Mar 12, 2014

When you teach kids to ask questions, what if they ask silly ones?

When you teach kids to ask questions, what if they ask silly ones?

Blogger Jay Corrigan writes in... 

Posed by Dan Rothstein Co-Director, The Right Question Institute Top Contributor, through

Questions? Question Formulation and Classroom Management
This blog is part two in a four part blog series from an educator in the field, Jay Corrigan. Over the next few weeks, Jay will share how his school community has integrated the Question Formulation Technique into their classroom practice. Read part 1 here where Jay described a scaffolded approach that starts in kindergarten and extends to third grade and beyond.

Primary QFT: Maintaining Student Focus on the Qfocus

I have a job where I deliver professional development and support to all teachers, K-12.  One thing I have learned in this position is that a key instructional challenge in high school is generating energy and interest.  I work with a high school government teacher who frequently talks about the challenge of getting her first period students to wake up!  The challenge at the elementary level, the primary level in particular, is more focused on harnessing and focusing the energy that already exists in the classroom.  This energy is part of what makes the Question Formulation Technique so exciting to use with very young children.  It also means that the management of this activity can be tricky, unless you know what to do!

Hold the Line on Relevance
I was in a first and second grade classroom observing teachers using the QFT with their students.  The difference in their approach, and the response of their students, illustrates something important about how to manage student behavior while they are generating questions.
In the second grade classroom, the teacher presented the class with a QFocus and the first student who volunteered asked a question whose purpose was to be silly.  The teacher, believing that she needed to accept anything that was offered, wrote the silly question on the board.  This class quickly degenerated into kids trying to one-up each other by asking progressively more silly and ridiculous questions.

 The Meal Worm QFocus

In the first grade classroom, the teacher presented the class with a QFocus that was a picture of mealworms.  The first student who volunteered asked, “Are they gross?”  General giggles all around.  The teacher responded by saying, “Maybe, maybe not.  But our job now is to ask questions that will help us to learn about this animal.  Will that question help us to learn something important about this picture?”  General agreement that the answer was no.  What followed was a series of complex and interesting questions, all relevant to the picture and all indicative of curiosity that these kids had about an organism they were not familiar with.

The lesson is this: There is a difference between judging and evaluating questions and holding students accountable for asking questions that are relevant. The second grade teacher did not hold her students accountable for asking relevant questions and she ended up with a list of questions that told you more about the second grade sense of humor than student curiosity about her QFocus.  The first grade teacher did hold her students accountable for asking relevant questions and it made all the difference.


C.O.D. ~Connector of Dots

I would probably giggle along with them.

mathematics department chair at Powhatan school

Since I am a big advocate of teaching the skill of question asking, this can be tricky. But like lots of things we teach kids to set limits, and teach them when they push too far. 

Biologist/Botanist/Writer/Consultant/Founding Editor at Science Literacy & Education focused

Who decides if the question is silly? Treat the question like brainstorming. Perhaps the silly question will relax the group, spawn more serious questions, or perhaps it is not silly for the person asking it, though it may be for others.

Here is an example: In a biology class for pre-med, nursing and allied medical students a student asked what toilet paper was for. Other students started to laugh and thought it was a silly question. I suggested they stop laughing and I answered the question matter of factly. The student was from a culture that did not use toilet paper. The student truly did not know and needed to learn, so, asked a question. The question came up when students were discussing how hygiene helps in decreasing infection levels and how they could convey healthy practices to the people they worked with in clinical situations. 

Lecturer at Yogyakarta State University

Adults (teachers) expectations of the younger (students) is the immanently biggest problem in education. Teacher's expectation followed by his/her subjective justification about his/her students are always worsen them psychologically. 

Founder & Director of Machuan Education

There's no silly question, only silly answers. 


If you have full command in your subject then you can handle every situation held in your class rather than silly or not 

Lecturer at Yogyakarta State University

@Jun Zhao: No silly utterances (Q and A) belong to youngsters; rather, they are mostly belong to adults (teachers) 

Director at Zeal Educational Services Pvt Ltd

I would distinguish between two kinds of "silly" questions: those that are asked for a genuine reason (Shipman's example) and those that are asked for other reasons. If they are being asked for fun, I would perhaps laugh along with them and Renee; but I would take notice if the "silly" question is being asked to disrupt the class.

Sometimes, "silly" questions are really tough to answer; often, when someone asks me such a question, I have to think for hours before I get an answer! 

