Mar 25, 2013

Dialog Internasional 6 Pendidikan Matematika




LinkedIn Groups
Math, Math Education, Math Culture

Follow G Donald
The current issue for "Focus on Mathematics and Pedagogy" is now online.


Zor Shekhtman:
Marsigit, you are right. Students must be actors in the process of learning. The best I can do using Internet as a tool without personal contact with students is (1) present a lot of problems without solutions as notes to video lectures, (2) present solutions in my video that corresponds to notes, asking students to try to solve the problems themselves before and after watching the video and (3) had students to take exams for each topic scoring their answers. If there is any better way to get students involved via Internet, I'd appreciate any suggestion. Meanwhile, encouraging students to solve problems themselves before and after the corresponding lecture seems as a good idea and exams for registered students do force them to be actors.  I'd like to mention that Unizor was designed with a supervised study in mind. A parent in an environment of homeschooling or a teacher in a flipped classroom environment should supervise the process enforcing what I just said - solving problems before and after each lecture, where solutions are explained, and taking exams with comparing the score with theoretical maximum.


Marsigit Dr MA:

@Zor Shekhtman: Thanking for the response. I think you are right, and I also understand the limitation of such media using internet without personal contact with students. As I said before that your programs are very useful also to support the students' effort in learning math and they are also useful for the teachers and the parent as well. We may get some inspirations by employing or watching your on line VTR. Further, they also meet with the principles that education needs various resources of teaching and learning.

However, I may pose the very basic and latent mass spreading phenomena of not good teaching practice of math anywhere in the world that most of the teachers implement delivery method of teaching while usually the teachers themselves ultimately are the actors of activities. The students are perceived permanently to be the passive objects; they have no initiation. They are always expecting something that initiated by the adult/teacher. Ultimately, it forms a culture in which the students are always depend on the adult/teacher. That is why I purposely blow up the phenomena in order that people who have authority or skill in developing technology are aware about this situation and always find out the solutions.

So you may agree with me that at every single event of teaching learning of math, the most crucial problem is how to empower the students, to facilitate them in order they prepare their learning (aperseption), discuss actively in a certain small group, expose their ideas and find their conclusion by themselves. Hence, I still look at the important role of Unizor programs by improving its approach to be more students' oriented. Why should you yourself who are the actor in the video? Why don't you try the produce video in which e.g. there is a brilliant student who is trying to solve some math problems; or there are some younger students who are discussing how to find out math solution; or maybe you may produce such kinds of interactive programs in which the students may expects some response by employing the programs. Again, I wish to congratulate of your great efforts and apologize for my provocation. Thank you.

Dr. Narayan Ch Ghosh:
I have written number of article on Folk Mathematics. One of my student has done Ph.D. on Folk Mathematics. New methodology can be developed keeping ideas of Folk Mathematics. Do you believe it. Pl. see my articles on published in a journal of Kalyani University and another in a journal of Rabindra Bharati University. Using google.com or Scribd.com you can see those.

G Donald Allen:
I do believe there is a lot of folk mathematics about. After all, the ancient Egyptians and Babylonians seemed to student mathematics this way, from an intuitive and practical viewpoint without the requirement of rigor. I had always thought of folk mathematics as expedient and transitory, before until correct and rigorous mathematics could be established. It would be most interesting to see the most advanced examples of correct folk math there are. This brings to fore another point. In your list of five basic topics in "FOLK-MATHEMATICS STUDY", i) Cultural basis, ii) Ways and means of presentation, iii) Duration of presentation, iv) Achieved knowledgeand its basis, v) Transfer process, where do you place "correctness?" The main problem I see with this informal mathematics is that once it becomes rooted in the consciousness of established procedure, it is most difficult to root it out.
 
Marsigit Dr MA:

@Narayan & Donald: Pure Mathematicians should do their best in Folk Mathematics. However, Folk Mathematics and Folk Math Education are totally different. The problem is when Pure Mathematician try to force to produce and employ Folk Math Educations. The cultural basis for Folk Math is the life of Pure Mathematician in the past; while the cultural basis of Folk Math Education is the life of students presently. Why Pure Mathematician strive to dominate and legitimate current practice of math educ? Because they use very simple logic " Mathematics first, and then everything - Mathematics first and then Education". This is the dangerous and very bad assumption that make very bad also in the practice of math teaching. The is actually the only one reason why the implementation of math teaching at school have always a problems. I wish to say "Stop from now on the domination of pure mathematician in primary and secondary math education". Let education practitioners speak about their math teaching. Let math teachers improve their own teaching without much intervening by University Professor or by Pure Mathematician. Let them discuss, communicate, interact, in their community independently. Thank's


Five Guiding Principles of Mathematics Education
It's high time we put grand ideas back into mathematics curricula.
Article link: http://www.eimacs.com/blog/2012/08/algebra-is-not-the-problem-part-2/.

