Feb 12, 2013

Peer Teaching of Secondary Mathematics in Bilingual for Teachers of The Candidate of International School




Venue: Hotel Sahid Yogyakarta
Day/Data: Saturday, 22 November 2008
Participants: 22 Secondary Mathematics Teachers (Central Jawa 6, West kalimantan 1, South Kalimantan 2, East Kalimantan 2, Lampung 1, Maluku 1, Aceh 6, North Sulawesi 2)
Supervisor: Marsigit
TEACHER 1. Martutwuri Handayani SPd, SMP N1 Magelang, Central Jawa
Topic: Proportion
Media : Power Point
Review:
A. From Peer P. Hasman (In the case of English language)
1. The use of the word "job", it is better to use the word "work"
2. Not "How long.." but "How many days..."
B. P. Suyono
1. The picture presented should be more ethic
C. Mrs. Zubaidah (Aceh)
1. The presentation is good enough
2. Why the solution tend to direct solution. We need more explanation for solution of the problem.
From Supervisor:
Power Point presentation make the teacher tends to practice delivery method with the following characteristics:
1. Teacher dominate initiation
2. Teacher dominate talking
3. Teacher dominate the class activities
4. Teacher dominate question
5. Teacher deliver the problems and not expect that the students doing so
6. Teacher guide to solve the problem
7. Teacher practices guide teaching
8. Teacher practices directed teaching
9. The teacher seem to have not a perception that the student need to be active.
10 Teacher question "Are you clear" seem to conclude and control the students.
11. At the end of the lesson the teacher distribute the worksheet however they are still as a collection of problems.
12. Teacher delivers her suggestion to the students seemed to control the class situation.
13. Conclusion: teaching learning process is still teacher centered orinted
Additional Question from Mrs Arie Wahyuningsih:
1. The teacher are obliged to carry out International Class
2. The teacher are obliged to perform contextual teaching
2. The teacher are obliged to deliver mathematics
3. How do we behave toward The Olympiad of Mathematics
Marsigit's Comment on No. 1 and No 3:
It is related to communication problems
TEACHER 2: lAMINTO (Sukoharjo, Central Java)
Topic: Proportion
Grade : 7 Junior High School
Activity: The teacher posing the some problems
a. Problem1: As we add more water to a container holding some water, the weight of the water increase
b. Problem2: The more strength we use to push an object, the greater the acceleration of the object?
Can we predict how the weight of water or the acceleration of the object will change?
The teacher further to communicate the problems to the students and explain every aspect for solving the problems:
Comment from peer:
A. Pujiastuti (SMP 1 Surakarta, Central Jawa)
1. The pictures in the first slide make me confuse. It is better to use table to show the problems
B. Martutwuri Handayani (SMPN 1 Magelang Central Jawa)
1. It is better for the teacher not always to sit down
2. Not every content can be used by Power Point
C. Zubaidah (SMP N 3 Langsa Nanggro Aceh Darussalam)
1. It is better that the picture is in animation
D. Sukamti (SMP N 5 Sragen Cantral Jawa)
1. In my opinion the best picture to show proportion is Photograph.
Supervisor's Obervation: (Marsigit)
1. The teacher initiates the ideas
2. The teacher uses the Power Point presentation to deliver the explanation in such away that teacher styles of teaching is characterized as:
a. The teacher implements directed teaching
b. The teacher implements guided teaching
c. The teacher dominate initiation
d. There is no indication that the teacher encourage initiation
3. From the explanation of the problems the teacher then let the students to define what does the direct proportion?
4. There is a student to answer: The direct proportion is if one part of the proportion is added the the other part is added also.
5. The teacher resume the students answer then to explain to the whole class. So the teacher uses students answer to give more explanation and to conclude the meaning of direct proportion
