FILSAFAT DALAM ANGANKU

Filsafat pendidikan matematika terdiri dari filsafat dan pendidikan matematika. Dalam hal ini kata filsafat ditempatkan di depan pendidikan matematika. Kata filsafat juga dapat ditempatkan di depan kata yang lain, misalnya filsafat pendidikan biologi, filsafat sains, filsafat olah raga, filsafat seni, filsafat politik, filsafat hidup, filsafat mati, filsafat lahir, filsafat cinta dan seterusnya. Filsafat dalam bahasa Inggris, yaitu philosophy, adapun istilah filsafat berasal dari bahasa Yunani, philosophia, yang terdiri atas dua kata: philos (cinta) atau philia (persahabatan, tertarik kepada) dan shopia (hikmah, kebijaksanaan, pengetahuan, keterampilan, pengalaman praktis, inteligensi). Jadi secara etimologi, filsafat berarti cinta kebijaksanaan atau kebenaran. Dan seorang filsuf adalah pencari kebijaksanaan, pecinta kebijaksanaan dalam arti hakikat. Pengertian filsafat secara terminologi sangat beragam. Para filsuf merumuskan pengertian filsafat sesuai dengan kecenderungan pemikiran kefilsafatan yang dimilikinya. Dalam Kamus Besar Bahasa Indonesia, kata filsafat menunjukkan pengertian yang dimaksud, yaitu pengetahuan dan penyelidikan dengan akal budi mengenai hakikat segala yang ada, sebab asal dan hukumnya. Manusia filosofis adalah manusia yang memiliki kesadaran diri dan akal sebagaimana ia juga memiliki jiwa yang independen dan bersifat spiritual.

Pada mulanya kata filsafat berarti segala ilmu pengetahuan yang dimiliki manusia. Mereka membagi filsafat kepada dua bagian yakni, filsafat teoretis dan filsafat praktis. Filsafat teoretis mencakup: (1) ilmu pengetahuan alam, seperti: fisika, biologi, ilmu pertambangan, dan astronomi; (2) ilmu eksakta dan matematika; (3) ilmu tentang ketuhanan dan metafisika. Filsafat praktis mencakup: (1) norma-norma (akhlak); (2) urusan rumah tangga; (3) sosial dan politik.

Defenisi kata filsafat bisa dikatakan merupakan sebuah masalah falsafi pula. Menurut para ahli logika ketika seseorang menanyakan pengertian (defenisi/hakikat) sesuatu, sesungguhnya ia sedang bertanya tentang macam-macam perkara. Tetapi paling tidak bisa dikatakan bahwa “falsafah” itu kira-kira merupakan studi yang didalami tidak dengan melakukan eksperimen-eksperimen dan percobaan-percobaan, tetapi dengan mengutarakan masalah secara persis, mencari solusi untuk ini, memberikan argumentasi dan alasan yang tepat untuk solusi tertentu dan akhirnya dari proses-proses sebelumnya ini dimasukkan ke dalam sebuah dialektika.

Adapun beberapa pengertian pokok tentang filsafat menurut kalangan filosof adalah: upaya spekulatif untuk menyajikan suatu pandangan sistematik serta lengkap tentang seluruh realitas, upaya untuk melukiskan hakikat realitas akhir dan dasar secara nyata, upaya untuk menentukan batas-batas dan jangkauan pengetahuan sumber daya, hakikatnya, keabsahannya, dan nilainya, penyelidikan kritis atas pengandaian-pengandaian dan pernyataan-pernyataan yang diajukan oleh berbagai bidang pengetahuan, disiplin ilmu yang berupaya untuk membantu Anda melihat apa yang Anda katakan dan untuk menyatakan apa yang Anda lihat.