Teacher at Sterling Academy

Students who like to ask questions that are "off topic" and could be considered silly usually learn quickly to be more discerning if a teacher will answer the question without making a big deal about it. Sometimes students just want the spotlight and other times they really don't understand something. If a student is looking for attention, the best thing to do is seriously answer the question and move on quickly. They will usually get the idea after a few times that this behavior isn't acceptable.

We never want to make students feel bad about asking questions. This is very common when teaching students from different backgrounds and it is up to the teacher to guide the class toward better understanding of different cultures.

Sometimes we do laugh reflexively at a question, but it is important to laugh with the student, not at the student. (I was teaching in a very orthodox school years ago and the rabbi's son meant to ask about an edema, but used the word enema instead. Many of the students knew what the 2nd was and laughed. I smiled, explained the term and we went on.) 

Senior Teaching Fellow at University of Strathclyde

Kipling's Elephant's child can be used to help focus questioning:
I KEEP six honest serving-men
(They taught me all I knew);
Their names are What and Why and When
And How and Where and Who.
. . . .
Teach them how to ask questions, pursue enquiry and to retain enthusiasm for asking them. If this was treated as a life skill then learning STEM subjects could be more 'productive' to the system and more rewarding for the learner. It seems one of the great mysteries of formal education that spontaneity in asking questions progressively diminishes as children progress through the system - this ranges from the constant what, why, how of nursery/Kindergarten/Reception class to occasional grunts from reluctant teenagers who are driven to achieve grades rather than thinking and furthering their understanding of, of everything. 

Director at Advocating Creativity

I always think of a "question" as the tip of the iceberg. A lot has gone on, and sometimes overcome, for a learner (of any age) to ask a question. It is a high risk strategy in an environment that expects answers and the acquisition of knowledge as tangible proof of learning. Asking a question exposes the learner to all sorts of negative experiences from ridicule to abandonment and can seriously impact on their "learning map" (what they believe they can and can not learn). Yet I see the asking of a question as a sign of true engagement in learning, it shows a desire to learn. We need to show learners how to ask questions and we need to model this as teachers. Ellen Langer talks of "mindful learning", of asking questions in a way that 'leaves the door open' and helps learners engage. I find this sometimes lacking in a knowledge based curriculum where there are right and wrong answers and therefore questions that acknowledge only right answers and not 'explorative thinking' which is often high risk to the learner.

If we adopt what I call a "learning focused" curriculum instead of the "knowledge based" type frequently found in schools then asking questions is at the heart of the process, it is the engine that drives learning. In such a model we would see more open ended learning opportunities where asking questions is essential in guiding the learning. I wrote an article in my series on "Learning Intelligence" or LQ which explores the link with learning and creativity, a process full of questions. The link is:

Perhaps the only silly question is the one that is not asked!



    Jika mereka menanyakan sesuatu yang kurang relevan dengan pembelajaran matematika. Bisa jadi guru kurang tepat memberikan metode saat pembelajaran. Sebaiknya guru mempelara alur pikir siswa sehingga bisa tepat melakukan hipotesis pembelajaran yang akan diberikan.

  2. Jika mereka mempunyai banyak pertanyaan, dan bisa saja pertanyaan tersebut kurang relevan. Maka dengan adanya diskusi kelompok mereka bisa saling menjawab kegelisahan mereka. Mungkin teman mereka bisa lebih tahu apa yang dimaksud antara siswa.

  3. Suci Renita Sari
    S1 Pendidikan Matematika I 2014

    Menurut saya, jika saya mengajar siswa kemudian meminta siswa tersebut mengajukan pertanyaan, akan tetapi pertanyaan yang diajukan siswa tersebut adalah pertanyaan konyol, saya harus mengerti dan memberikan jawaban yang selogis mungkin sehingga dapat diterima oleh akal pikiran siswa. Selain itu dengan adanya pertanyaan konyol yang diajukan oleh siswa, guru dapat mendapatkan pelajaran bahwa persiapan sebelum pembelajaran sangat penting untuk dilakukan untuk meminimalisir kemungkinan-kemungkinan guru tidak dapat menjawab pertanyaan yang diajukan oleh siswa.

