyDelete
  10. Muhamad Arfan Septiawan
    16701251018
    S2 PEP B 2016

    Peer-teaching sebagai salah satu Kegiatan Training Guru Matematika SMP untuk meningkatkan kualitas guru matematika. kegiatan peer teaching dapat menjadikan suatu proses bagi seorang guru untuk lebih berkompeten, Melalui kegiatan peer teaching dapat menjadi suatu proses untuk merefleksi tentang bagaimana pembelajaran yang telah dilaksanakan oleh seorang guru, karena rekan – rekan guru yang berperan sebagai siswa dapat mencermati dan memberikan masukan mengenai pembelajaran tersebut.

    ReplyDelete
  11. Fevi Rahmawati Suwanto
    16709251005
    PMat A / S2

    Artikel peer-teaching di atas sangat bermanfaat bagi saya yang bila kelak menjadi guru kembali dapat merencanakan pembelajaran matematika terbaik seperti apa sekaligus untuk memperkecil kesalahan-kesalahan perencanaan ataupun pelaksanaan pembelajaran matematika melalui kritikan atau masukan supervisor.

    ReplyDelete
  12. Yurizka Melia Sari
    16701261003
    PPs PEP A 2016

    Artikel peer teaching merupakan praktek mengajar yang dilakukan seorang guru terhadap guru yang lainnya. Hal itu dilakukan untuk meningkatkan kualitas pembelajaran yang dilakukan. Artikel yang di sharing oleh Prof. Marsigit sangat membantu bagi para guru atau calon guru untuk meminimalisasi kesalahan mereka dan meningkatkan kualitas pembelajaran nya.

    ReplyDelete
  13. Yurizka Melia Sari
    16701261003
    PPs PEP A 2016

    Case 1. SPLDV yang diajarkan oleh pak Legowo.

    Dari uraian hasil refleksi guru dan pendamping pak Legowo, dapat ditarik suatu pembelajaran bahwa dalam mengajarkan SPLDV diperlukan apersepsi yang kuat dan bagus agar siswa tertarik untuk belajar SPLDV agar siswa tidak terkesan pasif. Sedangkan, guru harus mengurangi dominasi nya bahwa guru adalah satu-satunya sumber belajar agar pembelajaran benar-benar inovatif dan berpusat pada siswa.

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  14. Yurizka Melia Sari
    16701261003
    PPs PEP A 2016

    Case 2. persamaan linear satu variabel yang disajikan oleh Pak Kasidin.

    Menurut langkah-langkah pembelajaran yang dilakukan oleh pak Kasidin sudah menerapkan innovative teaching learning yang berpusat pada siswa yang dapat dilihat dari antusiasme siswa ketika diberikan permasalahan persamaan linear satu variabel. Kalau menurut saya, pak Kasidin menerapkan teori behaviorisme law of readiness dimana siswa disiapkan sebaik mungkin untuk menerima pembelajaran dengan apersepsi yang dapat diterima siswa.

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  15. Yurizka Melia Sari
    16701261003
    PPs PEP A 2016

    Case 3. Pak Kasiyo dengan materi persamaan linear satu variabel.

    Berdasarkan pendapat supervisor dan teman sejawat sebenarnya pak Kasiyo sudah menerapkan innovative Teaching learning akan tetapi materi yang disajikan sangat sulit untuk dimengerti. Tetapi saya kurang tahu apakah yang disajikan itu HOT sehingga susah untuk dipahami bagi anak SMP. Akan tetapi pembelajaran yang dilakukan masih perlu dilakukan revisi.

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  16. Yurizka Melia Sari
    16701261003
    PPs PEP A 2016

    Case 3. Ibu khusnul khotimah pada materi Proportion.

    Refleksi yang dilakukan kepada ibu khusnul khotimah lebih ke aspek konten dari Proportion itu sendiri. Guru kurang dalam menggunakan pendekatan konteks. Pendekatan tersebut sangat penting untuk mengkonstruksi pengetahuan siswa, meskipun guru sudah berusaha menggunakan pendekatan innovative Teaching akan tetapi peran guru masih lebih dominan.