Ada tiga karakteristik berpikir filsafat yakni: sifat menyeluruh, sifat mendasar, dan spekulatif. Sifat menyeluruh: seseorang ilmuwan tidak akan pernah puas jika hanya mengenal ilmu hanya dari segi pandang ilmu itu sendiri. Dia ingin tahu hakikat ilmu dari sudut pandang lain, kaitannya dengan moralitas, serta ingin yakin apakah ilmu ini akan membawa kebahagian dirinya. Hal ini akan membuat ilmuwan tidak merasa sombong dan paling hebat. Di atas langit masih ada langit. Sifat mendasar: yaitu sifat yang tidak saja begitu percaya bahwa ilmu itu benar. Mengapa ilmu itu benar? Bagaimana proses penilaian berdasarkan kriteria tersebut dilakukan? Apakah kriteria itu sendiri benar? Lalu benar sendiri itu apa? Seperti sebuah pertanyaan yang melingkar yang harus dimulai dengan menentukan titik yang benar. Spekulatif: dalam menyusun sebuah lingkaran dan menentukan titik awal sebuah lingkaran yang sekaligus menjadi titik akhirnya dibutuhkan sebuah sifat spekulatif baik sisi proses, analisis maupun pembuktiannya. Sehingga dapat dipisahkan mana yang logis atau tidak.

Secara umum filsafat berarti upaya manusia untuk memahami segala sesuatu secara sistematis, radikal, dan kritis. Berarti filsafat merupakan sebuah proses bukan sebuah produk. Maka proses yang dilakukan adalah berpikir kritis yaitu usaha secara aktif, sistematis, dan mengikuti pronsip-prinsip logika untuk mengerti dan mengevaluasi suatu informasi dengan tujuan menentukan apakah informasi itu diterima atau ditolak. Dengan demikian filsafat akan terus berubah hingga satu titik tertentu (Takwin, 2001). Filsafat jua bisa didefinisikan sebagai hidup, jadi metode berfilsafat adalah metode hidup. Karena filsafat itu metode hidup yang mempelajari pola berfikir maka ada beberapa asumsi, yang pertama adalah melihat fakta tenang kondisi faktual pribadi kita masing-masing. Sebagai anak muda kita masih berusaha keras untuk mewujudkan cita-cita kita. Kita memiliki potensi-potensi untuk dikembangkan, misalnya kita kuliah di jurusan pendidikan matematika maka kita mempunyai potensi untuk menjadi seorang guru matematika, tetapi itu baru sebagai potensi belum menjadi kenyataan. Selain itu kita juga berpotensi untuk membangun rumah tangga, menjadi seorang istri atau suami, tetapi semua hal itu masih sebagai potensi dan belum menjadi kenyataan. Potensi lain yang kita miliki misalnya potensi menjadi dosen, berpotensi melanjutkan kuliah S2 di luar negeri, dan lain sebagainya.

 Belajar filsafat itu harus bebas, bebas dari motif, bebas berfikir (free thingking) tanpa tekanan, tanpa paksaan dari orang lain, tanpa dikejar-kejar, dan sebagainya. Kalau kita dalam keadaan tertekan atau dikejar-kejar sesuatu, bagaimana kita dapat mempelajari filsafat, padahal filsafat itu sendiri adalah bebas berfikir (free thinking). Jadi kita tidak bisa mempelajari filsafat bila di bawah tekanan orang lain, dipaksa orang lain, atau dikejar-kejar orang lain. Belajar filsafat itu berarti membelajari tata cara berfilsafat. Seperti halnya beribadah, kita mempelajari tata cara beribadah yang sebenarnya ibadah itu sendiri. Misalnya untuk yang beragama Islam mempelajari tata cara sholat, sebenarnya sholat itu adalah ibadah itu sendiri. Untuk yang beragama Katholik mempelajari tata cara penerimaan sakramen babtis, sakramen babtis itu adalah ibadah itu sendiri, dan seterusnya untuk agama lain ada tata cara tersendiri untuk beribadah.