  4. Elli Susilawati
    Pmat D pps16

    Menurut saya, saya akan menanggapinya dengan serius. Anak-anak dengan keluguannya ingin mengetahui sesuatu hal dengan bertanya merupakan suatu hal yang harus diberi apresiasi. Karena dengan keingintahuan merekalah mereka bisa belajar banyak hal. Jika ada pertanyaan yang konyol bagi kita bisa jadi merupakan pertanyaan yang serius bagi anak. Kita sebagai guru selayaknya menjawab pertanyaannya sesuai dengan konteks dan usia pada anak tersebut.

  5. Ilma Rizki Nur Afifah
    S2 Pendidikan Matematika A

    Kita tahu bahwa masa anak-anak adalah masa pertumbuhan dan perkembangan yang sangat pesat, termasuk pertumbuhan otak. Pada masa itulah seseorang akan sering menanyakan hal-hal yang sepele yang ingin diketahuinya. Sebagai seorang guru, kita harus menghargai apapun yang mereka tanyakan. Jangan sekali-kali kita mengacuhkan bahkan menolak pertanyaan mereka. Karena pada dasarnya mereka ingin memahami apa yang terjadi di sekitarnya. Oleh karena itu, jika sang guru menolak atau tidak menjawab pertanyaan mereka, bisa jadi nanti si anak tidak mau lagi bertanya karena takut atau malu.

  6. Rigia Tirza Hardini
    S2 PEP B

    I have experienced the time when a child asked me a question which was out of the context when I was explaining something in front of the class. I found that question was funny, but, I held my laugh and gave appreciation to the child because he had actively participated in the class. I also made his classmates answer that question and made that question didn't look like unimportant question.

    I believe that every children asks what they think so interesting and it bother them so much that they can't find the answer themselves. When they ask a lot of questions and somebody answer them kindly, they will have more courage to find interesting things that can be usefull in their future.

  7. Angga Kristiyajati
    Pps UNY P.Mat A 2017

    Thank you very much, Mr. Marsigit.

    This is a good script of disscussion. I do agree with Mr. Marsigit and Mr Jun Zhao that there are no “silly” question from student in the classroom, but the teacher can give “wise response” or “unwise response” about anything that student ask.

  8. Auliaul Fitrah Samsuddin
    PPs P.Mat A 2017

    Thank you for sharing this, sir. I agree with your point that sometime we, as a teacher, set our expectation on our younger students way higher than it should. We are the one who ask them to pose questions, it means we are ready to answer, whatever the question is. Take their 'silly' questions as brainstorming and let them improve their curiosity and critical thinking. Moreover, it may be 'silly' for us, yet it is a 'serious' questions for them.

  9. iLania Eka Andari
    S2 P.Mat C 2017

    Sebelumnya, saya mohon maaf karena harus menghapus komen saya sebelumnya, dikarenakan terdapat beberapa kesalahan.

    Menurut saya, bodoh atau pintar adalah label, dan tidak seharusnya seorang guru memberikan label kepada muridnya. Tidak ada murid yang bodoh. Karena setiap murid memiliki kesukaan dan keahlian yang berbeda-beda. Bisa saja seorang murid pandai di pelajaran matematika tapi kurang bisa berkomunikasi sehingga nilai bahasanya rendah. Sebaliknya, ada murid yang nilai bahasanya tinggi namun nilai fisikanya rendah. Pertanyaan pun tidak ada yang bodoh (there is no silly question), karena pertanyaan adalah bentuk sikap kritis, ingin tahu, dan indikasi ketidaktahuan dan menuntut penjelasan. Rasa ingin tahu siswa muncul karena siswa belum mengetahui sesuatu hal, dan ketidak tahuan siswa tersebut muncul karena dia sedang berusaha untuk mempelajari sesuatu. That’s why, no matter what kind of questions our students have, let’s not judge it as a “silly question”

  10. Dewi Thufaila
    Pendidikan Matematika Pascasarjana C 2017

    Konyol tidaknya suatu hal itu sifatnya subjektif , artinya tergantung dari individunya sendiri, sesuatu hal yang dianggap konyol oleh seseorang belum tentu dianggap konyol oleh orang lain. begitu pun guru dan murid. guru menganggap sebuah pertanyaan muridnya sebagai pertanyaan konyol mungkin karena ia telah mengetahui jawabannya dan menganggap hal itu sebagai suatu pertanyaan yang dapat dijawab oleh semua orang. atau misalnya karena hal tersebut adalah hal yang tidak biasa untuk ditanyakan. hal itu sebenarnya hanya masalah dari berbeda-bedanya pandangan setiap individu terhadap suatu hal.

