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

17 comments:

  1. Sumandri
    16709251072
    S2 Pendidikan Matematika D 2016

    Untuk menjdai guru yang profesional memang membutuhkan nkerja keras dan pengalaman yang cukup. Diantara yang bisa dilakukan adalah dengan adanya peer teaching, karena terkadang kita sudah merasa hebat menyampaikan materi kepada siswa disebabkan tidak penilaian dari orang lain. Namun dengan adanya peer teaching teman-teman maupun supervisor bisa menilai kita, sehingga kita mengetahui dimana kelemahan kita dalam mengajar, dan untuk selanjutnya diperbaiki dimasa yang akan datang.

    ReplyDelete
  2. Guru yang telah mengajar untuk beberapa waktu, kadang mempunyai pemikiran bahwa cara mengajar yang telah dilakukannya sudah baik. Dengan adanya peer teaching maka perbaikan akan terus dilakukan karena ada pandangan atau penilaian dari orang lain tentang cara mengajarnya. Mulai dari penyampaian konsep, penyampaian materi, alokasi waktu, intonasi suara pembimbingan yang dilakukan. Sangat jarang kegiatan yang seperti itu, karena guru terkadang tidak ingin dinilai oleh orang lain atau pun malu.

    ReplyDelete
  3. Yosepha Patricia Wua Laja
    16709251080
    S2 Pendidikan Matematika D 2016

    Model pembelajaran peer teaching menjadikan siswa belajar bersama temannya, bersama-sama menukar pikiran tentang suatu pemahaman, bersama-sama saling mengkonstruk pikirannya masing-masing. Guru memiliki kewajiban untuk menentukan seorang siswa belajar dengan siswa siapa, sehingga siswa-siswa itu dapat saling membantu bertukar pikiran. Model pembelajaran peer teaching merupakan teknik menyampaikan materi yang melibatkan siswa belajar dari dan dengan satu sama lain dalam cara-cara yang saling menguntungkan dalam hal berbagi pengetahuan, ide dan pengalaman siswa.

    ReplyDelete
  4. Ardeniyansah
    16709251053
    S2 Pend. Matematika Kelas C_2016

    Assalamualaikum wr. . wb.
    Menggunakan teknik peer-teaching membantu memanfaatkan semua sumber daya yang tersedia untuk guru. Setiap guru memiliki metode sendiri dalam Proses belajar mengajar namun banyak dari mereka yang belum memahami dengan baik tujuan mengajar Proses belajar ada banyak guru yang lebih mendominasi dalam Proses belajar mengajar hal ini menyebabkan siswa terlalu pasif dalam proses menerjemahkan selain itu bagaimana seorang siswa mengolah informasi yang diperoleh dapat membantu siswa lain memahami dengan lebih baik. Teknik peerteacjing efektif meningkatkan lingkungan belajar secara keseluruhan dan keberhasilan semua siswa ketika diterapkan dengan benar.

    ReplyDelete
  5. Supriadi / 16709251048
    Kelas C 2016 Pendidikan matematika – S2

    Peer teaching yang dilakukan oleh sejumlah guru sesuai dengan apa yang dipaparkan di atas tentunya mempunyai tujuan tertentu. Peer teaching yang dilakukan guru dengan melakukan simulasi pembelajaran dengan waktu 30 menit berdasarkan lesson plan yang telah di susun. Dari kegiatan ini setiap guru yang mengadakan simulasi pembelajaran mendapatkan masukan-masukan dari sesama guru dan tentunya dari supervisor. Kegiatan ini bertujuan untuk lebih memperbaiki dan meningkatkan kualitas pembelajaran, pengelolaan kelas, dan dalam hal penilaian. Sebagai guru profesional tentunya akan terus meningkatkan dan mengembangkan diri khususnya dalam metode, strategi, dan model pembelajaran.

