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

24 comments:

  1. Kartika Pramudita
    17701251021
    PEP S2 B

    Pada kegiatan pelatihan tersebut nampak bahwa guru berusaha untuk mempersiapkan pembelajaran dan mengimplementasi pembelajaran menjadi pembelajaran yang inovatif. Namun, masih terdapat beberapa kendala misalnya waktu yang kurang memadai dan lain-lain sehingga guru terkesan bertindak masih mendominasi. Hal yang dapat dipelajari adalah, bahwa guru hendaknya berusaha terus menerus memperbaiki diri melalui berbagai program yang telah diselenggarakan guna menggapai guru profesional.

    ReplyDelete
  2. Nama : Mirza Ibdaur Rozien
    NIM : 17709251064
    Kelas : Pascasarjana Pendidikan Matematika C

    BISMILLAHIRROHMANIRROHIM
    For the coments on this article, maybe will be more understood by us if presenting the video or pictures to support the comment above. But the comment here is one of teacher reflection to make them better than before. Hope that comments will be applied by them.
    TAMMA BIHAMDILLAH

    ReplyDelete
  3. This comment has been removed by the author.

    ReplyDelete
  4. December 22, 2017 at 10:01 AM

    Isoka Amanah Kurnia
    17709351051
    PPs Pend. Matematika C 2017

    Peer teaching gives instant feedback which is really good for improving one's learning preparation. This activity is also shows that teachers should supporting each other, this should been scheduled more often. Some of the feedback listed above are so detailed so it helps everyone on making improvement plan for next time. Sometimes we see better when it's somebody else who perform. We cant see clear things when we're teaching, that's what peer teaching is there for.

    ReplyDelete
  5. Arung Mega Ratna
    17709251049
    PPs PMC 2017


    Peer teaching adalah salah satu sarana yang baik bagi calon guru untuk bisa meningkatkan kemampuan pembiasaan mengajar dalam kelas besar. Dengan peer teaching dapat diidentifikasi kekurangan guru dalam mengajar. Kekurangan ini menjadi dasar dalam memperbaiki kualitas mengajar sehingga diharapkan berdampak baik pula pada hasil pembelajaran.

    ReplyDelete
  6. Rahma Dewi Indrayanti
    17709251038
    PPS Pendidikan Matematika Kelas B

    Pembelajaran model peer teaching adalah metode belajar yang melibatkan siswa secara aktif. Jadi disini satu siswa akan mengajari siswa lain yang mengalami kesulitan dalam memahami materi yang diberikan. Pendidikan sebagai upaya terorganisasi, terencana, sistimatis, untuk mentransmisikan pengetahuan dalam arti luas (sikap, moral dan nilai-nilai hidup dan kehidupan, ketrampilan, dll.) dari suatu generasi ke generasi lain, bertujuan ingin mencapai perubahan sikap dan perilaku tertentu.

    ReplyDelete
  7. Irham Baskoro
    17709251004
    S2|Pendidikan Matematika A 2017|UNY

    Kembali uraian di atas menjelaskan mengenai peer-teaching. Namun kali ini bertempat di P4TK Yogyakarta dengan beranggotakan 10 guru. Beberapa guru dan supervisor saling memberikan masukan satu sama lain. Hal ini sangat bermanfaat bagi guru untuk selalu belajar dan memperbaiki cara mengajarnya. Adapun kesimpulan dari peer teaching tersebut bahwa guru-guru telah mencoba untuk melakukan inovasi-inovasi dalam pembelajaran walaupun masih ada beberapa yang masih teacher-centered.

    ReplyDelete
  8. Latifah Fitriasari
    17709251055
    PPs PM C

    Dengan teknik peerteaching dapat membantu memanfaatkan semua sumber daya yang tersedia untuk guru. Sehingga siswa memahami bagaimana siswa lain berkomunikasi. Selain itu, cara seorang siswa mengolah informasi yang diperoleh dapat membantu siswa lain memahami dengan lebih baik. Teknik peerteaching efektif meningkatkan lingkungan belajar secara keseluruhan dan keberhasilan semua siswa ketika diterapkan dengan benar.

    ReplyDelete
  9. Muh Wildanul Firdaus
    17709251047
    Pendidikan matematika S2 kls C

    Peer teaching memang sangat menarik untuk dibahas. Dengan strategi peer teaching peserta didik dapat belajar secara aktif, di dalam dan di luar kelas dan mereka mempunyai tanggung jawab untuk mendiskusikan dan mengajarkan materi pelajaran kepada teman yang lain, sehingga mendorong mereka untuk lebih giat belajar baik secara mandiri maupun kelompok. Dengan demikian hasil belajar akan lebih maksimal.