  11. Dewi Thufaila
    Pendidikan Matematika Pascasarjana C 2017

    Sebagai guru yang profesional, seharusnya tetap menjawab pertanyaan tersebut, karena kita tidak mengetahui apa alasan murid tersebut menanyakan hal tersebut. bisa jadi karena usil, terpaksa, atau karena memang keingin tahuannya yang besar terhadap hal tersebut. tetapi sebagai guru yang baik hendaknya tetap menjawab apapun alasannya. menjawab hal-hal yang kita anggap sebagai konyol, atau hal-halyang biasa kita remehkan, dapat membuat kita untuk berfikir lebih jauh tentang hal-hal mendasar yang jarang kita fikirkan.

  12. Andi Gusmaulia Eka Putri
    PPs PM A 2017
    Rasa ingin tahu pada anak-anak itu masih sangat tinggi, mereka cenderung menanyakan semua hal yang ingin diketahuinya. Sebagai guru, tidak seharusnya membeda-bedakan pertanyaan siswa berdasarkan kualitas pertanyaan mereka menurut persepsi pribadi guru. Merendahkan/ meremehkan pertanyaan siswa terkadang secara tidak langsung menjadi penyebab siswa memendang rasa ingin tahu nya dan mengurangi rasa percaya diri siswa. jalan pikiran siswa dan jalan pikiran guru itu berbeda., jadi saya rasa tidak ada yang salah dengan pertanyaan siswa dan guru tetap harus mengusahakan untuk menjawab pertanyaan yang diajukan siswa.

  13. Dimas Candra Saputra, S.Pd.
    PPs PM A 2017

    Assalamualaikum prof,
    Di dalam pendidikan matematika, terdapat berbagai permasalahan yang menarik untuk didiskusikan. Salah satunya ialah seperti yang diungkapkan di dalam postingan ini. Di dalam proses belajar seringkali anak-anak melontarkan pertanyaan yang menggelitik bagi guru. Hal tersebut wajar karena hakekatnya anak-anak memiliki rasa ingin tahu yang tinggi. Kita sebagai guru hendaknya tidak bisa menyalahkan anak-anak yang memiliki pertanyaan konyol kemudian kita menilainya sebagai anak yang bodoh. Penilaian subjektid guru terhadap siswa ini selalu memperburuk siswa secara psikologi. Ini adalah permasalahan yang sering muncul di dalam pembelajaran.

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

    No silly question in education. If we are asked by some student with something that most of people say that is not a good question to be answered, we as a teacher should not say like what people say. Actually, a young student always ask something that they think it’s new knowledge. So we as a teacher should answer that question as what they think. If we answer with our reason as an elders, it can’t be understood by students. Because they can’t catch our understanding. So, if there is question from young students, answer as the age of them. It’s good thing if there is some student ask some question. It will develope student’s critical thinking. If we forbid students to ask some question not correlated with the lesson we study, it will make students’ critical thingking not be developed too much.

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

    Assalamualaikum wr.wb

    Education today is not only to meet the target curriculum alone, but requires the ability of understanding to students. Understanding ability is not understanding in the narrow sense that is just memorizing the subject matter, but understanding in the broad sense that is more likely to focus on teaching and learning activities that include finding concepts, interpreting and so on and students are required to be able to apply it in daily life day.

  16. Nama: Hendrawansyah
    NIM: 17701251030
    S2 PEP 2017 Kelas B
    Assalamualaikum wr wb.I remembered story from my friend in our class about her children when we were studying of psychology one month ago.He said that” lets our children learn what they want,and don’t force them to learn what we want”.Because it is making them disappointed.As our parent don’t forget always to accompany aur children wherever they learn.Giving them a view questions to motivate their study.Then, trying to give a short story at once giving them a season of humor.I think if situation and condition of learning like it .I believe it can make our children comfortable.Wassalamualikum wr wb.

  17. Maghfirah
    S2 Pendidikan Matematika A 2017

    Assalamualaikum Warohmatullah Wabarokatuh
    in the learning process we often find questions that are beyond the topic of learning even sound silly. This happens more often when we teach on lower grade. However, this is the role of the teacher. I do agree with the statement of Mr. Marsigit and Mr. Jun Zhao that there are no "silly" question from student in the classroom, but the teacher can give "wise response" or "unwise response" about anything that the student ask.