Filsafat dapat didefinisikan sebagai apa saja. Plato (427–348 SM) menyatakan filsafat ialah pengetahuan yang bersifat untuk mencapai kebenaran yang asli. Sedangkan Aristoteles (382–322 SM) mendefenisikan filsafat ialah ilmu pengetahuan yang meliputi kebenaran yang terkandung di dalamnya ilmu-ilmu metafisika, logika, retorika, etika, ekonomi, politik, dan estetika. Menurut Descartes (1596–1650), filsafat ialah kumpulan segala  pengetahuan di mana Tuhan, alam dan manusia menjadi pokok penyelidikannya. Filsafat adalah hidup. Dan di dalam hidup ada pikiran, perasaan, daya upaya, masalah, solusi, dan sebagainya. Salah satu persaan yang kita miliki adalah cinta, terutama kita sebagai anak muda sering merasakan yang namanya jatuh cinta. Apa itu cinta? Bagaiman filsafat cinta? Cinta bukan sekedar rasa suka terhadap lawan jenis, rasa sayang, dan rasa rindu. Banyak orang berusaha mendefinisikan apa itu cinta, namun tidak ada yang sungguh bisa mendefinisikan apa itu cinta. Cinta itu juga tidak terduga kapan datangnya, jatuh cinta kepada siapa, kapan dan dimana akan bertemu tidak ada yang tahu pasti. Pada awal jatuh cinta maka biasanya anak muda merasa bahagia, membayangkan hal-hal yang indah, bahkan kadang bisa tersenyum sendiri. Seperti ada lirik lagu yang berbunyi “Bila aku jatuh cinta aku mendengar nyanyian seribu dewa dewi cinta menggema dunia. Bila aku jatuh cinta aku melihat matahari kan datang padaku dan memelukku dengan sayang. Bila aku jatuh cinta aku melihat sang bulan kang dating paaku dn menemani aku melewati dinginnya mimpi. Bila aku jatuh cinta bersama dirimu.” Namun besarnya cinta seseorang tidak bisa diukur, sehingga terkadang hanya diibaratkan seluas samudra, setinggi bintang di langit, seluas jagad raya, seperti matahari yang tak pernah lelah menyinari bumi, dan lain-lain. Bila orang sedang jatuh cinta maka dia rela melakukan apapun untuk mendapatkan cintanya sehingga muncul kata-kata cinta itu buta, cinta ini kadang tak ada logika, dan sebagainya. Seperti halnya filsafat yang dapat diartikan sebagai sebuah proses, maka dalam filsafat cinta juga terjadi sebuah proses, sehingga suami istri yang sudah menikah 10 tahun pun masih dalam proses memahami satu sama lain, dalam poses saling mencintai, dan mereka tidak tahu setelah 5 tahu lagi bagaimana cinta yang akan mereka alami.

Komponen dasar berfilsafat adalah logika dan pengalaman. Unsur dasar secara filsafati adalah rasio dan pengalaman. Logika merupakan sebuah ilmu yang sama-sama dipelajari dalam matematika dan filsafat. Hal itu membuat filasafat menjadi sebuah ilmu yang pada sisi-sisi tertentu berciri eksak di samping nuansa khas filsafat, yaitu spekulasi, keraguan, rasa penasaran dan ketertarikan. Filsafat juga bisa berarti perjalanan menuju sesuatu yang paling dalam, sesuatu yang biasanya tidak tersentuh oleh disiplin ilmu lain dengan sikap skeptis yang mempertanyakan segala hal.

Asumsi kedua adalah sebagai anak muda yang dalam keadaan lari kencang untuk mewujudkan keinginan atau cita-citanya lalu kita disuruh berhenti untuk belajar filsafat. Maka tidak seharusnya ilmu filsafat itu diberikan secara teoritis dengan membaca buku filsafat atau dijelaskan saja, tetapi alangkah lebih tepat atau lebih bijaksana apabila kita sebagai anak muda diberikan ruang untuk dapat membentuk atau membangun sediri apa itu filsafat. Untuk dapat membangun filsafat itu sendiri maka perlu adanya refleksi-refleksi, membaca artikel-artike filsafat kemudian merefleksikannya, merefleksikan apa yang terjadi dalam hidup kita jika dilihat dengan kacamata filsafat.