Bradford Hansen-Smith:

Marsigit, of course any discussion of math is about concepts and methods, those are ideas fundamental to any educational objective. I am talking about principles that are inclusive of math and everything else (maybe you are too, I am unclear on that.) Math is not about anything if it is not about everything. Comprehensively there is no differentiation between math for adults and math for younger students except for the levels of increasingly abstract nature of the language, years of experience, and the tools. It then makes sense to differentiate levels of growth, the principles do not change. If we understood the principles by a logical tracing back of mathematical functions to origin we would find the same principles for all differentiated objects and for all levels of learning. This must include " INTENSIVITY and EXTENSIVITY" as a function of duality.

I do not understand what you have said, “the nature/principle is the generality in its dimension,” or how you are using the word dimension. The nature of an object is reliant on the principles underlying the generation of the object, regardless of how many imagined dimensions. I see nature and principle as different concepts. Before the discovery of math what gave direction to the nature of math? Is not pattern foundational to math that gives clarity to both young student and adult mathematician? Is pattern a principle or is it the nature of what is principled?

Marsigit Dr MA:
@Bradford: It seems we are agree on many things related with math educ./teaching. However may I smooth your notion "Comprehensively there is no differentiation between math for adults and math for younger students". I revise it as "It is not COMPREHENSIVELY but IDEALISTICALLY there is no differentiation between math for adults and math for younger students". It was Plato who has this ideas. However, your notion " except for the levels of increasingly abstract nature of the language, years of experience, and the tools", was related to Aristotelian notion. Again you posted the notions of Plato's school by saying " the principles do not change. If we understood the principles by a logical tracing back of mathematical functions to origin we would find the same principles for all differentiated objects and for all levels of learning."

Philosophically you look to be confused by mixing the existing school of Platonism and Aristotelianism.

As we know that pure math is in line with Platonism; and school math is in line with Aristotelian-ism. Both they have their own schools. The most important is that the educator should understand their position. Pure Mathematicians strive to legitimate Platonism at schools (although most of them do not aware of this); they just implement what they are able to do as mathematician. It is wrong; and from the early of history, Aristotelian was the first man who confront Plato. Socio-constructivist has tried to wake up all of us to start to move to develop math educ based on the nature of students learn math.

Bradford Hansen-Smith:
Marsigit, do not assume I have your knowledge, educational background or teaching experience because we have agreement. To say I am philosophically confusing Aristotle and Plato has no meaning for me. I have not read either and have no idea about the academic schools that have grown up around them. What I have expressed is my own understanding about math and education that comes from experience folding circles and working with student over the years. I feel no obligation to move through the present bringing along what belongs to the past. There are plenty of people doing that.

I do not think Aristotle or Plato folded circles, so you cannot use them or the difference between them to criticize my position. Please do not try to "smooth" over what I have said, or think that your words better reflect thoughts I have about my own experiences. The word “comprehensive” is exactly what I mean. Inclusive refers to syntheses and in referring to the whole I mean a process of revelation about relationships between parts. Whether my students are 5 yrs of 80 yrs we do the same folds and observe what is happening, discovering the patterns and principles that function throughout the mathematical spectrum. I understand the circle as a unit, and also as the only demonstration of unity, which belongs only to the Whole.

I do not know what socio-constructivist believe, but if understanding how the child learns math is based on the studies of scientific methods then we have learned nothing about how we learn. What information gained may be important, but it is not enough to make decisions about methods and curriculum for educating generations of children, particular when we are greatly in need of alternate ways of thinking about what is precariously in place.

Marsigit Dr MA:
@Bradford: I think your Wholemovement is amazing. I found some similarities principle both in your Wholemovement and students' constructing math concepts. Further I may add one more similarity i.e. in peoples' constructing their life. Although they have different scope or dimension. The first is the smallest and the last is the greatest scope. It means that your Wholemovement it is not enough to construct math concepts; and constructing math concepts is not enough to construct their life. You may say that I am talking about dimension of constructing life. Why do you have the smallest dimension here? And what happened? The reason is about REDUCTION and EXTENSION. Reduction consists of SIMPLIFICATION. And in the simplification there is ELIMINATION. Elimination is the most dangerous phenomena in (math) education. So that's why your Wholemovement has also limited access in contributing to math teaching except that you move to implement the principle. I see that you are talking with me is such kind of movement; so I am waiting for its extensive contribution. All of that is my ideal. As you also have your ideal.

