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

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

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..

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.

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.

Look at an example of student’s worksheet below!

Teachers have to find the right context in right chapter. In the example above, the teacher use “Price” context to introduce about “Linear Equation” chapter. In the worksheet there are two different set of goods with the same price, and the students are asked about which one is more expensive, calculator or glasses. And the result is that students give similar answer but different reasons, glasses is more expensive than the calculator. The next question is “How much is the price of each good?”. As far as we look at the student’s answer that they can estimate the price of each. It means that the “Price” context is the right context to bring the students from the human activity in buying goods in daily life to the concept of linear equation.

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 on the sidelines of PMRI workshop held Thursday in Jakarta.

Sutarto Hadi of the Lambung Mangkurat University demonstrated the PMRI learning materials, which require students to solve problems taken from real life.

A team of professors from a number of universities – including Zulkardi from Palembang’s Sriwijaya University and PMRI advisor Bana Kartasasmita – have developed the system over seven years.

The system was redeveloped Freudenthal’s RME system used in the Netherlands in the late 1960s.

Maarten Dolk of the Freudenthal Institute for Science and Mathematics Education at the Utrecht University said, “educational change takes a long time. What happened in Indonesia started small, but as we are building experiences with a number of schools and a number of teachers it has started to crawl.”

Kees Hoogland, senior consultant of mathematics for APS – an educational advisory service founded by the Dutch Teachers Federation – said, “the PMRI system is not a Dutch project though; it’s an Indonesian movement with a lot of people involved. The main component is the local context. We are here to provide advice and share experiences.” (iwp)

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 not only introducing ourselves as the new members of PMRI teams in South Sumatera to the teachers but also observing the mathematics classroom activity. Because of our late arrival in that time, it’s about at 11 am, the classroom activity of first grades students has already finished. In the other classes, from second to sixth grades, there were no mathematics lessons on Thursday. So, the classroom observation couldn’t be done.

After introducing ourselves to all of the teachers, the conversation was continued with Mrs. Tartilah, the first grades teacher. She told us that the learning process in mathematics class had been using PMRI approach since past few years. She said that there are some problems in the process such as the limited source of media that can be used; their poor knowledge to develop new creation in making media and the number of students in the class, which are more than 30 students. For example, they only used straws and ice cream sticks in teaching addition or multiplication of numbers. They expected that they would have any other media to teach the other mathematics concepts. Although that happened, the implementation of PMRI approach had been making a great progress in students’ mathematics comprehensions. Even though in the beginning of the process some students felt shy to work in team with their friends, but in the end they enjoyed their mathematics activity. In realistic mathematics, the students learn mathematics as their activity. She said that this approach is very helpful for the teachers to teach mathematics in their classroom. Because of students’ good understanding in basic mathematics, they can follow the mathematics activity and understand the mathematics concepts in the higher class very well.

To Mrs. Tartilah, we give the newest PMRI text book for the first grades students. However, she told us about the text book that’s used, it’s from Ganeca publisher. That’s not a problem if they used another book, but the main principal is the implementation of PMRI process itself. In the end of our conversation with Mrs.Tartilah, she told us about the school’s schedule. She said that the school’s holidays will be begun on May 11, 2009 until May 21, 2009. When they are asked about the time for a discussion, they said that they would like to have it on May 28, 2009.

Unfortunately, again, based on the school’s schedule we couldn’t do any classroom observation until the beginning of next semester. Because the school will have its examination for students between first to fifth grades, starting from 1^st of June 2009, so that there will be no more classrooms activities by the next July. Because of the condition, so that’s better for us to have as much discussion with the teachers to prepare for the materials and media that can be used in next semester until waiting for the new semester starting on the second week of July.