    ReplyDelete
  6. Hajarul Masi Hanifatur Rohman
    S2 Pendidikan Matematika C 2016
    16709251052

    Bismillaah....
    Peer teaching, selain memudahkan guru, juga membantu siswa menyelesaikan masalah yang dihadapinya. Di beberapa negara ada yang menerapkan suatu sistem ketika pembelajaran di dalam kelas, selain guru yang mengajar ada pula guru pendamping. Guru pendamping ini bertugas mengamati semua proses yang terjadi di dalam kelas selama pemblajaran berlangsung. seringkali merekamnya dengan kamera atau smartphone. Setelah pembelajaran selesai atau berakhir, kedua guru tersebut kemudian mendiskusikan apa saja yang terjadi di dalam kelas. Masalah-masalah apa saja yang terjadi. Jika ada masalah serius, hal ini akan langsung dapat diatasi. Kegiatan tersebut dilakukan untuk menjamin bahwa seluruh siswa terfasilitasi dengan baik. Hal ini sangatlah baik jika benar-benar di terapkan di Indonesia. Namun, sangat kecil sekali kemungkinannya. Akan tetapi hal ini juga dapat diatasi dengan adanya cctv, sehingga tidak memerlukan guru pendamping yang harus hadir di dalam kelas. Program tersebut merupakan salah satu kegiatan peer teaching yang dapat dilakukan.

    ReplyDelete
  7. Annisa Hasanah
    16709251051
    PPS Pendidikan Matematika C 2016

    Using peerteaching techniques can help to take advantage of all the resources which available for teachers. Students understand how other students communicate. In addition, how a student processes the information obtained can help other students understand better. Effective peer dog techniques improve the overall learning environment and the success of all students when applied properly.

    ReplyDelete
  8. Nama : Irna K.S.Blegur
    Nim : 16709251064
    kelas : PM D 2016(PPS)
    Menggunakan teknik peerteaching membantu memanfaatkan semua sumber daya yang tersedia untuk guru. siswa memahami bagaimana siswa lain berkomunikasi. Selain itu, bagaimana seorang siswa mengolah informasi yang diperoleh dapat membantu siswa lain memahami dengan lebih baik. Teknik peerteacjing efektif meningkatkan lingkungan belajar secara keseluruhan dan keberhasilan semua siswa ketika diterapkan dengan benar.

    ReplyDelete
  9. Kunny Kunhertanti
    16709251060
    PPs Pendidikan Matematika kelas C 2016

    Dari persoalan yang ada dipaparkan tersebut, dari sisi inovasi pembelajaran, guru sudah bisa menyaikan dengan baik. Namun masalah yang sebenarnya terjadi adalah pembelajaran yang masih berpusat pada guru, masalah ini yang sebenarnya perlu perbaikan. Karena dengan pembelajaran yang berpusat di guru bisa mengakibatkan siswa yang kreatif dan berkembang dengan baik. Hal ini sering terjadi karena waktu atau jam pelajaran yang tidak memadai dengan banyaknya materi yang harus diselesaikan. Namun alasan ini sebenarnya bukan merupakan sesuatu yang bisa digunakan sebagai alasan, namun sebagai tantangan yang bisa membuat seorang guru bisa merubah pembelajaran agar pembelajaran bisa lebih inovatif lagi.

    ReplyDelete
  10. Lana Sugiarti
    16709251062
    PPs Pendidikan Matematika D 2016

    Mengajar matematika memang akan menemukan banyak kendala. Guru juga mengalami kendala dalam mengajarkan matematika. Pembelajaran yang kurang inovatif dan cara mangajar guru yang terlalu cepat juga merupakan kendala yang dialami oleh guru. perlu adanya sumber referensi tentang pembelajaran dan berlatih mengajar dengan baik agar pembelajaran menjadi lebih inovatif lagi dan mengajar tidak terlalu cepat agar siswa mudah memahami materi yang disampaikan.

    ReplyDelete
  11. Ratih Eka Safitri
    16709251059
    PPs Pendidikan Matematika C 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
  12. Sylviyani Hardiarti
    16709251069
    S2 Pendidikan Matematika Kelas D 2016

    Dalam belajar matematika, siswa harus aktif membangun pengetahuannya sendiri dengan fasilitasi guru. Hal ini dapat terwujud salah satunya dengan pembelajaran berpusat pada siswa. Salah satu metode pembelajaran yang berpusat pada siswa adaah peer teaching. Peer teaching merupakan salah satu metode pembelajaran yang tepat untuk memfasilitasi siswa membangun pengetahuannya. Peer teaching menjadikan siswa belajar bersama temannya, bersama-sama menukar pikiran tentang suatu pemahaman, bersama-sama saling mengkonstruk pikirannya masing-masing. Dengan pembelajaran peer teaching, teman sebaya yang lebih pandai memberikan bantuan belajar kepada teman-teman sekelasnya di sekolah. Bantuan belajar oleh teman sebaya dapat menghilangkan kecanggungan. Bahasa teman sebaya lebih mudah dipahami, selain itu dengan teman sebaya tidak ada rasa enggan, rendah diri, malu, dan sebagainya, sehingga diharapkan siswa yang kurang paham tidak segan-segan untuk mengungkapkan kesulitan-kesulitan yang dihadapinya.