There is a huge distance between Adults Math and Young's Math. If math educators do not see the distances, they surely have a pedagogic problems. According to Realistic-ism, the lowest level of math is Concrete Math and the highest math is Formal Math. Between the two there are the Model of Concrete Math and the Model of Formal Math. So there is a stage (dimension) for the students to learn math. Thank's



37 comments:

  1. Nanang Ade Putra Yaman
    16709251025
    PPs PM B 2016

    Assalamualaikum

    Mengutip ungkapan bapak marsigit pada elegi diatas “So you may agree with me that at every single event of teaching learning of math, the most crucial problem is how to empower the students, to facilitate them in order they prepare their learning (aperseption), discuss actively in a certain small group, expose their ideas and find their conclusion by themselves” saya kira saya setuju dengan bapak bahwa setiap satu peristiwa balajar matematika, masalah yang paling penting adalah bagaimana memberdayakan siswa, bagaimana menfasilitasi siswa agar menyiapkan pembelajaran mereka atau apersepsi, berdiskusi secara aktif dengan mereka, mengekspos ide-ide mereka yang ada akhirnya mereka akan dapat menemukan dan menyusun kesimpulan sendiri. Juga sependapat bahwa There is a huge distance between Adults Math and Young's Math. If math educators do not see the distances, they surely have a pedagogic problems. Karrna menganggap sama matematika dewasa dan anak adalah berbahaya.

    ReplyDelete
  2. Devi Anggriyani
    16701251023
    S2 PEP B 2016

    Berdasarkan artikel di atas, pendidikan matematika pada anak harus didasarkan dengan pengalaman anak dalam membangun konsep dan pengetahuannya. Kita sebagai guru harus mampu memfasilitasi agar anak mampu mengeluarkan ide/pikiran dan menyusun ide itu menjadi sebuah penyelesaian permasalahan sehingga anak mampu membangun konsep dan mampu menyelesaikan masalah dalam setiap persoalan matematika yang berbeda-beda. Dan dari elegi-elegi sebelumnya telah dikatakan bahwa pendidikan matematika untuk anak-anak pasti berbeda dengan orang dewasa karena secara psikologis tingkat kematangan pola berpikir anak dan orang dewasa itu berbeda.

    ReplyDelete
  3. Johanis Risambessy
    16701251029
    PPs PEP B 2016

    Pembelajaran matematika pada anak harus didasarkan pada pengalaman anak itu sendiri. Anak harus mengalami sendiri bagaimana belajar matematika, sehingga dalam mengkonstruksi pengetahuannya guru dapat berperan sebagai fasilitator untuk membantu anak mengungkapkan seluruh ide yang dipikirkan agar dapat menyelesaikan setiap permasalahan yang dihadapi. Selain itu, matematika untuk anak-anak dan dewasa itu jauh berbeda, sehingga dalam memberikan penjelasan guru menggunakan bahasa anak-anak untuk menjelaskan setiap konsep yang ada.

    ReplyDelete
  4. Misnasanti
    16709251011
    PPs PMAT A 2016

    Ilmu adalah bagian dari pengetahuan. Pengetahuan adalah sesuatu yang diketahui dari sumber atau referensi yang dapat dipercaya dan bertanggung jawab. Demikian juga matematika. Matematika adalah pengetahuan jika itu terbatas formal, sejauh diketahui bagaimana simbol-simbol, rumus, dan sebagainya. Tapi matematika akan menjadi sebuah ilmu jika kita menerapkan pengetahuan matematika dalam kehidupan sehari-hari. Dalam pembelajaran matematika, siswa lah yang berperan sebagai aktor. Siswa yang berperan aktif dalam belajar dan guru hanyalah memfasilitasi siswanya saja. Dengan penerapan metode pembelajaran yang inovatif itu, siswa akan terbiasa untuk berpikir kritis dan mampu mengembangkan kreativitasnya, sebab siswa yang berperan mencari dan mengembangkan ide-ide mereka untuk memecahkan persoalan matematika.