6. The teacher continues to give orally the other problem referred to Power Point to the whole class and asked the students to answer his question.
7. The teacher uses long closed sentences to explain and to guide the whole students
8. The teacher continue to explain to the whole class based on his power point.
9. Even for solving the problems the teacher always refer to Power Point while sitting and read by word and deliver it the the whole class.
10. At the end the teacher read from power point " What can we learn from this"
11. The teacher conclude for himself his explanation and ultimately asked the students whether they have understood clearly.
12. The teacher then give another problem however the teacher itself try to solve the problem orally and deliver to the whole class.
13. The teacher continue to give another problem however the teacher itself try to solve the problem orally and deliver to the whole class.
14. Conclusion: the teacher implements traditional teaching
TEACHER 3 : Sukamti SPd, SMP N 5 Sragen Central Jawa
Topic: The Are of Triangle
Grade: 7 Junior High School
Objective:
Apperseption: Remember the homework, Have no problem with your hoework?, Do you remember the area of rectangle, Q-A on the area of rectangle-teacher uses whiteboard to draw a skecth of rectangle
Proses:
Teacher use Power Point to:
- show the process of finding the area of triangle from the area of rectangle
- the area of rectangle A= L x W
- the teacher explain that from the area of rectangle we can determine the area of triangle.
- the teacher question if we have the area of rectangle A = L x W the what is the area of triangle ? student answer La = 1/2 (L x W)
- the teacher ask the students to conclude that the area of triangle is La = 1/2 (L x W)
- any question, Noo..., Thank you
- How about the following triangle (different triangle) is there any different formula for the area? Students choirly aswer: No.
- Then, the teacher deliver one problem by writing it at the white board
- The teacher guided students to answer word by word of the process of using the formula.
- Any question? Noo. No?
Conclusion:
- The teacher lets the students to conclude
- The teacher chose one student and guide him to come into conclusion that the area of triangle is 1/2 x base x height
- Any question? No?
- Okey, ..
- The teacher read the conclusion for herself that: " If A is the area of triangle whose base is b and height is h, then the area of the triangle can be stated as: A = 1/2 (b x h)"
-the teacher give the students: Student Worksheet
The teacher chose one students to solve one problem in front of the class, check, tru or false?, True. and praise, all students applause.
Repeating above activity up to three times
- At the end of the lesson the teacher give the students Evaluation
Comment 1: Laminto SMP N 1 Sukoharjo Cenral Jawa
- the last slide the conclussion is for the right triangle why the students solve the other?
Comment 2: Hasman (English)
- communication in Englih is very good
- no much mistake of the grammar
Comment 3: Supervisor
- the structure of lesson is clearer than yesterday lesson
- the teacher not only use Power Point but also use white board
to conduct the procces of teaching learning
- however, the teacher dominates initiation and class communication and class situation
- the teacher still implements directed and guided teaching
- the students are still more passive
- because of the room setting then the teacher seems not to develop the schema for interaction
In conclusion: the teacher has an effort to perform innovative teaching but there are still many constraints.One of the constraint is coming from the teacher itself i.e. delivering teaching and domination the class as well as still not trust on the students competencies to develop problems.
TEACHER 4: Zubaidah, SMPN3 Kota Langsa Nanggro Aceh Darussalam
Topic: Intersection and Union of Two Sets
Introduction/Apperception:
- Teacher: What is the set
- Student: A set is a collection