Dalam membangun tradisi filsafat banyak orang mengajukan pertanyaan yang sama, menanggapi, dan meneruskan karya-karya pendahulunya sesuai dengan latar belakang budaya, bahasa, bahkan agama tempat tradisi filsafat itu dibangun. Oleh karena itu, filsafat biasa diklasifikasikan menurut daerah geografis dan latar belakang budayanya. Dewasa ini filsafat biasa dibagi menjadi dua kategori besar menurut wilayah dan menurut latar belakang agama. Menurut wilayah, filsafat bisa dibagi menjadi: filsafat Barat, filsafat Timur, dan filsafat Timur Tengah. Sementara, menurut latar belakang agama, filsafat dibagi menjadi: filsafat Islam, filsafat Budha, filsafat Hindu, dan filsafat Kristen. Filsafat Barat adalah ilmu yang biasa dipelajari secara akademis di universitas-universitas di Eropa dan daerah-daerah jajahan mereka. Dalam tradisi filsafat Barat, dikenal adanya pembidangan dalam filsafat yang menyangkut tema tertentu. Metafisika mengkaji hakikat segala yang ada, Epistemologi membahas berbagai hal tentang pengetahuan seperti batas, sumber, serta kebenaran suatu pengetahuan, Aksiologi membahas masalah nilai atau norma yang berlaku pada kehidupan manusia, Etika, atau filsafat moral, membahas tentang bagaimana seharusnya manusia bertindak dan mempertanyakan bagaimana kebenaran dari dasar tindakan itu dapat diketahui, Estetika membahas mengenai keindahan dan implikasinya pada kehidupan. Sebuah ciri khas Filsafat Timur ialah dekatnya hubungan filsafat dengan agama. Filsafat adalah spiritual. Karena berdoa dan beribadah itu hidup. Beragama yang diwujudkan dengan beribadah itu hedaknya menggunakan hati. Kita tidak bisa menganal Tuhan hanya menggunakan pikiran dan logika saja, kita perlu menggunakan hari kita untuk menengenal Tuhan.

Referensi:

NN. Filsafat Ilmu. www.google.com/Filsafat_Ilmu_dan_Metode_Riset_Normal_BabI.pdf.

Dikases pada 24 September 2012 pukul 09.00.

NN. 2012. Filsafat. www.wikipedia.co.id/Filsafat.htm . Dikases pada 24 September 2012

pukul 09.00.

Pertanyaan:

1.      Apakah kita bisa hidup tanpa filsafat? Mengapa?

2.      Untuk mencintai seseorang apakah harus mempelajari filsafat cinta? Atau untuk memahamii filsafat cinta harus mengalami yang namanya jatuh cinta?

3.      Apakah dengan adanya globalisasi akan mempengaruhi filsafat itu sendiri?

4.      Karena filsafat adalah hidup, apakah untuk belajar filsafat membutuhkan waktu seumur hidup? Ataukah seumur hidup kita tidak cukup untuk belajar filsafat?

5.      Jika filsafat sapat diartikan apa saja sesuai dengan pandangan masing-masing, apakah pengertian filsafat bersifat relative?

DEVELOPING SCIENTIFIC PAPER TO IMPROVE TEACHER’S PROFESSIONAL COMPETENCE

A.    Introduction
We often hear the world “scientific paper” and we also often look “scientific paper” in the internet, library, and so on. Scientific paper is very familiar in education world. Now, every teacher must able to make scientific paper. So as a novice teacher, we also learn how to make research, especially class room action research then make scientific paper. We can make scientific paper if there is a problem. The problem here means the difference between theories and the fact/reality. If there is a problem, then we make research. After we make research, we have to make report. Report of the research can assumed as scientific paper. The benefit of make scientific paper: it can improve teacher’s professional competence.

B.    Content
1.    What is scientific paper?
Scientific paper is a report from a research that we do. In academic publishing, a scientific journal is a periodical publication intended to further the progress of science, usually by reporting new research. Most academic work is published in journal article, book or thesis form. Most scientific and scholarly journals, and many academic and scholarly books, though not all, are based on some form of peer review or editorial refereeing to qualify texts for publication. The scientific paper is a written and published report describing original research results. The scientific paper, even though meeting all the tests of good writing, is not validly published if it is published in the wrong place. Scientific papers should be reviewed by scientific peers and published in a primary journal. Most governmental reports and conference literature do not qualify as primary literature.