    ReplyDelete
  5. Mega Puspita Sari
    16709251035
    PPs Pendidikan Matematika
    Kelas B

    Tidak sedikit fenomena praktik mengajar di kelas didominasi oleh guru, awalnya memang guru menerapkan sebuah metode pembelajaran tetapi pada akhirnya gurulah yang menjadi pelaku utama dari proses pembelajaran tersebut. Hal ini menyebabkan siswa menjadi objek yang pasif dan selalu mengharapkan segala sesuatunya dari guru. Dan pada akhirnya menciptakan budaya yang selalu bergantung pada orang lain serta menyebakan pola pikir siswa itu sendiri tidak berkembang.

    ReplyDelete
  6. Siti Mufidah
    13301241036
    Pendidikan Matematika

    Menurut pendapat saya, dalam proses pembelajaran siswa menjadi subjek utama karena tujuan dari pembelajaran adanya penyampaian materi dari pendidik kepada siswa dengan benar agar siswa paham dan mengerti dengan baik. Namun, guru atau pendidik harus membantu dan menfasilitasi siswa agar aktif belajar.Maka, Pembejalaran matematika yang baik dapat mentransfer ilmu secara keseluruhan sehingga tercipta siswa cerdas ilmu dan sikap.

    ReplyDelete
  7. MARTIN/RWANDA
    PPS2016PEP/B
    The most important thing for the process of teaching and learning mathematics is the combination of methods used to generate good outcome from students performance, this can be done by choosing suitable and appropriate approaches to interact with the students.
    the most crucial problem is how to empower the students, to facilitate them in order they prepare their learning (aperseption), discuss actively in a certain small group, expose their ideas and find their conclusion by themselves.

    ReplyDelete
  8. Fevi Rahmawati Suwanto
    16709251005
    PMat A / S2

    Matematika murni sejalan dengan Platonisme dan matematika sekolah sejalan dengan Aristotelesisme. Kedua mereka memiliki sekolah mereka sendiri. Dalam pendidikan matematika, yang paling penting adalah bahwa pendidik harus memahami posisi mereka. Posisi mereka menerapkan pembelajaran matematika kepada siapa. Tetap ada jarak antara penerapan matematika dewasa (murni) dan matematika anak (sekolah). Bila guru sebagai pendidik dan pengajar tidak melihat jarak ini, maka akan memiliki masalah pedagogik.

    ReplyDelete
  9. Fatya Azizah
    16709251039
    Pendidikan Matematika B PPS UNY 2016

    There is a huge distance between Adults Math and Young's Math. If math educators do not see the distances, they surely have a pedagogic problems. According to Realistic-ism, the lowest level of math is Concrete Math and the highest math is Formal Math. Between the two there are the Model of Concrete Math and the Model of Formal Math. So there is a stage (dimension) for the students to learn math.
    menurut bapak marsigit, matematika dewasa dan anak-anak sangat jauh berbeda. guru angtidak memahami hal tersebut merupakan guru yang bermasalah di sisi pedagogisnya. ada jarak yang sangat jauh dari matematika konkrit dan formal yang harus dipahami guru yang merupakan tingkatan atau dimensi matemaika yang dipelajari siswa.

    ReplyDelete
  10. Azwar Anwar
    16709251038
    Pendidikan Matematika S2 Kelas B 2016

    Dalam proses pembelajaran matematika di sekolah terdapat beberapa permasalahan baik itu tentang karekteristik matematika, objeknya yang abstrak, konsep dan prinsipnya, dan prosedur pengerjaannya yang banyak memanipulasi bentuk-bentuk membuat siswa seringkali mengalami kesulitan. Harus ada perubahan-perubahan dalam setiap kali guru dalam mengajar, ada banyak cara atau metode agar siswa dapat memahami matematika. Tinggal bagaiamana guru itu dapat menerapkannya serta mengembangkannya sehingga proses pembelajaran dapat berjalan sesuai dengan rencana yang diinginkan oleh guru maupun siswa.

    ReplyDelete
  11. Nuha Fazlussalam
    133301244023
    s1 pendidikan matematika c 2013

    dialog diatas emnceritakan tenatng pembelajaan matematika menggunakan folk matematamtics, folk itu berkaitan denagnn budaya/culture manusia, indonesia punya flk sendiri, india punya folk sendiri, amerika dst, matematika budaya dana manusia tidak bisa dilepas dan saling berkaitan, sehingga sangat mungki njika mengaarakn siswa atau pesrat didik dengan folk mathematics, seperti folk art math, folk math music, folk tale of math dst.