- Teacher: Give me example
- Other Students: The collection of four leg animal
- Teacher : Ari, give me universal set, only example
-Student : the collection of flowers
Problem 1:
Nana likes {pop music, jazz music, dhangdut music}
How do you express in sentence:
Student: Nana like ... music
Teacher: yes
Budi likes = {jazz music, rock music, blues music}
How do you express about Nana and Budi?
The teacher and the student, firstly answer together, however the teacher continue to explain and write in the white board as follows:
Nana and Budi = { jazz music}
A and B = {jazz music}
The teacher guided the students and write in white board:
Nana and B = { P, M, J, d, R, B}
The teacher then show the Venn Diagram using Power Point
Next, the teacher show the problem using Power Point:
Given A = {1,3,5,7,9}, B = {2,3,4,5}, C = {1,5,9}. D= {6,8,10}
List the element and determine:
1. A and B, 2 A or B, 3 A and D. 4. Draw the Venn Diagram
The teacher then chose one student to solve the problem in front of the class.
While one student solve the problem, the teacher pays attention and wait and so their students.
The teacher invite one student (Laminto) to come to front to conclude the problem.
Laminto: Using bilingual to explain his conclusion. First in English then explain in Indonesian. ... saling lepas ...(no intersection). Finish. Applause
The teacher resume and revise the student's work.
The teacher shows the key answer using Power Point and chose othe students to come forward to continue solving the problem.
Students answer: 1) A U B = {1,2,3,4,5,7,9}, 2) AUC = {1,3,5,7,9},
3) AUD = {
The teacher then chose the other student to come forward to draw the diagram.
The teacher communicate to the whole class one solution to have a confirmation from the students. Then she chose other students to come forward to solve other students.
The teacher comments on students works and revise as well as to judge whether the solution is right or wrong.
Can you conclude about the intersection and union set? No students answer.
The student resume to explain and expects students to conclude. However, they still silent.
Then the teacher chose one students to come forward to write the answer in the sentence form as follow:
A and B = { x/x is member of A and B}
The teacher poses and read the conclusion on Power Point as follow:
- The intersection of two sets A and B is a set which consists of all element common to A and B, formally it is written as the following notion:
....
How about this day lesson, good? Students: Swear it is good.
Comment 1: Martutwuri SMP n 1 Magelang
- In the last slide, is that notion or notation?
- Variation of examples and problems
Comment 2: Suyono, SMP N 1 Bireun Aceh
-The conclusion should be by the students
Comment 3: Furnaningtyas SMP N 2 Penajam East Kalimantan
- It is better that one student only get one problem
Comment 4:Regina Sandeha SMP N1 Bitung North Sulawesi
- Variation of problems and examples
Comment 5:Slamet SMP N14 Ambon Maluku
- the example is only intersection how about union?
Comment 6:Ginanto, SMPN3 Purworejo
- When I come forward I am confuse what should I draw
Comment 7: Hasman (English)
- pronounciation need to be improved
Supervisor: Marsigit
- The teacher implements teaching in which many students, in the same duration of time, doing similar mathematics with the similar single expected result.
- The teacher implement single method i.e. expository method according to the following circle: Explanation, Example, Give Problem, Assignment,
- The teacher still dominate initiations, questioning and activities
- The teacher still implement directed and guided teaching
Conclusion: Teaching is still traditional.
Participants: B. Ginanto, Sukamti, Laminto,Arie Wahyuningsih, Martutwuri Handayani, Pudjiastuti, Siti Prihati, Bainah, Kariman, Furnaningtyas, Budi Susilowati, Slamet Mulyadi, Suyono, Fadliana, Zubaidah, R P Dandehang, Hasman, Haimatussak'diah, Safamarwati, Yeanni Aiman, Ansje Grees Wowor, Lis Suharyani