2.    How to write scientific paper?
Writing scientific paper is not easy. There are some steps to write scientific paper. First of all, before we make scientific paper, we must do a research. Research can be done if there is a problem. We may find a problem if there are two pole such theories/references and the fact/data. If there are difference between theories/references and the fact/data, so it can be a problem. We can find the fact/data from observation/collection such meaning, activity, procedures, contexts, relationships, pattern, tendencies, and so on. We can do observation by school observation such case study, classroom action research, lesson study, R and D (Research and Development). Beside of that, we can find the theories/references about ideology, philosophy, paradigm, theories, notions, and rule from the books, journals, and other scientific papers. 
From the theories, there are knowledges. Then knowledge will make a category. From the category, we can develop instrument, it means from references we can make map of concept, then we make criteria, so we can create instruments. We use the instrument to develop our teaching learning process. Teacher is able to make classroom action research. We get data based on the classroom action research. After we get data, we must make data analyze. Based on data analyze, we make a report. We can publish the report as a scientific paper.
Most scientific papers is subdivided into the following sections: title, abstract, introduction, methods, results, discussion, acknowledgments, and literature cited, which parallel the experimental process.
 Experimental process     Section of Paper
What did I do in a nutshell?     Abstract

 What is the problem?    Introduction

 How did I solve the problem?     Materials and Methods

 What did I find out?     Results

 What does it mean?     Discussion

 Who helped me out?     Acknowledgments (optional)

 Whose work did I refer to?     Literature Cited

 Extra Information    Appendices (optional)

Although scientific journals differ somewhat in their specific requirements, a general format that would be acceptable for most journals is:
1.    Title
Every scientific paper must have a self explanatory title. By reading the title, the work being reported should be clear to the reader without having to read the paper itself. The title should contain three elements: the name of the organism studied, the particular aspect or system studied, the variables manipulated. The title of the paper is the most often encountered part of any paper and therefore has great importance in the success of the paper.
2.    Abstract
The abstract should briefly describe the question posed in the paper, the methods used to answer this question the results obtained, and the conclusions. It should be possible to determine the major points of a paper by reading the abstract. Although it is located at the beginning of the paper, it is easiest to write the abstract after the paper is completed. An abstract is intended to be self explanatory without reference to the paper, but is not a substitute for the paper. The abstract should present, in about 250 words, the purpose of the paper, general materials and methods, summarized results, and the major conclusions.
3.    Introduction
The Introduction should: a) describe the question tested by the experiments described in the paper, b) explain why this is an interesting or important question, c) describe the approach used in sufficient detail that a reader who is not familiar with the technique will understand what was done and why, and d) very briefly mention the conclusion of the paper. The introduction is the statement of the problem that you investigated. It should give readers enough information to appreciate your specific objectives within a larger theoretical framework. This section may also include background information about the problem such as a summary of any research that has been done on the problem in the past and how the present experiment will help to clarify or expand the knowledge in this general area.
4.    Materials and Methods
The materials and methods section should describe what was actually done. It should include description of the techniques used so someone could figure out what experiments were actually done. The general statement having been made in the introduction, this section requires the full details of methodology be given. This section explains how and, where relevant, when the experiment was done. The researcher describes the experimental design, the apparatus, methods of gathering data and type of control.
5.    Results
Here the researcher presents summarized data for inspection using narrative text and, where appropriate, tables and figures to display summarized data. Only the results are presented. There is no interpretation of data or conclusions about what the data might mean are given in this section. The purpose of the result section is to provide the data resulting from application of the methods described earlier. The greatest problem in putting information into the result section for publication is the decision as to which data are representative and should be included and which data are repetitive and have no value. Statistics used to analyze and treat data should be meaningful and presented responsibly. Results should be short and sweet. Results of original studies represent new knowledge. The entire success of the paper is dependent upon the result, consequently they must be presented with crystal clarity. When graphic techniques may be used with great advantage to illustrate trends and data relationships, then tables and figures should be utilized.
6.    Discussion
Here, the researcher interprets the data in terms of any patterns that were observed, any relationships among experimental variables that are important and any correlations between variables that are discernible. The author should include any explanations of how the results differed from those hypothesized, or how the results were either different from or similar to those of any related experiments performed by other researchers. The purpose of the discussion is more difficult to define than the other sections. It is usually the hardest section to write. Likewise, many papers are not accepted for publication because of inadequate discussion preparation. Most discussions tend to be too long for their intended purpose or for the available results.
The discussion should attempt to: present the principles, relationships and generalizations shown by the results; point out any exceptions or lack of correlation and define any unsettled points; show how your results and interpretations agree or disagree with previously published works; discuss any theoretical implications or practical applications of the results; summarize the evidence of the study for each conclusion. To summarize, the discussion should show the relationship among observed facts.
7.    Conclusions
This section simply states what the researcher thinks the data mean, and, as such, should relate directly back to the problem/question stated in the introduction. This section should not offer any reasons for those particular conclusion, these should have been presented in the discussion section. This is where you wrap-up your article by either summarizing the main points (summary) or by interpreting the significance of your article (conclusion). If either of these is short (one or two sentences), then you can just add it to the end of the main body rather than make it a distinct section. The conclusion is a good place to set your results in a bigger picture, which might help the reader understand the significance of your article. The conclusion is also a good place to recommend future research, perhaps in the form of a hypothesis. By looking at only the introduction and conclusions sections, a reader should have a good idea of what the researcher has investigated and discovered even though the specific details of how the work was done would not be known.
8.    Literature Cited
This section lists, in alphabetical order by author, all published information that was referred to anywhere in the text of the paper. It provides the readers with the information needed should they want to refer to the original literature on the general problem. Note that the literature cited section includes only those references that were actually mentioned (cited) in the paper. Any other information that the researcher may have read about the problem but did not mention in the paper is not included in this section. There are a variety of ways of citing references in the text, the style used depends upon the policy of the journal.

