A. Introduction
In the last decade, the Government of Indonesia (GOI) has a drastically effort on doing innovations for all aspects of education. GOI conduct many programs of educational innovations, starting from reviewing the legal formal of educational law and then implementing to a more descriptive one. With a large number of people, students and teachers, Indonesia faces the challenges of improving the quality of teaching. All sides of educational system in Indonesia understand the need of changes. To improve the quality of teaching, we need to change the way of teaching from traditional to innovative. Therefore, we have to developing the design of innovative teaching learning process, especially in mathematics subject.
B. Developing The Design Of Innovative Teaching Learning Process Of Mathematics
Teacher must know how to develop the design of innovative teaching learning process. As a mathematics teacher, we should know how to develop the design of innovative teaching learning process of mathematics. There are three steps of developing the design of innovative teaching learning process such preparation, implementation, and reflection.
1. Preparation
To prepare developing the design of innovative teaching learning process of mathematics, we based on curriculum in Indonesia. We know that now Indonesia uses School Base Curriculum (SBC). In School Base Curriculum (SBC), there are standard competencies and basic competencies. Then, every basic competence will be explained to some learning objectives. After that, every learning objective will be explained to indicators. Indicators will be use to measure student achievement.
Indonesia is multicultural country and contains of many island. So, there are different of philosophy, paradigm, and theories. Therefore, there are some innovative approaches of teaching learning process of mathematics such constructivism, realistic mathematics, contextual learning, problem based learning, and cooperation learning. In constructivism, teaching learning process is based on student centered. Students are active in teaching learning process of mathematics. Teacher gives students’ worksheet and students try to construct their own knowledge by doing some steps and instruction in students’ worksheet. In realistic mathematics, there are constructing from concrete model as a starting point for students to get mathematics concept. Concrete model can be used to build mathematical concept and relate mathematics to our daily life. Students have opportunity to construct mathematics concept with their own language and their own way. At the end of the lesson, there are reflection among students and teacher. Then, the contextual approach recognizes that learning is a complex and multifaceted process that goes far beyond drill-oriented, stimulus-and-response methodologies. Contextual instruction is rich in all ten standards, such as:
a. Are new concepts presented in real-life (outside the classroom) situations and experiences that are familiar to the student?
b. Are concepts in examples and student exercises presented in the context of their use?
c. Are new concepts presented in the context of what the student already knows?
d. Do examples and student exercises include many real, believable problem-solving situations that students can recognize as being important to their current or possible future lives?
e. Do examples and student exercises cultivate an attitude that says, “I need to learn this?”
f. Do students gather and analyze their own data as they are guided in discovery of the important concepts?
g. Are opportunities presented for students to gather and analyze their own data for enrichment and extension?
h. Do lessons and activities encourage the student to apply concepts and information in useful contexts, projecting the student into imagined futures and unfamiliar locations?
i. Are students expected to participate regularly in interactive groups where sharing, communicating, and responding to the important concepts and decision making occur?
j. Do lessons, exercises, and labs improve students’ reading and other communication skills in addition to mathematical reasoning and achievement?
In problem based learning, teachers help students to focus on solving problems within a real-life context, encouraging them to consider the situation in which the problem exists when trying to find solutions. Problem-based learning outcomes are the ability to do the following:
a. Think critically and be able to analyze and solve complex, real-world problems.
b. Find, evaluate, and use appropriate learning resources.
c. Work cooperatively in teams and small groups.
d. Demonstrate versatile and effective communication skills, both verbal and written.
e. Use content knowledge and intellectual skills acquired at the university to become continual learners.
Then, cooperative learning enhances students’ social and personal development. Group members can learn to work together in classrooms that reflect the complexity and diversity of the world.
From some approaches and theories, then appear some method of teaching such discussion, inquiry, investigation, practical work, small group discussion, problem solving, expository, demonstration, e-learning, discovery, and so on. Discussion is different kind of group work. After some preparation and with clearly defined roles as well as interesting topics, discussions may well take up most of the lesson, with the teacher only giving short feedback at the end or even in the following lesson. In this method, teacher divide student into some small group, then let them discuss about some topic, and they must present the result of discussion. Inquiry is similar with discovery method, so students try to discover their own knowledge. Small group discussion is students work on assignments and share the information (not only have question and answer) in groups of three or four. Expository is similar to lecturing. Lecturing is teaching by giving a discourse on a specific subject that is open to the public, usually given in the classroom. Teacher is the center of the class and explains all of the material to the student.
After that, from some notions, so there are some teaching materials like lesson plan, student’s worksheet, module, handout, text book, teaching aid, and others. A lesson plan is a teacher’s detailed description of the course of instruction for one class. A daily lesson plan is developed by a teacher to guide class instruction. Student’s worksheet is not a collection of a problem that must solve by the student. Student’s worksheet is facility from teacher to student so they can construct the formula their selves. So in student’s worksheet, there are some steps to make student think and find the way to construct the formula, but teacher also still guide the student. But sometimes, student’s worksheet is includes in the module or text book. A teaching aid is something a classroom teacher uses in the class to help students easy to understand the material and make learning fun.