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  13. Ahmad Wafa Nizami
    16709251065
    PPs Pendidikan Matematika D 2016

    Sebagai mana kita tahu bahwa peer teaching adalah suatu kegiatan penyampaian materi pembelajaran yang dilakukan oleh orang dewasa kepada orang dewasa lainnya yang berperan sebagai peserta didik atau peserta didik kepada peserta didik lainnya dalam suatu kelompok tertentu agar memiliki suatu kompetensi atau konsep yang sama sesuai dengan tingkatannya. Dalam hal ini artikel tersbut menyelengarakan peer teaching di sekolah tingkat SMP pada pembelajaran matematika. Dan disana banyak guru yang mengamati peer teaching tersebut dan banyak juga masukan yang disampai oleh guru.

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  14. Windi Agustiar Basuki
    16709251055
    S2 Pend. Mat Kelas C – 2016

    Banyak sekali metode pembelajaran yang dapat digunakan dalam pembelajaran, namun untuk menentukan metode yang tepat dalam pembelajaran tidaklah mudah. Dalam hal ini siswa tertarik pada hal- hal baru, sehingga guru harus bisa dalam memilih metode agar siswa menjadi termotivasi. Metode mengajar sesama teman (peer teaching methods) adalah pembelajaran yang terpusat pada siswa, dalam hal ini siswa belajar dari siswa lain (sebaya) yang tidak jauh berbeda dari dirinya sendiri. Sehingga anak tidak merasa begitu terpaksa untuk menerima ide-ide dan sikap dari “gurunya” yang tidak lain adalah teman sebayanya itu sendiri.

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  15. Loviga Denny Pratama
    16709251075
    S2 P.Mat D

    Pada peer teaching ini kita tahu bahwa sangat besar kebermanfaatannya karena sebelum terjun dalam dunia anak-anak kita dapat "pemanasan dahulu". Tetapi tentunya kita tahu bahwa keaadaan di lapangan saat menghadapi siswa, keadaannya akan lebih kompleks lagi. Oleh karena itu guru harus berusaha dan memikirkan bagaimana caranya agar pembelajaran di kelas menjadi inovatif dan tidak teacher center. Maka seharusnya sistem pembelajaran yang berorientasi pada siswa. sehingga di sini guru seharusnya memahami bahwa siswa merupakan arsitek yang mampu membangun sendiri pemahaman konsep matematikanya, karena pada hakikatnya matematika adalah pikiran siswa itu sendiri. Sehingga dari sini diharapkan siswa dapat mengkonstruksi hasil pemikirannya sendiri.

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  16. Anwar Rifa’i
    PMAT C 2016 PPS
    16709251061

    Guru-guru dapat berbagi masalah, pengalaman, dan pengetahuan mereka dalam mengajar matematika. Sehingga, sedikit banyak guru-guru akan senantiasa melakukan perbaikan dan inovasi. Tentunya supervisor akan memasilitasi mereka untuk mendapatkan pengetahuan lebih mengenai aspek-aspek yang ada dan yang mungkin ada dalam pembelajaran matematika. Bahwa terjadi pergeseran paradigma dari paradigma teacher center menuju paradigma student center bukanlah merupakan hal yang mudah bagi guru. Dimana mereka telah merasa nyaman sehingga merasa enggan berhijrah menuju paradigma student center. Dengan adanya peer teaching akan meminimalisir adanya keengganan belajar karena guru akan saling mendukung dan menguatkan untuk belajar memperbaiki dan berinovasi bersama.

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  17. Heni Lilia Dewi
    16709251054
    Pascasarjana Pendidikan Matematika 2016/ Kelas C

    Pada pembelajaran peer teaching dapat menjadikan siswa lebih bekerja sama belajar dengan temannya, bekerja sama dalam hal menukar pikiran tentang suatu pemahaman dan menukar opini tentang suatu proses pembelajaran. Guru mempunyai kewajiban untuk menentukan rekan belajar yang cocok untuk seorang siswa agar dalam proses pembelajaran siswa dapat berinteraksi secara aktif untuk saling membantu bertukar pikiran. Model pembelajaran peer teaching merupakan teknik menyampaikan materi yang melibatkan siswa belajar dari dan dengan satu sama lain dalam cara-cara yang saling menguntungkan dalam hal berbagi pengetahuan, ide dan pengalaman siswa.

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