C.    Conclusion
Scientific paper is a report from a research that we do. The scientific paper is a written and published report describing original research results. There are some steps to write scientific paper. First of all, before we make scientific paper, we must do a research. We can publish the report of our research as a scientific paper. Scientific papers is subdivided into the following sections: title, abstract, introduction, methods, results, discussion, acknowledgments, and literature cited.
 
References:
Gary Dillard. The Scientific Paper.
      http://bioweb.wku.edu/courses/biol398/paper/papertext.html.
NN. A Guide To Writing Scientific Papers.
      http://www.colby.edu/biology/BI17x/writing_papers.html
NN. Guidelines For Writing A Scientific Paper.
      http://www.sci.sdsu.edu/~smaloy/MicrobialGenetics/topics/scientific-writing.pdf
Kenneth Carpenter. How to Write a Scientific Article. http://www.aaps
      journal.org/submission%20pdf/How%20to%20Write%20a%20Scientific%20Paper.pdf

LESSON PLAN

School                                     : Junior High School 1 Wates

Subject                                                : Mathematic

Class/Semester                        : VII/2

Standard Competence            : 4. Using concepts of set and Venn Diagram in problem solving.

Basic Competence                  : 4.1. Understanding the definition and the notation of set and how to state a sets.

Indicators                                : 4.1.1. To state daily problems in a set.

4.1.2. To mention the element of a set.

4.1.3. To mention non element of a set.

4.1.4. To represent a set by description.

4.1.5. To represent a set using tabular form.

4.1.6. To represent a set using set-builder form.

Time Allocation                      : 1 x 20 minutes

 I.            Learning Objectives:

1.      Students are able to state daily problems in a set.

2.      Students are able to mention the element of a set.

3.      Students are able to mention non element of a set.

4.      Students are able to represent a set by description.

5.      Students are able to represent a set using tabular form.

6.      Students are able to represent a set using set-builder form.

 II.         Materials:

SET 

A is collection of animals that have 4 legs.

A is set of animals that have 4 legs.

B is set of fruits.

A.    Meaning of Set:

A set is a collection of well defined and distinct objects.

Capital letters are used to indicate the set’s name. The symbol of a set is {}.

Example:

             1. Collection of handsome boys. (Not a set because the objects are not well defined)

             2. Collection of big houses. (Not a set because the objects are not well defined)

A.    Elements of a Set:

Objects in a set are called elements of a set.

Notation of the element is Î.

