Kunjungan ke Paulus School The Netherlands

Pada kamis, 11 Februari 2010, mahasiswa IMPoME mengunjungi Paulus School di Utrecht Overvecht. Saya, Shintia, dan teman-teman berkesempatan untuk mengamati kindegarten (taman kanak-kanak) dan sekolah dasar di sekolah tersebut. Berikut adalah foto-foto yang dapat diambil pada kesempatan tersebut:

Smart Board adalah papan tulis yang dikendalikan melalui komputer di meja guru. Tulisan dan aktivitas siswa yang dituliskanpada papan tulis tersebut bisa disimpan dan bisa dijadikan sebagai dokumentasi.

Papan Kreasi tersebut bisa dijadikan media untuk menghitung banyak objek dalam berbagai bentuk tampilan.

Miniatur kereta api yang dapat digunakan untuk memahami konsep penjumlahan atau pengurangan

Siswa menempel semua hasil karyanya di dinding kelas mereka

media yang bisa digunakan dalam pembelajaran matematika

Seminar Nasional Sains MIPA dan Aplikasinya 2009

Tema:
“Pemberdayaan Sains MIPA dalam Pengelolaan Sumber Daya Alam”

Universitas Lampung, Bandar Lampung, 16 – 17 November 2009

Dalam perkembangannya Sains MIPA diharapkan dapat melahirkan terapan-terapan atau pengembangan sains sehingga dapat meningkatkan daya guna sumber daya alam bagi masyarakat. Saat ini pengetahuan masyarakat terhadap peran serta Sains MIPA dalam pengelolaan sumber daya alam dirasakan masih kurang, akibatnya minat masyarakat terhadap Sains MIPA juga kurang. Dalam usianya yang memasuki ke 14 tahun (November 1995 – November 2009), FMIPA Universitas Lampung akan mengadakan rangkaian acara berupa Seminar Nasioanl yang akan menghimpun potensi hasil riset Sains MIPA yang bertujuan untuk meningkatkan daya guna sumber daya alam Indonesia.

Kepada semua Peneliti, Dosen, Guru maupun Mahasiswa peserta Seminar Nasional Sains Mipa dan Aplikasinya 2009, yang diselenggarakan oleh FMIPA Universitas Lampung

Call For Paper
____________________________________________________________

Panitia mengundang peneliti dan praktisi terkait dengan Sains MIPA untuk merepresentasikan hasil penelitian/karya pemikirinnya. Silahkan mengirimkan abstrak sekitar 200-300 kata, yang meliputi :

1. Judul, nama lengkap, alamat dan nama instansi serta email

2. Isi abstrak (latar belakang, metode dan hasil penelitian)

3. Kata kunci/key words

4. Mohon agar dicantumkan kelompok bidang kajiannya

Abstrak dikirim via email ke :

seminar-smap@unila.ac.id

Didactical and Mathematical Lecture with Jaap den Hertog and Aad Godjjin

Jaap den Hertog and Aad Godjjin from Utrecht University, The Netherlands, came to Unsri to give didactical and mathematical lecture to IMPoME students from  September 7 to 9,2009. The didactic part was given by Jaap and the other one by Aad.

It was such extraordinary activities. In didactic part, Jaap talked about the learning trajectory of Proportion and ratio for grades 4-6. We students discussed about  how to understand both concrete and formal level of thinking to solve the proportionality and ratio problems. We can use structure models, grouping, dynamic models, the ratio table, number line, etc. The three-day activities made us think more realistic and try to understand someone idea, because the solution of a problem is not only one solution, but there were many ways we can use.

In mathematical part, Aad gave us some activities related to vision line. We drew  an object  using the idea of vision line. We also compared the object view from top and side view. We got many new experience, and of course new knowledge, from those activities. We can explore more about perspective geometry.

Thanks Jaap,, Thanks Aad.. Hope to see you in the other occasions..

Akhirnya, Merah Putih Berkibar di Dasar Laut

Liputan6.com, Manado: Bendera Merah Putih berkibar di Perairan Malalayang, Manado, Sulawesi Utara, Senin (17/8) pagi. Reporter Liputan 6 SCTV Nova Rini yang berada di dasar laut melaporkan, tak ada hambatan saat prosesi pengibaran yang dimulai pukul 09.00 ini berlangsung. Suara komandan upacara terdengar jelas, lagu Indonesia Raya berkumandang, para petugas pengibaran pun lancar membentangkan bendera.