    ReplyDelete
  12. Kumala Kusuma Putri
    13301241020
    Pendidikan Matematika I 2013

    Assalamualaikum Wr. Wb.
    In my opinion, I agree that students must be actor in their learning progress. So, like an actor, students must be active to solve their problem. Aren't actor like that? Solve their problem of life. If students become actor in their learning progress, then they can think criticaly, creatively, actively, etc. Isn't it good? Well, as an actor, students can choose become good actor or bad actor. As an actor, students also should love their object. Teacher just can be facilitator for students if students need some help. Well, become a good mathematics teacher is really difficult thing. But, that is our choice to become mathematis teacher. So, we should do our best for our tecaher. Isn't it? I think that is enough. Thank you.

    Wassalamualaikum Wr. Wb.

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

    Assalamu’alaikum warohmatullahi wabarokatuh.

    Ilmu merupakan perpaduan dari logika dan pengalaman. Dalam pembelajaran matematika unsur pengalaman sangat penting dalam pembentukan konsep matematika. Maka, guru hendaknya membimbing siswa dan memberikan pengalaman-pengalaman menyelesaikan permasalahan matematika yang dekat dengan kehidupan siswa, sehingga siswa merasa perlu untuk belajar matematika dan memandang penting matematika. Sehingga, akan menimbulkan minat siswa dalam pembelajaran matematika.

    Selain itu juga memperkenalkan kepada siswa bahwa menuntut ilmu merupakan kewajiban atas muslim. Mempelajari matematika termasuk fardhu kifayah (kewajiban yang dibebankan kepada kelompok) dan mempelajari ilmu akhirat merupakan fardhu ‘ain (kewajiban yang dibebankan kepada individu), sehingga ketika siswa sudah mengetahui kedudukan mempelajari ilmu, ia akan melaksanakan kewajiban tersebut dengan gembira.
    Dalam konteks mempelajari matematika, fardhu ‘ain (kewajiban menuntut ilmu akhirat) hendaknya diutamakan, karena orang yang ahli dalam bidang matematika sudah ada, sehingga gugur kewajiban dalam mempelajari matematika atas muslim lainnya. Namun, tidak berarti manusia tidak lagi mempelajari matematika. Melainkan, tetap mempelajarinya sebagai pemenuhan atas kewajiban (fardhu) kifayah.

    Wassalamu’alaikum warohmatullahi wabarokatuh.

    ReplyDelete
  14. Erni Anitasari
    16709251007
    S2 Pend. Matematika Kelas A

    Pelaksanaan pembelajaran siswa harus memperhatikan tercapainya pemahaman konsep matematika siswa. Agar tercapai pemahaman siswa tentang konsep matematika, maka guru perlu menggunakan metode pembelajaran yang sesuai. Dalam hal ini guru sebagai pendamping belajar siswa memfasilitasi kegiatan belajar siswa.

    ReplyDelete
  15. Khomarudin Fahuzan
    16709251041
    PPs Pend. Matematika B

    Pengetahuan adalah sesuatu yang diketahui sumbernya dan merupakan sumber yang akurat. Ilmu berkaitan dengan intuisi, maka ilmu itu masih dibawah pengetahuan. Matematika itu adalah materi yang membutuhkan intuisi dalam memahaminya karena berkaitan dengan kehidupan sehari-hari. Karena melalui intuisi maka pasti banyak pandangan nanti mengenai materi yang diberikan. Jadi tugas guru adalah membimbing siswa agar dapat mengarahkan siswa dari intuisi menjadi ilmu pengetahuan yang benar.

    ReplyDelete
  16. RAHMANITA SYAHDAN
    16709251013
    PPs Pmat A 2016

    Bismillahirrahmanirrahim
    Matematika adalah sesuatu yang berkaitan dengan ide-ide/konsep-konsep abstrak yang tersusun secara hirarkis melalui penalaran yang bersifat deduktif, sedangkan matematika di PAUD adalah kegiatan belajar tentang konsep matematika melalui aktifitas bermain dalam kehidupan sehari-hari dan bersifat ilmiah.
    Saya setuju bahwa tidak sama matematika orang dewasa dan matematika pada anak. Dari beberapa referensi yang menjadi rujukan bacaan saya, ada salah satu sistem belajar yang memberikan program belajar secara perseorangan sesuai dengan kemampuan masing-masing, yang memungkinkan anak menggali potensi dirinya dan mengembangkan kemampuannya secara maksimal yaitu KUMON. Kumon tidak hanya membentuk kemampuan akademik saja, akan tetapi juga membentuk karakter yang positif dan life-skill (keterampilan hidup) yang akan berguna bagi masa depan anak. Kumon dapat diikuti oleh anak prasekolah, siswa SD, siswa SMP, siswa SMA, dengan segala tingkat kemampuan. Bukan berdasarkan tingkatan kelas atau usia anak. Agar anak dapat mengerjakan pelajarannya dengan lancar secara mandiri, mereka perlu diberikan pelajaran yang “tepat”.