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  17. MARTIN/RWANDA
    PPS2016PEP B
    I believe that Students who work in groups perform better on tests, particularly in regard to reasoning and critical thinking skills. Having students work with each other is an effective methodology because it forces students to be active learners and to talk through course concepts in their own words. There are many variations on how peer teaching can be used to enhance learning in the classroom. some methods used in peer teaching are THINK PAIR SHARE where after asking a question, the students are given some time to think of it and they can even jot down some notes, after they engage in discussion. the second method is RECIPROCAL PEER TUTORING, where the students teach each other.

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  18. Azwar Anwar
    16709251038
    Pendidikan Matematika S2 Kelas B 2016

    PrKegiatan belajar mengajar sangat ditentukan oleh kerjasama antara guru dan siswa. Guru dituntut untuk mampu menyajikan materi pelajaran dengan optimum. Oleh karena itu diperlukan kreatifitas dan gagasan yang baru untuk mengembangkan cara penyajian materi pelajaran di sekolah. Namun kenyataan menunjukkan bahwa sampai saat ini masih banyak guru yang menggunakan pendekatan tradisional dalam pembelajaran matematika sehingga siswa belum terarahkan untuk memahami sendiri konsep-konsep matematika yang sedang dipelajari. Perlu adanya sebuah perubahan yang dilakukan oleh gutu dalam melaksanakan pembelajaran misalnya dengan sebuah model pembelajaran yang diseusaikan dengan kebutuhan di kelas dan materinya.

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  19. Fatya Azizah
    16709251039
    Pendidikan Matematika B PPS UNY 2016

    peer teaching dirasa cocok untuk siswa terutama siswa smp yang sudah mulai bisa berkomunikasi dnegan baik. dlaam artikel diatas diterapkannya peer teaching di smp dengan penerapan di kehidupan sehari-hari untuk pembelajaran sistem persamaan linear dua variabel.

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  20. Rospala Hanisah Yukti Sari
    16790251016
    S2 Pendidikan Matematika Kelas A Tahun 2016

    Assalamu’alaikum warohmatullahi wabarokatuh.

    Dari peer teachibng yang dilakukan, ternyata guru masih memerlukan proses latihan mengajar. Sehingga, di sisni perlunya para supervisor untuk terus memantau perkembangan mengajar guru. Harapannya, agar tujuan pembelajaran dapat tercapai dengan baik.

    Wassalamu’alaikum warohmatullahi wabarokatuh.

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  21. Erni Anitasari
    16709251007
    S2 Pend. Matematika Kelas A

    Dengan adanya peer teaching kualitas guru dalam mendidik siswa harapannya agar menjadi lebih baik. Karena ternyata masih banyak guru masih memiliki permasalahan dalam mengajar. Sehingga pemantauan kinerja guru perlu dilakukan agar pelaksanaan kegiatan pembelajaran dapat berjalan dengan baik.

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  22. ULFA LU'LUILMAKNUN
    16709251022
    S2 Pendidikan Matematika 2016 Kelas B

    Assalamualaikum Wr.Wb.

    Salah satu fungsi kegiatan peer teaching adalah merefleksikan bagaimana kegiatan mengajar yang dilakukan oleh guru. Dari kegiatan peer teaching di atas, diketahui bahwa ada guru yang sudah melakukan inovasi dalam dalam pembelajaran, ada guru yang sudah mencoba dan berusaha melakukan inovasi walaupun masih terkesan dipaksakan, dan ada juga guru yang masih menggunakan pembelajaran tradisional. Melakukan kegiatan peer teaching ini diharapkan guru dapat mengetahui apakah pembelajaran yang dilakukannya sudah baik atau belum.

    Wassalamualaikum Wr.Wb.

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  23. Sumbaji Putranto
    16709251028
    Pend. Matematika S2 Kelas B

    Dalam tulisan ini disajikan tentang lesson plan dari guru-guru dan penerapannya di dalam kelas. Kegiatan ini disupervisori oleh Prof Marsigit dan Bp Sahid. Kenyataan yang ditemukan di lapangan, ada beberapa komentar yang disampaikan oleh sesama guru dan supervisor. Misalnya saja pembelajaran masih bersifat teacher center, apersepsi masih belum bagus dan beberapa permasalahan lain.
    Kegiatan ini alangkah baiknya jika dilakukan secara terus menerus dan melingkupi seluruh guru agar para guru dapat mengupdate informasi mengenai pembelajaran dengan kurikulum 2013. Selain itu, komentar-komentar dari sesama guru maupun supervior dapat membuat para guru memperbaiki proses pembelajaran yang kurang optimal.