    ReplyDelete
  10. Firman Indra Pamungkas
    17709251048
    S2 Pendidikan Matematika 2017 Kelas C

    Assalamualaikum Warohmatullah Wabarokatuh
    Untuk menggapai pembelajaran yang inovatif, guru haruslah memberikan kesempatan kepada siswa untuk mengkonstruksi pengetahuannya sendiri. Guru bertindak sebagai fasilitator. Guru tidak boleh mendominasi pembelajaran. Guru tidak boleh tidak sabar sehingga kemudian memutuskan untuk mendominasi pembelajaran dan memberikan matematika kepada siswa. Lembar kegiatan yang digunakan siswa seharusnya bukan hanya berisi soal-soal

    ReplyDelete
  11. Nur Dwi Laili K
    17709251059
    PPs Pendidikan Matematika C

    Sebaik apapun guru dalam menyampaikan materi, jika siswa masih pasif maka pembelajaran yang berpusat pada siswa belumlah terwujud. Meskipun sulit untuk mengubah siswa yang pasif menjadi aktif, tetapi guru harus berusaha. Salah satu upaya yang dapat dilakukan guru ialah dengan memfasilitasi siswa dengan aktivitas-aktivitas yang mana guru hanyalah sebagai pengamat dan fasilitator. Guru jangan sampai mendikte siswa dalam menyelesaikan aktivitas-aktivitasnya. Guru juga perlu memberikan apresiasi atas usaha siswa dalam menyelesaikan aktivitasnya agar siswa termotivasi.

    ReplyDelete
  12. Nama: Dian Andarwati
    NIM: 17709251063
    Kelas: Pendidikan Matematika (S2) Kelas C

    Assalamu’alaikum. Peer teaching bermanfaat untuk membantu guru meningkatkan kualitas pembelajarannya. Dengan peer teaching guru dapat memahami pada bagian atau tahap mana dari proses pembelajarannya yang masih membutuhkan perbaikan. Guru dapat saling mengoreksi dan belajar satu sama lain.

    ReplyDelete
  13. Putri Solekhah
    17709251006
    S2 Pend. Matematika A

    Assalamu'alaikum wr wb,

    Setelah membaca hasil laporan kegiatan di atas saya berpendapat bahwa peer teaching atau pengamatan dan penilaian pembelajaran sangat baik dalam meningkatkan kualitas mengajar guru. hal tersebut dikarenakna dalam peer teaching ini seorang guru yangs edang mengajar diamati oleh beberapa guru sesuai bidangnya untuk menilai serta memberi masukan terkait proses pembelajaran yang ia lakukan. Tentu saja hal ini dapat menjadi assessment bagi seorang guru untuk meningkatkan kualitas mengajarnya. Sebaiknya kegiatan positif seperti ini dilakukan secara siklik karena dapat berdampak positif bagi peningkatan kualitas mengajar.

    ReplyDelete
  14. Novita Ayu Dewanti
    17709251053
    S2 PMat C 2017

    Bismillah
    Peer teaching merupakan salah satu kegiatan yang diperlukan unutk guru. Dengan adanya peer teaching ini guru mampu mengetahui sampai mana kah kemampuan dia mengajar, mempersiapakan materi pembelajaran yang meliputi rpp dan media dan pendukung yang lainnya. Dengan prakter tersebut, maka sesame rekan guru dapat mampu memberikan masukan terhadap rekan rekannya yang lain.

    ReplyDelete
  15. Arina Husna Zaini
    PEP S2 B
    17701251024
    Assalamualaikum Wr.Wb

    Kegiatan peer teaching kali ini memberikan maksud bahwa pembelajaran bagi siswa direncang secara inovatif untuk memfasilitasi kebutuhan siswa. Dari hasil yang ditampilkan diatas dapat diketahui bahwa sebagian guru sudah mempu merencanakan inovasi pembelajaran pada beberapa poin seperti mengembangkan alat peraga. Namun, juga masih ada beberapa guru yang melakukan pembelajaran yang berfokus pada guru. Oleh karena itu, kegiatan ini perlu diadakan kembali sebagai salah satu solusi mengembangakn kekreatifan guru. Terima Kasih

    ReplyDelete
  16. Metia Novianti
    17709251021
    PPs P.Mat A

    Dari hasil peer teaching pada kegiatan kali ini, nampak bahwa guru-guru mencoba untuk berinovasi dalam pembelajaran meskipun belum 100%. Mereka berusaha untuk mengevaluasi dan memperbaiki kesalahannya. Terjadi sharing antarguru dalam peer teaching kali ini. Salah satu tujuan dari Peer teaching adalah agar membuat siswa lebih aktif dalam pembelajaran sehingga mereka menjadi lebih percaya diri dan termotivasi dalam pembelajaran.