    ReplyDelete
  17. Yurizka Melia Sari
    16701261003
    PPs PEP A 2016

    The idea of making the students as actors in the learning is important in the teaching and learning process. The role of the teacher is to guide and support the students learning. The main problem is how to develop learning activities that support the students in reinventing mathematics. A number of possibilities may support the activities like using Internet before and after the class. Recent developments on this field result a promising form of web based supportibg mathematics materials (example on online gurupebelajar). However, the main problem is that we just assume that the participants themselves who interact with the teacher using the online tool.

    ReplyDelete
  18. Yurizka Melia Sari
    16701261003
    PPs PEP A 2016

    "Stop from now on the domination of pure mathematician in primary and secondary math education"

    I do agree with the aforementioned statement. The fact that pure mathematician dominate the field of mathematics education is irrasional. Nevertheless, many pure mathematicians have important contribution on the development of mathematics education, such as Hans Freudhental and George Polya. Freudhental, as pure mathematician, aware that the new development on mathematics curriculum "New Math" right after world war 2, may have detrimental effect on the learning of the students. New math consider that the students should learn as dormal as possible on the nature of math. This made the mathematics becoming far from what the students may do and think. Therefore, Freudhental claimed that mathematics is, should be, human activity and consider the didactics for mathematics. This example is the idea on hkw pure mathematics and math education should be considered parallel for the development on school Mathematics.

    ReplyDelete
  19. Yurizka Melia Sari
    16701261003
    PPs PEP A 2016

    Discussion on how Mathematics for children is differ from mathematics for adults is clearly distinguished on a way that the mathematics is delivered. The formal Mathematics that we consider as math for adults is somehow biassed. on the other hand, the informal mathematics that we consider as math for children is the math that the childreen may think and do the mathematics understandably. One may argue that how formal the mathematics should be given to the children. This, obviously, contradict with the idra on formal math for adult. Van Hiele had an idea on how formal Mathematics may be understood by the students, from infant into adult. I would argue that the idea on how formal the student can understand the mathematics is more important than differentiating between the math for children and adult.

    ReplyDelete
  20. Wan Denny Pramana Putra
    16709251010
    PPs Pendidikan Matematika A

    Terdapat perbedaan yang besar antara matematika dewasa dan matematika anak-anak. Jika pendidik tidak bisa membedakannya maka dia sebenarnya mengalami masalah dengan pedagogiknya. Matematika sekolah lebih mengedepankan kontektualitas dan intuisi dari peserta didiknya. Berbeda dengan matematika perguruan tinggi lebih menguatkan pada abstraksi matematis. Keduanya memiliki dimensinya masing-masing. Maka kita sebagai guru ataupun dosen harus mengajarkan sesuai dengan dimensi dari matematika itu sendiri.

    ReplyDelete
  21. Rizqi Nefi Marlufi
    13301241035
    Pendidikan Matematika Internasional 2013

    What’s an interesting discussion. As your conclusion from the discussion about the difference among mathematics for young and mathematics for adult, I absolutely agree with you. It is so a big deal knowing some phenomenon happened recently caused by the ambitious and egoistic people who made young/kids become a victim in mathematics educational system. Up till now, some mathematics teachers don’t conscious that they kill the character of young because they just teach by “themselves” as an object. They don’t really ever think that the young have many different aspect like adult.

    ReplyDelete
  22. Rizqi Nefi Marlufi
    13301241035
    Pendidikan Matematika Internasional 2013

    As we know that there are many different aspect of young and adult, and it absolutely must be distinguished. For example, they have the different characteristic, mindset, psychology, way to solve a problem, and experience as well, etc. It means that the system of mathematics teaching should be distinguished too.