Setelah prosesi pengibaran selesai, para peserta masuk dalam hening cipta. Mereka bersama-sama berlutut dan berdoa secara pribadi. Lagu mengheningkan cipta pun mengalun mengiringi kehikmatan upacara. Inilah momen berharga yang bisa dibagi TNI Angkatan Laut dan para peserta upacara memperingati Hari Kemerdekaan Indonesia ke-64.

Observation report in MIN 1 Palembang on July 23rd, 2009

The observation was in the second grade of MIN 1 Palembang and the teacher is Mrs. Anisah. The topic was about introducing the numbers from 101-500. The week before, Mrs.Anisah and I discussed about what context and what models we will use. We decided to use “My House” context and number cards as the model. Download

Contoh Rencana Pembelajaran Kelas 2 SD

Dalam pembelajaran matematika, terkadang guru merasa kesulitan untuk mengembangkan Rencana Pembelajaran yang akan dibuat berkaitan dengan materi tertentu. Berikut ini adalah salah satu contoh Rencana Pembelajaran mengenai materi “Mengenal Bilangan 100-500″ di kelas 2 Sekolah Dasar semester 1. Rencana Pembelajaran (doc.725KB)

The use of Models in PMRI

According to Freudenthal, mathematics must be connected to reality, stay close to children and be relevant to society, in order to be of human value. Instead of seeing mathematics as subject matter that has to be transmitted, Freudenthal stressed the idea of mathematics as a human activity. Education should give students the “guided” opportunity to “re-invent” mathematics by doing it. This means that in mathematics education, the focal point should not be on mathematics as a closed system but on the activity, on the process of mathematization (Freudenthal, 1968).

In order to fulfill the bridging function between the informal and the formal level, models have to shift from a “model of” to a “model for.” For example, teachers use a meter of rope and divide it into 12 parts for teaching geometry. Look at the picture below!

The model of rope can be used to make a rectangular, a square or a triangle. Students can make their own figure by using the model. They create what they want, their own rectangular, square and triangles, and, of course, teachers guide them to find the meaning of their activity.

The use of context in PMRI

The use of context problems is very significant in PMRI. The context problems function only as a field of application. By solving context problems the students can apply what was learned earlier in the bare situation. In PMRI context problems function also as a source for the learning process. In other words, in PMRI contexts problems and real-life situations are used both to constitute and to apply mathematical concepts. While working on context problems the students can develop mathematical tools and understanding. First, they develop strategies closely connected to the context. Later on, certain aspects of the context situation can become more general which means that the context can get more or less the character of a model and as such can give support for solving other but related problems.

Mathematics for real life, inspired by the Dutch

The Jakarta Post , Jakarta | Sat, 06/06/2009 12:28 PM | National

The Dutch-inspired Realistic Mathematics Education (RME) program has made it possible for elementary school students to develop their own mathematical formulas.

The existing PMRI system in Indonesia involves 2,000 teachers from 200 elementary schools and 100 mathematics lecturers from higher education institutions.

R.K. Sembiring of the Bandung Institute of Technology said, “the system is developed bottom-up. It triggers students’ initiative and builds their ability to respect different opinions while formulating solutions for a problem.”

“It even develops a sense of democracy among students. They may find during the problem-solving process that there are different formulas leading to the same answer.”

Sembiring was speaking

PMRI in MIN 1 Palembang

In the order to give more experiences in classroom observation to the students of International Master Program in Mathematics Education (IMPOME), one of the courses that offered in IMPOME is mathematics classroom observation/product development. The Master Program’s students are divided into 4 groups to 4 different schools, there are SDN 98, SDN 117, MIN 1 and MIN 2 Palembang; so that one of is our group, which is going to MIN 1 Palembang.

School’s Profile
School Name : MIN 1 Palembang

Address : Jl. Jenderal Sudirman, Km. 4 Palembang-Indonesia

Phone Number : 0711-360115

Head Master : Mrs. Ratuna Amanah

PMRI Teachers : Mrs. Tartilah, Mrs.Anisah and Mrs.Risma

Class Involving in PMRI : First grades, Second Grades and Third Grades

The first classroom observation in MIN 1 Palembang was on May 7, 2009. MIN 1 Palembang is one of the schools that joined with PMRI program in South Sumatera. It has been joining with the PMRI program since 2004. There are four teachers and its previous head master, Mr. Ahmad, who had been involved in the training and workshop for PMRI teachers in Bandung and Yogyakarta. The teachers are Mrs. Tartilah and Mrs. Aida who were trained in Bandung in 2006, and Mrs.Risma and Mrs. Annisa who were trained in Yogyakarta in 2007. But last year, Mrs. Aida moved to another school and so did Mr. Ahmad.

Actually, the aim of the observation is