  18. Wisniarti
    PM B Pascasarjana

    Anak-anak memiliki keingin tahuan yang tinggi mengenai sesuatu yang menurutnya baru. Sehingga tidak sedikit ditemukan pertanyaan-pertanyaan yang sedikit konyol atau kurang relevan dengan pembelajaran. Seorang guru seharusnya harus bijak menyikapi apapun pertanyaan yang diajukan oleh siswanya. Guru harus memiliki kemampuan untuk menjelaskan atau menjawab pertanyaan tersebut sesuai logika dan dapat diterima oleh siswa. Jika pertanyaan yang konyol atau kurang relevan tersebut tidak dijawab atau malah disalahkan bisa jadi siswa enggan atau takut untuk bertanya kembali. Padahal kegiatan bertanya itu merupakan kegiatan menghimpun pengetahuan sehingga menjadi pengetahuan yang utuh. Jadi, semoga saya sebagai calon guru dapat menjadi guru yang bijak dalam menanggapi keingin tahuan siswa meskipun dengan mengajukan pertanyaan yang konyol ataupun yang kurang relevan dengan pembelajaran.

  19. Bulan Nuri
    PPs PM B 2017

    Dalam proses pembelajaran memang akan terjadi banyak hal diluar perkiraan gur, misalnya silly question. Dalam menanggapi pertanyaan seperti ini guru, harus pandai-pandai mengambil sikapa, jangan samapai respon yang kita tunjukan malah menjadikan murid tersebut malas bertanya lagi dikesempatan yang lainnya. Oleh karena itu salah satu langkah yang dapat dilakukan guru adalah dengan menjawab pertanyaan tersebut dengan serius dan cepat-cepat pindah ke topik atau pembahasan yang lainnya.

    Demikian, terimakasih.

  20. This comment has been removed by the author.

  21. Alfiramita Hertanti
    S2- Pendidikan Matematika kelas A 2017

    Assalamualaikum wr.wb
    Thank you for the posts , Prof. indeed in childhood their imagination is very high so naturally if they ask something that does not fit with learning. Indeed at their age, their level of curiosity is very high. Well .. the treatment of teachers here should not admonish the students but provide a wise response to the child.

  22. Kartika Kirana
    S2 PEP B

    I cannot justify that my students ask silly questions. Most of the time I find them ask questions which are hard to answer, even phylosophical questions.
    Please, we cannot say that students ask silly questions.
    What may happen is students ask questions that is not necessarily being asked because actually they have known the answer. It usually happens in children who haven't have free mind yet. It's the responsibility of us as teachers to help them to be able to ask questions, exploring the world around them.

  23. Muhammad Sabri
    S2 PEP B

    Perbincangan yang menarik untuk diikuti, saya sependapat dengan Bp Prof. Dr. Marsigit,M.A, yang mengatakan bahwa Tidak ada ucapan konyol (Q dan A) milik anak muda; Sebaliknya, mereka kebanyakan berasal dari orang dewasa (guru). Ketika pertanyaan (Q) dari siswa "konyol", dengan jawaban atau tanggapan yang tepat dari seorang guru pertanyaan tersebut tidak akan menjadi konyol bahkan bisa menjadi pernyataan yang luar biasa, begitupun ketika jawaban (A) dari siswa dianggap konyol, tidak akan menjadi konyol jika seorang guru menghormati dan menanggapi jawaban tersebut dengan baik dan tepat, justru dari (Q) dan (A) yang dianggap konyol, jika ditanggapi dengan baik dan tepat bisa melahirkan diskusi yang menarik dan berkualitas.

  24. Isoka Amanah Kurnia
    S2 Pendidikan Matematika 2017 Kelas C

    Kids are likely to ask what's serve in their eyes or anything that pops up in their mind right after they saw or heard something. I understand some might be disagree with the "silly question" because whatever it is, a knowledge start from asking question. No matter how silly the questions is for adult, remember that we used to be a kid and asked every single thing we see on the way to school, on the way to the market, etc. That simple question might lead them to think further way, even beyond their imagination. If we just ignore their question just because it's a silly q, then they will not interested anymore. Being a teacher is not just all about the knowledge, but also have to cover all the aspects of students' personality, curiosity, differences, and ability. So lets just take a silly question into a higher level of question by patiently answer it with words they can accept.