    ReplyDelete
  23. Rizqi Nefi Marlufi
    13301241035
    Pendidikan Matematika Internasional 2013

    It is necessary to make the different method of mathematics teaching between young and adult. My point is the teachers must give more concern with young student because they are prepared to be adult. Try to be one level with them so that the teachers give some space for student thought to find out and solve the problems. Give the young the method of teaching that can make them enjoy when they are studying mathematics. Don’t just give them a formulas but give them the way of thought, it’s more important, because young student know the concept it means that they can find the formulas as well.

    ReplyDelete
  24. Rizqi Nefi Marlufi
    13301241035
    Pendidikan Matematika Internasional 2013

    As you know too, that main point of learning mathematics is to build up the sistematics way of thought so that it can be used to in the true life. If the young have the concept so when they’re in adult they more be strong to learn mathematics and others sciences. Ohya, I also think that must be more selective for the teachers recruitment, especially for mathematics teachers. It is needed the profesional teachers that can get themselves as a teachers for young or for adult, and also can perform become an inspiring teachers.

    ReplyDelete
  25. RISKA AYU ARDANI
    16709251021
    PMAT KELAS B PPS UNY 2016

    Mengahadapi segala tantangan yang ada, bagaiamana jika membuat pembelajaran lebih beresensi terhadap proses dan tujuan bukan pada sekedar sebuah nilai yang dicapai dalam memenuhi standar ketuntasan minimal. Belajar matematika yang bermakna dapat dilakukan apabila , guru menjadi fasilitator dalam proses pengkonstruksian pengetahuan matematika oleh siswa untuk dirinya sendiri. Membangun pengetahuan diperlukan pengalaman, dan kemudian dihubungkan pada aapa yang akan dihadapi siswa. Untuk membangkitakna apriori siswa , maka perlu adanya langkah atau materi yang tepat yang disampaikan kepada siswa.

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

    Ya, saya setuju dengan Prof. Marsigit. Masalah yang paling penting adalah bagaimana memberdayakan siswa, untuk memfasilitasi mereka agar mereka mempersiapkan pembelajaran mereka (Apersepsi), membahas secara aktif dalam kelompok kecil tertentu, mengekspos ide-ide mereka dan menemukan kesimpulan mereka sendiri. Karena siswa adalah subjek, mereka harus aktif dalam proses belajar mengajar.

    ReplyDelete
  27. Septi Puji Rahayu
    13301241028
    Pendidikan Matematika A 2013

    Konsep matematika dapat terbangun melalui pengalaman-pengalaman yang pernah dialami siswa itu sendiri.Pembentukan konsep melalui pengalaman ini dapat lebih baik karena siswa akan dengan sendirinya menemukan konsep matematika sehingga akan selalu ingat.

    ReplyDelete
  28. Rhomiy Handican
    16709251031
    PPs Pendidikan Matematika B 2016

    Pada diaolog ke 6 ini, selain guru yang sebagai factor utama dalam proses pembelajaran, siswa juga merupakan factor penting dalam pembelajaran. siswa yang melakukan serangkain kegiatan pembelajaran untuk menemukan pengetahuan bagi dirinya. Agar siswa melakukan sendiri kegiatan pembelajarannya, seorang guru dapat memfasilitasinya melalui berbagai media pembelajaran. Siswa harus bisa mengkonstruksi sendiri pengetahuan dan skillnya, guru hanya membantu dan memfasilitasi saja

    ReplyDelete
  29. Septi Puji Rahayu
    13301241028
    Pendidikan Matematika A 2013

    Pengalaman yang dialami siswa tidaklah sama. Akibatnya terjadi perbadaan waktu agar konsep itu dapat tertanam dari dalam diri siswa. Tugas guru adalah mengarahkan agar konsep yang dihasilkan dari pengalaman mereka bisa sama dan benar.

    ReplyDelete
  30. Septi Puji Rahayu
    13301241028
    Pendidikan Matematika A 2013

    Pelaksanaan pembelajaran matematika yang baik adalah pembelajaran yang bisa memunculkan konsep dari dalam benak siswa setelah pembelajaran matematika itu berakhir. Tidak hanya saat pembelajaran saja tetapi juga setelahnya masih diingat.