2. Implementation teaching learning process of mathematics
Teaching learning process is comprise apperception, small group discussion, various methods, various media/teaching aid, various interaction, lesson plan, student’s worksheet, student reflection, cognitive scheme, conclusion by the student, and assessment. To develop the design of innovative teaching learning process of mathematics, so we have to develop all aspect in teaching learning process. Teaching learning process of mathematics is a cycle I.
Apperception is any of several aspects of perception and consciousness in such fields as psychology, philosophy and epistemology. In psychology, apperception is to perceive new experience in relation to past experience. But in this section, apperception means what teacher and students doing to prepare the teaching learning process/the lesson of mathematics. Actually, apperception is belongs to the students, because teacher just as a facilitator to help students construct their own knowledge and understanding about the topic they learn. The teacher just reminds what they have learned before.
Small group discussion is discussion contain of 3 or 4 students. To prepare a background for small group discussion, we need to: make a safe place for students, have clear objectives for the discussions and communicate them clearly, formulate and communicate your expectations of the students, avoid yes/no questions then ask “why” or “how” questions that lead to discussion and when students give only short answers, ask them to elaborate, get to know the student’s names and who they are, provide positive feedback for participation, teach your students how to participate, provide opportunities for students to talk to each other in smaller, manage both process and content.
There some examples of media/teaching aid: handouts, flipcharts, posters, diagram, table, or a graph, cubes, pattern blocks, plastic money, die, coin, videos, DVD’s and audio tapes, etc. Some interaction between student and student or teacher and student may improve both problem solving and conceptual understanding. The various interaction can be do in whole class (example: teacher explain the topic in front of class to all student, teacher give a different task for all the student then they write down the task in front of the class, teacher ask the student and the student answer or student ask the question and the teacher/others student answer), small group (example: teacher divide student into some small group discussion then discuss some topic, make teaching aid like cube, block, cylinder, cone, etc), or individual (example: student also can ask a question individually to the teacher out of the class, students complete assignments individually).
After doing discussion or teaching learning process, it would better if teacher give chance to the student so they can make reflection or presentation. The benefit of developing student’s reflection/presentation is make student more active in the class, builds self-confidence, self-efficacy, and strengthens students speaking and communication skills, usual to speaking in front of many people, and so on. In the end of the lesson, teacher gives students opportunity to make a conclusion about the discussion or the topics.
Assessment can be done by: daily test, midterm test, final examination, school examination, national examination, open-ended questions, short investigations, multiple-choice questions, essay test, oral test, practice test, and so on. Various methods, lesson plan, and student’s worksheet are already explained above.
3. Reflection
Critical reflection is an important aspect of both teaching and learning. Reflection has many definitions in the context of teacher cognition. Reflection involves “a state of doubt, hesitation, perplexity, or mental difficulty, in which thinking originates”. Reflective practice asks: Which teaching model am I using? How does it apply in specific teaching situations? How well is it working? Reflective teaching means looking at what you do in the classroom, thinking about why you do it, and thinking about if it works - a process of self-observation and self-evaluation. By collecting information about what goes on in our classroom, and by analyze and evaluating this information, we identify and explore our own practices and underlying beliefs. This may then lead to changes and improvements in our teaching. Reflective teaching is therefore a means of professional development which begins in our classroom. Beside teacher reflection, there are observation, summaries as cycle II, and the next cycle.
C. Conclusion
There are three steps to developing the design of innovative teaching learning process of mathematics such as preparation, implementation teaching learning process of mathematics, and reflection. To prepare developing the design of innovative teaching learning process of mathematics, we based on curriculum in Indonesia, School Base Curriculum (SBC). Because there are different philosophy, paradigm, and theories, so appear some innovative approaches of teaching learning process of mathematics such constructivism, realistic mathematics, contextual learning, problem based learning, and cooperation learning. From some approaches and theories, then appear some method of teaching such discussion, inquiry, investigation, practical work, small group discussion, problem solving, expository, demonstration, e-learning, discovery, and so on. After that, from some notions, so there are some teaching materials like lesson plan, student’s worksheet, module, handout, text book, teaching aid, and others. In implementation teaching learning process is comprise apperception, small group discussion, various methods, various media/teaching aids, various interactions, lesson plan, student’s worksheet, student reflection, cognitive scheme, conclusion by the student, and assessment. Then in reflection, there are teacher reflection, observation, summaries as cycle II, and the next cycle.
References:
CORD Communications, Inc. 1999. Teaching Mathematics Contextually. United States of
America.
Tidak ada komentar:
Posting Komentar