Notation of non element is Ï.

Example:

1.   Buffalo, sheep, bison, rhinoceros, cow are elements of set A. Duck is not element of A.

Buffalo, sheep, bison, rhinoceros, cow Î A. Duck Ï A.

2.   Watermelon, lemon, strawberry, avocado, banana, apple, pineapple are elements of set B. Grape is not element of B.

Watermelon, lemon, strawberry, avocado, banana, apple, pineapple Î B. Grape Ï B.

B.     There are three ways to represent a set, such:

1.      By description

Example:

a.       C is set of prime numbers less than 15.

b.      D is set of natural numbers between 2 and 13.

2.      Using tabular form: listing each member of the set.

Example:

a.       A = {buffalo, sheep, bison, rhinoceros, cow}

b.      B = {watermelon, lemon, strawberry, avocado, banana, apple, pineapple}

c.       C = {……………………………….}

d.      D = {……………………………….}

3.      Using the set-builder form

Example:

a.       C = {x | x < 15, x is prime numbers}

Read as: C is the set of all x, such that x is less than 15 and x is prime numbers.

b.      D = {………………………………}

       III.      Learning method:

Methods: expository, asking and answer, discussion.

    IV.      Learning scenario:

Teacher activities	Students activities	Duration
A.    Introduction
1.      Teacher greets students, “Good afternoon my students!” Teacher asks students’ condition, “How are you?” “Who is absent today?”	1.      Students also greet teacher, “Good afternoon Mom!” Students answer, “Very well, thank you.” “None Mom.”	1 minute
2.      Teacher tells students that in this meeting they will learn about set, “Let’s begin our class now. Today we will talk about set. In the end of the lesson, you will be able to state daily problems in a set, mention the element and non element of a set, represent a set by definition, using tabular form, and using the set-builder form”	2.      Students listen carefully what teacher said.	1 minute
B.     Main Activities
1.      Teacher write the title “SET” in the white board. Then, teacher show picture A and B. Teacher tells a story about picture A, “Last holyday, Absari tells me that she went to Gembira Loka Zoo. In the zoo, Absari looks buffalo, sheep, bison, rhinoceros, and cow.”	1.      Students also write the title “SET” in her/his book. Students look at the picture. Students pay attention to teacher’s story.	1 minute
2.      Teacher explains, “We also can say that picture A is collection of animals that have four legs. In the other word, A is set of animals that have four legs.” Then teacher write on the board: A is collection of animals that have 4 legs. A is set of animals that have four legs.	2.      Students listen carefully and also write in his/her book.	1 minute
3.      Then teacher tells story about picture B, “Yuliana likes fruits very much. She likes watermelon, lemon, strawberry, avocado, banana, apple, pineapple. So, what is the name of the set consist of watermelon, lemon, strawberry, avocado, banana, apple, pineapple?” Teacher asks students whose answer  the question, “Can you write your answer?”	3.      Students listen to teacher story and answer, “Set of fruits.” Then, student writes the answer on the board.	1 minute
4.      Teacher asks students, “So, what is the meaning of set?” Teacher explains and writes on the board: “A set is a collection of well defined and distinct objects. Capital letters are used to indicate the set’s name. The symbol of a set is {}.”	4.      Students answer: “Set is collection of objects.” Students listen to teacher explanation and also write in his/her book.	1 minute
5.      Teacher asks students, “Can you give example of not well defined objects?” Teacher says, “Collection of handsome boys are not well defined objects. Then, the other example is collection of big houses. They are not a set.”	5.      Students answer: collection of handsome boy. Students pay attention to teacher’s statement.	1 minute
6.      Teacher explains and writes on the white board, “Objects in a set are called elements of a set. Notation of the element is Î. Notation of non element is Ï.” Teacher asks students, “What are the elements of set A? Is duck element of set A?” Then, teacher write on the board: Buffalo, sheep, bison, rhinoceros, cow are elements of A. Duck is not element of A. Buffalo, sheep, bison, rhinoceros, cow Î A. Duck ÏA.	7.      Students listen and also write in his/her book. Students answer, “Buffalo, sheep, bison, rhinoceros,  cow Î A. Duck ÏA”	1 minute
7.      Teacher asks students, “What are the elements of set B? Is grape element of set B?” Then teacher asks one students to write the answer on the board, “Can you come to write the answer?”	8.      Students answer: watermelon, lemon, strawberry, avocado, apple, pineapple, banana ÎB. GrapeÏ B.	1 minute
8.      Teacher explains and write on the board, “There are three ways to represent a set: by description, using tabular form, and using set-builder form.” Then teacher give example how to represent a set by description: C is set of prime numbers less than 15. D is set of natural numbers between 2 and 13.	9.      Students pay attention to teacher’s explanation.	1 minute
9.      Teacher gives example how to represent a set using tabular form/ listing each member of the set and write on the board: A = {buffalo, sheep, bison, rhinoceros, cow}. Then teacher asks student to represent set B, C, and D, “Can you represent set B, C, and D by using tabular form?” Teacher asks student to write the answer on the board.	10.  Students pay attention to teacher’s explanation. Student answer: B = {watermelon, lemon, strawberry, avocado, banana, apple, pineapple}, C= {2, 3, 5, 7, 11, 13}, D = {3, 4, 5, 6, 7, 8, 9, 10, 11, 12}.	2 minutes
10.  Teacher gives example how to represent a set using set-builder form and write on the board: C = {x | x < 15, x Î prime numbers}. We can read as: C is the set of all x, such that x is less than 15 and x is prime numbers. Then teacher asks student to represent set D, “Can you represent set D using set-builder form?” Teacher asks student to write the answer on the board.	11.  Students pay attention to teacher’s explanation. Student answer: D = {x | 2 < x < 13, x Î natural numbers}	2 minutes
11.  Teacher says, “Now, I have exercise for you. Please make grubs contain 2 people and discuss about the exercise, after you finish, then present your answer in front of class.”	12.  Students make grubs contain 2 people, then discuss about the exercise.	2 minutes
12.  Teacher walks around the class and look students’ answer. Teacher asks students to present their answer, “Who is finish? Please come to write your answer.”	13.  Students from grubs 1,2,3,4 come in front of class and write the answer.	3 minutes
C.     Closing
1.      Teacher says, “Okay, the conclusion of this meeting: A set is a collection of well defined and distinct objects. Objects in a set are called elements of a set. Three ways to represent a set: by description, using tabular form, and using set-builder form.”	1.      Students pay attention to teacher’s say.	1 minute
2.      Teacher asks students, “Don’t forget to do your homework. Because time is up, so we will continue our lesson next week. Good afternoon, have a nice weekend, bye bye, and see you.”	2.      Students answer, “Good afternoon Mom. Bye bye and see you Mom.”