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

    Assalamualaikum wr.wb

    Guru yang baik adalah mampu memahami setiap karakter dan multi kecerdasan yang dimiliki siswa. Pertanyaan konyol bukan berarti siswa bodoh, mungkin pemikiranya belum terkonsepkan dengan baik, maka guru tidak boleh memaharinya melainkan harus mengarahkan kearah yang lebih bersifat konseptual. Dengan bimbingan dan pembiasaan yang ditanamkan di dalam diri siswa yang memiliki kecerdasan seperti itu, maka dengan berjalannya waktu siswa tersebut akan lebih terstruktur dan kritis ketika ingin bertanya dan bernalar.

  26. Latifah Pertamawati
    S2 PM B

    What is the definition of silly question? Asking questions is the process of learning new things and gathering new information. Therefore, I think every questions can be silly. Every questions are silly to some extent. A great discovery once ever started from a small question, perhaps a 'silly' one. We are constantly learning, and while we are learning, do you want to get your questions labeled as silly? Of course, not. So, as a (future) teacher/ educator, we shouldn't limit students' creativity by labeling or calling their questions as silly. If we think those questions are out of concept, we can help them construct their knowledge, so that they find, and understand the right concept that is being talked about.

  27. Hari Pratikno
    Pendidikan Matematika S2 (Kelas B)

    Dalam pembelajaran di kelas, kadang pertanyaan yang lucu atau konyol dari siswa bisa membuat suasana kelas menjadi hidup, dengan catatan guru bisa menjawabnya dengan baik pertanyaan konyol tersebut. Sesekali memang dalam belajar harus diselingi dengan humor, sehingga suasana kelas tidak monoton. Namun guru juga harus tahu timing kapan humor kapan serius. Jangan sampai mengajar serius terus atau humor terus, maka jika demikian guru maupun siswa akan capek.

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

    Proses bertanya merupakan salah satu kegiatan bahwa anak ingin mengetahui suatu pengetahuan secara lebih. Guru harus menghadapi semua pertanyaan siswa walaupun pertanyaan tersebut merupakan pertanyaan yang konyol. Karena setidaknya siswa tersebut sudah berani untuk mengajukan pertanyaan, dan tugas seorang pendidik adalah dengan memaancing penyampaian materi yang menarik dan lingkungan yang menggunakan keterlibatan siswa. Guru tidak boleh merasa direpotkan saat seorang siswa bertanya pada dirinya, apabila guru menaanggapi dengan sinis pertanyaan siswa maka akan terdapat kemungkinan siswa tersebut terganggu psikologinya dan takut untuk bertanya kembali

  29. Kartika Pramudita
    S2 PEP B

    Bertanya, bertanya dapat apa saja. Setiap pertanyaan pasti ada jawabannya. Dalam pembelajaran bertanya adalah awal untuk mengembangkan pengetahuan, untuk tau tentang suatu hal. Penemuan-penemuan berawal dari pertanyaan, terkadang ketika siswa bertanya tentang hal yang paling sederhana tak jarang mereka akan ditertawakan dan dianggap bertanya dengan pertanyaan yang konyol. Tetapi pertanyaan tersebut justru wujud dari keingintahuan dan kreativitas siswa. Yang perlu dilakukan sebagai seorang guru adalah menanggapi pertanyaan tersebut dengan bijaksana agar tidak menekan siswa.

  30. Yusrina Wardani
    PPs PMAT C 2017
    Pertanyaan yang di luar konteks pembelajaran memang mungkin saja muncul dalam kegiatan pembelajaran dari satu atau dua orang siswa. Karena pada dasarnya pola pikir mereka berbeda-beda, ada yang kritis sesuai konteks, ada yang kritis di luar konteks. Guru perlu mengambil langkah bijaksana untuk menanggapinya. Guru perlu menjawab pertanyaan itu kemudian menggiring perhatian siswa untuk tetap berada dalam konteks yang sedang dibahas agar tetap berada pada tujuan pembelajaran yang diharapkan.

  31. Yusrina Wardani
    PPs PMAT C 2017

    Pertanyaan-pertanyaan konyol muncul karena adanya rasa keingintahuan siswa yang sangat luas. Oleh sebab itu guru harus memiliki wawasan yang luas pula agar dapat menjawab pertanyaan-pertanyaan yang mungkin saja muncul sewaktu-waktu tanpa diduga-duga. Karena pembelajaran pada dasarnya membekali siswa memiliki pengetahuan seluas-luasnya, apalagi matematika adalah ilmu pengetahuan yang membekali siswa agar dapat berpikir sistematis dan berpikir kritis.