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  17. Ramayanti Agustianingsih
    17709251045
    PPs PMat C 2017

    Assalamualaikum, wr.wb.
    Melalui rekapitulasi hasil peer-teaching ini kita dapat mengetahui bagaimana praktek pembaajaran yang dapat dikatakan sebagai pembelajaran yang inovatif, selain itu melalui hasil peer teaching ini pun kita dapat mengetahui kesalahan apa saja yang sering dialami guru pada saat pbm. Oleh karena itu Terima kasih Bapak atas ilmu yang diberikan melalui postingan ini.
    Wassalamualaikum, wr.wb.

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  18. Dengan adanya kegiatan seperti di atas, dari berbagai macam guru, maka hal ini akan bisa mengembangkan kemampuan guru dalam mengajar, dan dengan adanya publikasi tentang peer teaching dari masing-masing guru, maka akan membuka pikiran dari guru lain untuk mengembangkan kemampuan dan strategi mereka, memunculkan kreativitas dalam mengajar.

    Nama : Frenti Ambaranti
    NIM : 17709251034
    Kelas : S2 Pendidikan Matematika B

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  19. Dewi Thufaila
    17709251054
    Pendidikan Matematika Pascasarjana C 2017

    Assalamualaikum.wr.wb
    Supervior dibutuhkan agar guru memperbaiki proses pembelajaran yang kurang optimal, seperti masih banyak pendidik yang menerapkan teacher center, apersepsi yang tidak sesuai, dll. Tanpa adanya supervising, tidak akan ditemukannya permasalahan dan kesalahan yang terjadi akan terus berlanjut sehingga sulita bagi kualitas pendidikan untuk dapat berkembang.
    Wassalamualaikum.wr.wb

    ReplyDelete
  20. Dewi Thufaila
    17709251054
    Pendidikan Matematika Pascasarjana C 2017

    Assalamualaikum.wr.wb
    Kegiatan supervisor harus dilakukan secara terus menerus dan melingkupi seluruh guru agar para guru dapat mengupdate informasi mengenai pembelajaran dengan kurikulum 2013. Karena walaupun dengan segala pelatihan yang telah dilaksanakan, permasalahan akan selalu memiliki kemungkinan untuk terjadi.
    Wassalamualaikum.wr.wb

    ReplyDelete
  21. Fitri Ni'matul Maslahah
    17709251058
    PPs PM C

    Peer teaching merupakan ajang refleksi pembelajaran yang dilakukan. Kesalahan yang biasa dilakukan guru dalam pembelajaran semacam ini ialh manajemen waktu yang kurang baik, atau penyampaian materi yang terlalu cepat. Hal ini dapat dikarenakan grogi, atau sikap ingin menyelesaikan tagihan di RPP dengan waktu yang singkat sehingga pembelajaran menjadi tidak terkontrol. Wallahu a'lam

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  22. Fitri Ni'matul Maslahah
    17709251058
    PPs PM C

    Kesalahan yanag masih sering atau rawan dilakukan oleh guru ialah kurang konsisten antara metode pembelajaran yang dipaparkan dalam RPP serta pelaksanaan di dalam kelas. Pembelajaran yang dilakukan masih saja guru yang mendominasi dan siswa hanya berperan pasif. guru dapat mensiasatinya dengan menyusun modul pmebelajaran menngunakan pendekatan pembelajaran aktif maupun pembelajaran penemuan, dengan dibantu adanya modul pembelajaran guru dapat mengarahkan kegiatan sisw di kelas dengan mudah. Wallahu a'lam

    ReplyDelete
  23. Nurika Mitahuljannah
    PPs Pendidikan Matematika Kelas C
    17709251060
    Assalamu'alaikum wr. wb.
    Dalam pembelajaran yang diuraikan di atas, terdapat 10 guru yang berusaha menerapkan peer-teaching dalam proses pembelajaran. Terdapat penilai dan juga supervisor untuk memberikan penilaian pada proses pembelajaran. Berdasarkan penjabaran, ada guru yang berhasil menerapkan pembelajaran inovatif dan ada pula yang masih harus berusaha untuk memperbaiki proses pembelajarannya. Beberapa diantaranya pembelajarannya masih tradisional, pembelajaran yang seharusnya didominasi siswa justru didominasi oleh guru, masih perlu LKS dalam pembelajaran, dan masih banyak yang lainnya.
    Wassalamu'alaikum wr. wb.

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  24. Nurika Mitahuljannah
    PPs Pendidikan Matematika Kelas C
    17709251060
    Assalamu'alaikum wr. wb.
    Namun demikian, beberapa guru telah berhasil menerapkan peer-teaching dalam proses pembelajaran. Hal tersebut dapat dilihat dari komentar para penilai maupun supervisor. Pembelajaran ini menginspirasi kepada kita, baik yang sudah menjadi pendidik maupun calon pendidik dalam melaksanakan pembelajaran. Dapat pula dijadikan sebagai acuan untuk lebih kreatif dan inovatif agar pembelajaran yang kita lakukan dapat lebih efektif.
    Wassalamu'alaikum wr. wb.

    ReplyDelete