       I.      Learning source and media:

Learning source:

Dr. Marsigit, MA. 2009. Mathematics for Junior High School Year VII. Jakarta: Penerbit

      Yudhistira.

Media: Picture of animals and fruits.

    II.      Assessment:

A.    Technique     : written test.

B.     Question       :

Exercise

1.      What is the set that can be formed by 0, 1, 4, 9, 16, and 25?

2.      Write set H = {h | 2h – 5 < 7, h Î whole numbers} using tabular form.

3.      Write set J = {2, 4, 6, 8, 10, 12, 14, 16} using set-builder form.

4.      Write set K = {1, 4, 6, 8, 9, 10, 12, 14, 15} using set-builder form.

Homework:

1.      Write L = {0, 1/2, 1/4, 1/8, 1/16, 1/32} using set-builder form.

2.      Write M = {m | -17 < 2m ≤ -1, m Î whole numbers} using tabular form.

C.     Answer:

Exercise:

1.      G = {quadratic numbers less than 26} or

G = {g | g² < 26, g is whole numbers}

2.      H = {0, 1, 2, 3, 4, 5}

3.      J = {j | 1 < 2j < 15, j is natural numbers}

4.      K = {k | k < 16, k is composite numbers}

Homework:

1.      L = {x | (1/2)^x  ≤ 1/16, x Î even numbers}

2.      M = {}

Yogyakarta, 4^th April 2012

Microteaching teacher,

Margaretha Madha Melissa