A. Introduction
Managing the learning of mathematics is not easy, because sometimes we find that students also difficult to study mathematics. Therefore, there is no best way to teach mathematics. Actually, in the other side, teacher is also difficult to change the teaching method. But, as an educator, we have to develop teaching method.
B. The Difference Between Traditional and Innovative
If we analyze teacher’s design to teach student, there are two polar of view, such:
1. Traditional >< Progressive;
2. Authoritarian >< Democratic;
3. Classical >< Individual;
4. Transfer Of Knowledge >< Cognitive Development;
5. Structure Oriented >< Not Structure Oriented;
6. Teacher Centered >< Student Centered;
7. Teacher Directed ><Student Initiative;
8. Dependent >< Independent;
9. Result Oriented >< Process Oriented.
Now, we will compare between traditional and innovative way of mathematics teaching. To promote innovative way of mathematics teaching, teacher is given chance to choose the teaching method based on student’s ability such as: expository method; discussion method between teacher and students, or student with other student; problem solving method; investigation method; contextual method, and so on.
We should know that there are some characteristics which make differences between traditional and innovative way of mathematics teaching like:
1. Religion
2. Philosophy
3. Paradigm
4. Theories
5. Design
6. Schema
7. Models
8. Programs
9. Activities
10. Example
The characteristics are abstract to concrete from top to bottom. Characteristics may differentiate one and others. The different characteristics make the world. Only who have a lot of experience that are able to look at this phenomenon. From the characteristics above, the models is not separated/isolated, but related with others.
There are some differences between traditional and innovative way of mathematics teaching, such as:
| Traditional Way of Mathematics Teaching | Innovative Way of Mathematics Teaching |
| 1. Teaching learning of mathematics is about transfer of knowledge by teacher. | 1. Teaching learning of mathematics is about construct of knowledge by students. |
| 2. Teacher assumes that education is investment. | 2. Teacher assumes that education is need. |
| 3. Teacher assumes students as an empty vessel. | 3. Teacher just to facilitate students. |
| 4. The paradigm is behaviorism. | 4. The paradigm is constructivism. |
| 5. There are general instructional purpose and specific instructional purpose. | 5. There are learning process and outcome. |
| 6. Teaching learning of mathematics is change of behavior. | 6. Teaching learning of mathematics is process. |
| 7. Mathematics is an outsider object. | 7. Mathematics is the student himself or herself. |
| 8. Emphasize in teaching process. | 8. Emphasize in learning process. |
| 9. There is implementer. | 9. There is developer. |
| 10. There is short term to study. | 10. There is long term to study. |
| 11. Teaching learning of mathematics is just examination oriented. | 11. Teaching learning of mathematics is knowledge and study oriented. |
| 12. Book minded teaching learning. | 12. More contextual teaching learning. |
| 13. Teacher centered. | 13. Students centered. |
| 14. There is abstract mathematics. | 14. There is realistic mathematics. |
| 15. Teacher becomes an important component. | 15. All education components are moving. |
| 16. Teacher is exclusive person. | 16. Teacher is forthcoming person. |
Not only that, but in innovative way of mathematics teaching, all elements in students also correspondent with teacher. For example: the function from teacher to students and from students to teacher.
In order for students to feel happy and motivated in their learning, teachers need to realize the paradigm shift as follows: move, change, innovation, reform, contemplate, reflections from traditional to innovative way of mathematics teaching.
1. Teacher Centered à Student Centered
2. The Transmission Of KnowledgeàCognition Development
3. Authoritarianà Democratic
4. Teacher Initiativeà Student Initiatives
5. Passive Students à Active Students
6. Make Student Prefers Learning of Mathematics
7. Cannot make mistakes à valuable pedagogical Errors
8. The orientation of outcome à The orientation of process and outcome
9. Quickly and Forbearance à hurry and wait
10. Services class à Services Individual
11. Unification à Recognition Differences
12. The exposition, lectures à discussion, the variation method
13. Pure mathematics à School mathematics
14. Abstract, Memory à Concrete, Understanding, Application
15. External motivation à internal motivation
16. Very Formal à Few Informal
17. Centralistic à Autonomy
18. Structured à Flexible
19. Teacher à Educator, Facilitator
20. Deductive à Inductive, Deductive
21. Teacher implementing curriculum à Teacher developer curriculum
22. Evaluation à Assessment
23. The role of the teacher to dominate à The Role Serving
C. Conclusion
There are some differences between traditional and innovative way of mathematics teaching, such as: transfer of knowledge >< construct of knowledge, education is investment >< education is need, students as an empty vessel >< teacher facilitates students, behaviorism >< constructivism, emphasize in teaching process >< emphasize in learning process, short term >< long term, and so on. In order for students to feel happy and motivated in their learning, teachers need to realize the paradigm shift as follows: move, change, innovation, reform, contemplate, reflections from traditional to innovative way of mathematics teaching.
References:
Dr. Marsigit, MA. 2010. http://staff.uny.ac.id/Lesson Study. Dipresentasikan pada workshop
lesson study.
Dr. Marsigit, MA. 2004. http://staff.uny.ac.id/Inovasi Pembelajaran untuk Meningkatkan Gairah
Siswa dalam Belajar. Disampaikan pada seminar pendidikan dalam rangka open house
Sekolah Dasar Islam Terpadu Hidayatullah, Yogyakarta.
Tidak ada komentar:
Posting Komentar