6 comments:

  1. Sumandri
    16709251072
    S2 Pendidikan Matematika D 2016

    Peer teaching memang bermanfaat sekali bagi kita seorang guru maupun calon guru, karena dengan adanya peer teaching maka kita bisa melihat kesalahan kita dari teman-teman, dan mendapatkan masukan tentang bagaimana kita mengajar, apakah sudah baik atau belum. Dan juga kita bisa mengukur apakah pembelajaran yang kita sampaikan sudah dimengerti oleh peserta didik atau belum.

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  2. Pembelajaran Peer Teaching mempunyai manfaat bagi peningkatan kualitas pembelajaran. ketika guru menjelaskan konsep atau materi maka guru lain dapat mengawasi dan memperhatikan kegiatan yang dilakukan siswa. Untuk kegiatan siswa yang dapat mengganggu pembelajaran maka guru kedua dapat memberi peringatan. Dalam perencanaan juga akan lebih baik karena akan ada diskusi materi dan metode pembelajaran yang akan dilakukan dan persiapan bahan ajar. Juga akan ada evaluasi dari pembelajaran, membenahi pembelajaran yang belum terlaksana atau tidak tepat atau terjadi kesalahan maka akan ada saling koreksi sehingga ada perbaikan dan peningkatan dalam pembelajaran. selain manfaat tentu ada juga kekurangan yaitu rasa malu atau tidak percaya diri jika mengajar diperhatikan atau kadang tidak menyukai masukan dari teman sejawatnya. Mungkin itu terjadi di awal-awal pembelajaran. jika sudah terbiasa maka hal tersebut dapat dihilangkan.

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

    Pembelajaran peer teaching atau dalam bahasa Indonesia diartikan sebagai pembelajaran sesama teman. Pembelajaran peer teaching ini merupakan pembelajaran yang melibatkan siswa belajar secara aktif dan salah satu siswa akan mengajari siswa lain yang mengalami kesulitan dalam mempelajari sebuah materi. Peer teaching ini kemungkinan akan berdampak pada omunikasi yang dapat dilihat sebagai proses eksternal dimana siswa hadir dan berkomunikasi dalam menemukan dan menyimpulkan kepada orang lain, dan menerima umpan balik dan komentar dari orang lain (Scanlon et al., 2011) dan kadang-kadang mendengarkan orang lain dan mengartikulasikan pemahamannya sendiri.

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  4. Ardeniyansah
    16709251053
    S2 Pend. Matematika Kelas C_2016

    Assalamualaikum wr. . wb.
    tidak bisa di pungkiri bahwa sebagian besar guru di Indonesia masih cenderung menggunakan metode pembelajaran tradisional (teacher center), dimana siswa hanya dijadikan sebuah objek dari pembelajaran. Hal itu, karena penggunakan metode pembelajaran yang hampir berorientasi penuh pada guru. Sehingga aktivitas siswa di dalam kegiatan belajar mengajar cenderung pasif maka guru seharusnya menyadari akan potensi siswa yang berbeda antara satu dengan yang lain, berbeda dalam menyikapi suatu masalah, berbeda dengan cara-cara yang dikuasai guru, sehingga mereka (siswa) bebas membangun sendiri ilmu pengetahuannya. Siswa yang penasaran pasti akan terus mencari jawabannya, para guru disini pun akan lebih kreatif lagi dalam pengembangan pembelajaran matematika.

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

    Dari kegiatan Peer Teaching yang dijabarkan di atas, kebanyakan guru masih menggunakan metode atau strategi yang sifatnya masih tradisional, di mana guru masih sebagai subjek pembelajar dan siswa hanya sebagai objek belajar (pembelajaran yang masih terpusat pada guru). Saat sekarang pun seiring dengan perubahan paradigma pembelajaran dari yang berpusat pada guru berubah menjadi pembelajaran yang berpusat pada siswa, masih banyak ditemui guru yang merasa sulit untuk mengubah paradigmanya. Kebanyakan guru telah mampu membuat perangkat pembelajaran misalkan RPP dengan menggunakan metode atau strategi yang inovatif dan berpusat pada siswa tetapi pada kenyataannya pembelajaran yang dilaksanakan tetap berpusat pada guru.

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  6. Rahayu Pratiwi
    16709251077
    PPS PM-D 2016

    Peer teaching merupakan teknik untuk menyampaikan materi ajar melalui rekan atau bantuan dari teman. Mulai dari pembahasan materi sampai penilaian juga dilakukan dari dan oleh siswa dalam kelompok itu sendiri. Sedangkan untuk nilai akhirnya adalah penggabungan antara penilaian oleh guru dan teman sebaya. Dari defenisi tersebut, guru harus mampu memodifikasi metode peer teaching agar sesuai diterapkan untuk siswa SD (kelas tinggi) terutama pada bagian assessment-nya. Oleh karena itu diperlukan evaluasi untuk mendapatkan masukan yang membangun, agar pembelajaran di kelas semakin efektif dari masa ke masa.

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