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  24. Bismillah Berkah
    Ratih Kartika
    16701251005
    PPS PEP B 2016

    Assalamualaikumwarahmatulahiwabarrakatuh
    Paradigma yang sudah harus diubah dalam pembelajaran adalah KBM harus berpusat pada siswa bukan pada guru. Guru melakukan berbagai cara untuk menjadikan siswa aktif di kelas baik dengan berdiskusi, tutor sebaya atau yang lainnya. Langkah langkah ini harus ditempuh sehingga siswa bisa berkembang, aktif dan mendapatkan ilmu yang bermanfaat dari KBM.
    Wassalamualaikumwarahmatulahiwabarakatuh 

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  25. Nuha Fazlussalam
    13301244023
    s1 pendidikan matematika c 2013

    bay reading this posting, i know the teacher do in peer teaching, it informs me that i as the candidate of teacher must learn about ho to innovate my teaching, how to make scudent centered learning, how to facilitate the student in leraning matheamtics how to know all material/chapter math deeply.

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  26. Nuha Fazlussalam
    13301244023
    s1 pendidikan matematika c 2013

    from this posting, i got the point that ai as the candidate of teacher must be opened toward the new one, new methode, new aproaceh, new teaching media, new developed technology, sothat the new thng can be used in learning and can improve aor teaching learning proces, and to know the new one we have to silaturahim, one of tehm is silatrahim by peer teaching, in peer teaching we are silaturahim with other teacher, with lecturer as superviseor, by silaturahim we can got the reflection, tesis and atitesis, hermentik and get the new and better one in teaaching than before.

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  27. RISKA AYU ARDANI
    16709251021
    PMAT KELAS B PPS UNY 2016

    Peer teaching dilakukan untuk membantu guru mengembangkan inovasi pembelajaran dikelas. Terkadang guru kesulitan dalam memilih metode yang tepat ddidalam kelas. Sehingga dengan adanya peer teaching, maka guru dapat melakukan diskusi, penilaian diri secara mandiri. Proses Pembelajaran didominasi kepada guru, artinya beban kesuksessan lebih dibebankan bagaimana guru mengelola kelas, mengarahkan siswa, memonitor siswa, dan sebagainya. Peran yang tidak mudah dan guru perlu meningkatkan kompetensi dan ide ide untuk memenuhi atau mengemba peran tersebut.
    Menjadi guru membutuhkan keihklasan dan kesungguhan yang orientasinya tidak sekedar mencari materiil tetapi menjadikan dunia siswa bermakna pada dunianya sendiri.

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  28. Muh. Faathir Husain M.
    16701251030
    PPs PEP B 2016

    Peer-teaching mungkin bentuk lain dari research lessons yang dilakukan guru-guru di Jepang. Research lessons merupakan kegiatan dimana guru melakukan obeservasi dengan gaya mengajarnya sendiri dan diteliti dalam sebuah kelompok-kelompok kecil. Kelompok kecil dari para guru tersebut merencanakan, mengajar, mengamati, menganalisa, memperbaiki pembelajaran kelas, dan tetap diobservasi secara berkala selama tahun ajaran berlangasung.

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  29. RAIZAL REZKY
    16709251029
    S2 P.MAT B 2016

    pembelajaran peer teaching yang dilakukan dalam mengajarkan matematika disekolah sangatlah bagus bagi guru karena guru dapat mengetahui kelebihan dan kekurangan yang dilakukan pada saat pembelajaran berlangsung. Pengetahuan tersebut sebagai upaya untuk dapat memperbaiki pembelajaran yang dilakukan sebagai upaya untuk perubahan dan terlebih lagi untuk dapat memberikan inovasi dalam pendidikan sehingga kedepannya proses pembelajaran yang dilakukan lebih efektif dan efisien serta mengena pada tujuan pendidikan yang di inginkan.

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