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
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
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
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?
- 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
- 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


  1. Muh Ferry Irwansyah
    Pendidikan Matematika PPS UNY
    Kelas D
    Berdasarkan artikel di atas, bahwa setiap guru harus memiliki cara mengajar yang berbeda satu sama lain, tetapi tidak dapat dipungkiri bahwa metode pengajaran masih menggunakan metode tradisional dan berpusat kepada guru. Meskipun beberapa dari guru tersebut telah mencoba untuk menciptakan pembelajaran yang inovatif, tetapi masih mengarah ke metode tradisional. Seperti teacher centered yaitu guru menjelaskan konsep siswa hanya mendengarkan, dsb.

  2. Muh Ferry Irwansyah
    Pendidikan Matematika PPS UNY
    Kelas D
    Memang bukan hal mudah untuk mengubah paradigma pembelajaran menjadi pembelajaran yang berorientasi kepada siswa. Namun dengan usaha yang keras, pasti akan tercapai pembelaran yang inovatif. Peran guru sangat dibutuhkan dalam pencapaian hal ini. Semoga bagi para guru yang terus belajar dan berusaha untuk mewujudkan pembelajaran yang inovatif dapat meningkatkan kualitas pendidikan.

  3. Cendekia Ad Dien
    PPs Pendidikan Matematika Kelas C 2016

    Peer teaching sangat bermanfaat dalam menilai pembelajaran yang dilakukan oleh sendiri. Dengan begitu, guru dapat melakukan perbaikan terhadap pembelajaran yang ia lakukan berdasarkan komentar dan saran dari sesama guru. Di sisi lain, juga dapat membantu guru mengidentifikasi permasalahan yang ada dalam pembelajarannya.

  4. Sehar Trihatun
    S2 Pend. Mat Kelas C – 2016

    Dari kegiatan pembelajaran matematika yang dilaksanakan pada kelas yang juga menggunakan bahasa inggris dalam pembelajarannya ini ternyata masih banyak yang mempraktekkan pembelajaran-pembelajaran tradisional. Pembelajaran tradisional ini merupakan pembelajaran yang cenderung menekakankan kegiatan aktif guru selama pembelajaran matematika berlangsung. Hal ini mengisyaratkan adanya dominasi guru di dalam pembelajaran, siswa cenderung pasif dan tidak diberikan kebebasan untuk dapat mempelajari matematika sesuai dengan cara berpikirnya. Siswa harus senantiasa menerima produk jadi yang diberikan oleh guru tanpa menganalisis secara lebih dalam mengenai konsep-konsep matematika tersebut.

  5. Angga Kristiyajati
    Pps UNY P.Mat A 2017

    Terima kasih Banyak Pak Prof. Marsigit.

    Pada dasarnya kurikulum pembelajaran di Indonesia saat ini sudah menuntut untuk adanya perubahan paradigma pembelajaran dari pembelajaran berpusat pada guru menjadi pembelajaran berpusat pada siswa. Pembelajaran matematika hendaknya tidak berdasar pada sebarapa cepat siswa dapat menyelasaikan/mengerjakan sebuah soal akan tetapi lebih kepada kemampuan siswa dalam memahami persoalan secara mendalam dan menyelesaikannya.

  6. Dimas Candra Saputra, S.Pd.
    PPs PMA 2017

    Assalamualaikum prof,
    Kebanyakan masalah yang muncul dalam pembelajaran yang sulit diubah ialah dominasi guru. Seringkali guru telah mencoba berusaha untuk melakukan pembelajaran inovatif, tetapi belum mampu mengurangi dominasinya di dalam kelas. Misalnya, ketika guru telah merancang media pembelajaran seperti LKS atau yang lainnya, tetapi guru masih sering membatasi diskusi siswa dengan memberikan penjelasan untuk semua siswa. Padahal pembelajaran yang diharapkan ialah pembelajaran yang melibatkan siswa aktif, mulai dari apersepsi, pembentukan pengetahuan, hingga pada penarikan kesimpulan. Dengan adanya kegiatan peer-teaching seperti ini, guru akan terus menerus mendapatkan masukan sehingga pembelajarannya akan semakin baik. Aamiin.

  7. Alfiramita Hertanti
    S2- Pendidikan Matematika kelas A 2017

    Assalamualaikum wr.wb
    Dengan perkembangan zaman seperti sekarang ini, dimana Indonesia sudah mengahadapi MEA, masyarakat Indonesia dituntut untuk mempersiapkan diri untuk menghadapi hal tersebut, terutama untuk para pendidiknya yaitu Guru. Guru diharapkan dapat meningkatkan kualitas diri, salah satunya menguasai Bahasa Inggris dengan baik. Karena guru-guru Indonesia merupakan tombak pendidikan atau aktor utama yang mencerdaskan generasi bangsa, sangat sayang sekali apabila tidak menguasai bahasa International itu. Kita akan ketinggalan dan harus rela jadi penonton di persaingan global. Selain iu, pemerintah juga harus turun tangan dalam meningkatkan kualitas para pendidik, terurtama dalam meningkatkan kemampuan berbahasa inggris para guru.

  8. Assalamualaikum Warohmatullah Wabarokatuh
    the curriculum revision expects a change of educational outlook in Indonesia from being initially centered on the teacher being student-centered. teachers are no longer a single source of knowledge in the classroom but students can construct their own knowledge.

  9. Nama : Habibullah
    NIM : 17709251030
    Kelas : PM B (S2)

    Assalamualaikum wr.wb

    Sebagai seorang guru yang ingin mengembangkan pengetahuan siswa di dalam kelas maka guru harus membuat pendekatan pembelajaran yang berpusat pada siswa (student center). Dengan melakukan hal tersebut maka siswa akan merasa memiliki kebebasan untuk berkreasi dalam berfikir dan merasa bebas untuk menuangkan ide-ide yang dimilikinya dalam bentuk lisan maupun tulisan. Sehingga peranan guru benar-benar sesuai dengan tujuan dari kurikulum 2013 yaitu hanya bertidak sebagai fasilitator, mediator, dan motivator di dalam proses pembelajaran khususnya di dalam pembelajaran matematika.

  10. Shelly Lubis
    S2 P.Mat B 2017

    Assalamu'alaikum wr.wb

    by reading the article above, we can see that many teachers still use traditional methods. it is not easy to change it, especially when they must use english, they need to practice more, not only about how to develop their skill and develop the methods, but also they need to improve their english skill. it is really hard job.

  11. Gamarina Isti R
    Pendidkan Matematika Kelas B (Pascasarjana)

    Saat pembelajaran matematika pemilihan kata yang diucapkan bagi seorang pendidik akan sangat berpengaruh, apalagi matematika terdiri dari berbagai macam simbol-simbol. Apabila pendidik tidak menampaikan dengan kata yang tepat untuk memaknai simbol tersebut maka akan terjadi kesalahpahaman. Pendidik juga sebaiknya menggunakan kata-kata yang tepat dan menggunakan kalimat sederhana tapi bermakna agar tidak terjadi kesalahan penerimaan konsep, karena keslaahan konsep pertama akan mempengaruhi konsep selanjutnya.

  12. Auliaul Fitrah Samsuddin
    PPs P.Mat A 2017

    Thank you for sharing this, Sir. In this globalization era, Our country has done much to improve the quality of our education. one of them might be International school. It is believed that by building international school, we can expect our future generations to be locally and globally competitive. but one of the obstacles again is the language. there is certain level of english proficiency need to be fulfilled by teachers and students.