    ReplyDelete
  31. Arifta Nurjanah
    16709251030
    PPs P Mat B

    Pembelajaran yang dilakukan oleh Zor dengan menggunakan internet tersebut banyak sekali manfaatnya. Terlebih di era sekarang ini, hampir semua siswa sudah memiliki HP yang mempermudahnya dalam mengakses internet. Pembelajaran melalui internet dapat membuat siswa belajar lebih mandiri, hal ini juga terkait dengan terbatasnya tatap muka di kelas. Internet yang digunakan semaksimal mungkin dengan menyediakan media pembelajaran mandiri seperti video, foto, dan recorder (VTR) akan dapat membantu siswa. Terlebih lagi bila dalam VTR tersebut ialah siswa yang menjadi aktornya.

    ReplyDelete
  32. Bismillah Berkah
    Ratih Kartika
    16701251005
    PPS PEP B 2016


    Assalamualaikumwarahmatulahiwabarrakatuh
    pendidikan matematika pada anak bisa dimulai dengan mencontohkan hal hal keseharian, dan juga didasarkan dengan pengalaman anak dalam membangun konsep dan pengetahuannya. sebagai guru harus mampu memfasilitasi agar anak mampu mengeluarkan gagasan/ide/pikiran dan menyusunnya menjadi sebuah penyelesaian permasalahan atau solusi.
    Wassalamualaikumwarahmatulahiwabarakatuh

    ReplyDelete
  33. RAIZAL REZKY
    16709251029
    S2 P.MAT B 2016

    matematika terbagi atas 2 yaitu matematika murni dan pendidikan matematika, matematika murni itu merupakan matematika yang mempelajari hal-hal abstrak yang masih berada dalam pikiran setiap manusia dan pola pikir matematika murni itu berdasarkan Plato, sedangkan Pendidikan matematika proses pembelajarannya berasal dari pengalaman siswa itu sendiri dan pola pikirnya berdasarkan Aristoteles.

    ReplyDelete
  34. Muh. Faathir Husain M.
    16701251030
    PPs PEP B 2016

    Nah itulah yang menjadi masalah yang menurut saya belum bisa terjawabkan dari awal sampai akhir diskusi ini. Sebagaimana yang saya pahami bahwa saya sebagai mathematics student dan sebagai mathematics teacher memang merasakan ada gap dan ada distance antara matematika yang dipelajari oleh siswa di sekolah dengan konsep pure mathematics yang diajarkan di perguruan tinggi. Dan yang menjadi maslah adalah bagaimana menjembatani itu, karena sebelumnya saya pernah berkomentar dan bertanya, bagaimana bisa mengajarkan matematika konkrit pada siswa tanpa ada konsep matematika murninya? Memang harus diakui jika matematika formal sangatlah perlu diajrkan kepada siswa, karena tanpa itu mereka tidak akan mengenal matematika itu sendiri dan mengembangkan kreativitasnya lebih jauh jika tidak ada konsep matematika murni yang diajarkan.

    ReplyDelete
  35. Ummi Santria
    16709251008
    S2 Pend. Mat Kelas A – 2016

    Memfasilitasi mereka agar mereka mempersiapkan pembelajaran yang artinya apersepsi dilakukan sebaiknya dari tugas pekerjaan rumah siswa mengenai materi yang akan diberikan pada saat itu. sehingga siswa siap untuk menerima materi karena siswa sudah memulai dahulu. Kemudian secara aktif mendiskusikan dalam kelompok kecil tertentu, mengekspos ide-ide mereka dan menemukan kesimpulan mereka sendiri. Guru diharapkan memberikan pembelajarannya yang orientasinya lebih kepada siswa.

    ReplyDelete
  36. Asma' Khiyarunnisa'
    16709251036
    PPs PM B 2016

    Pada dialog di atas kembali ditekankan bahwa matematika murni itu sangat berbeda dengan matematika sekolah untuk siswa, dan itu tidak dapat disamakan dalam penyajiannya. Bagaimana sebuah konsep matematika dapat tersajikan secara baik dan dapat dipahami dengan baik oleh siswa itu adalah tugas guru.

    ReplyDelete
  37. Siska Nur Rahmawati
    16701251028
    PEP-B 2016

    Matematika dibangun berdasarkan intuisi. Siswa juga dapat membangun matamatika dengan menggunakan bahasa matematikanya sendiri yang difasilitasi oleh guru. Guru membangun intuisi dan konsep matematika siswa dengan berdasar pada pengetahuan dan pengalaman yang dimiliki siswa. Dengan begitu, siswa menjadi dirinya sendiri dalam membangun pemahaman matematika, tidak menjadi bayangan dari gurunya.

    ReplyDelete

marsigitina@yahoo.com, marsigitina@gmail.com, marsigit@uny.ac.id