Yullyshelsa's Blog

Siapa bilang….Implementasi PMRI hanya untuk Sekolah Dasar…. Nggak Lagi Tuch…

yullyshelsa — Sun, 18 Oct 2009 16:53:46 +0000

Banyak kalangan pecinta matematika mempunyai image bahwa PMRI atau pembelajaran realistik hanya cocok dilaksanakan untuk sekolah dasar, hal ini terjadi karena perkembangan PMRI sendiri di Indonesia baru sampai tahap Sekolah Dasar. Hal ini sangat lumrah, berkaca dari pengalaman pemerintah Belanda, tempat ilmu realistik ini berasal yang dikenal dengan istilah RME, mereka membutuhkan 46 tahun untuk mengimplimentasikan RME ini secara menyeluruh. Perlu kita sadari hal ini memang tidak mudah, tidak hanya butuh waktu, tapi juga kerja keras dan semangat dari guru-guru kita. Sangat perlu diingat, tidak ada yang tidak mungkin, jika kita berusaha keras.

Pembelajaran dengan menggunakan PMRI berpusat pada siswa, sedangkan guru hanya sebagai fasilitator dan motivator, demikianlah paradigma pembelajaran matematika selama ini. Karena itu, perubahan persepsi guru tentang mengajar perlu dilakukan bila ingin mengimplementasikan PMRI. Dengan demikian, tampak jelas bahwa PMRI tidak hanya digunakan untuk Pendidikan Sekolah Dasar, tapi bisa juga untuk Pendidikan Lanjut sampai keperguruan Tinggi.

Pengalaman mengajar bidang studi matematika dengan pendekatan PMRI sudah banyak dilakukan, seperti Dwi Lasati, guru SMP Nasional KPS Balikpapan yang menggunakan PMRI dalam Pembelajaran Persamaan Garis Lurus (Jurnal Pendidikan Inovatif, Volume 1 No 2, Maret 2006) untuk siswa kelas VIII Sekolah Menengah Pertama. Begitu pula dengan A.N.Cahyono, guru matematika di SMAN 1 Banjarnegara, beliau mengajak siswa mengukur ketinggian sebuah gedung dengan menggunakan busur besar, tali dan sebagainya, dengan implementasi yang bermanfaat pada konsep Trigonometri.

Pada materi Integral, pendekatan PMRI juga bisa digunakan, misalnya kita akan mengukur luas rentangan dari tali-tali pada Jembatan Limpapeh Bukittinggi dengan menggunakan konsep Integral. Perhatikan gambar berikut:

Bagaimanapula Implementasi Matematika Realistik pada Perguruan Tinggi?

Baru-baru ini di Korea Selatan, pembelajaran Differensial Biasa sudah menggunakan prinsip-prinsip RME. Kemudian dari pengalaman penulis sendiri pada workshop pembelajaran “Geometry Vision” bersama Aad Goddjin, dosen geometri dari Utrech University, melalui “Vision Line” dalam melukis sebuah kursi dengan satu titik acuan, dimana kegiatan ini menggunakan satu simpul tali sebagai titik acuan, sebuah kertas sebagai gambar hasil lukisan, anda bisa melihat kegiatan ini seperti foto berikut:

Menarik sekali pembelajaran dengan pendekatan PMRI, bagaimana tidak, dengan implementasi PMRI berarti menempatkan realitas dan pengalaman siswa sebagai titik awal pembelajaran, dan melalui matematisasi horizontal-vertikal siswa diharapkan dapat menemukan dan merekonstruksi konsep-konsep matematika atau pengetahuan matematika formal. Untuk itu semoga tulisan ini membangkitkan semangat kita, guru, dosen, dan pemerhati pendidikan matematika khususnya, untuk selalu kreatif menciptakan pembelajaran matematika yang realistik. Hidup Pendidikan Indonesia!!

PMRI Menjadikan Guru Kreatif lho….

yullyshelsa — Fri, 16 Oct 2009 04:23:44 +0000

Menciptakan suasana belajar matematika di kelas yang penuh inspirasi, kreatif dan antusias bagi siswa merupakan salah satu tugas dan tanggung jawab seorang guru. Dengan demikian, guru bersama siswa akan selalu merindukan suasana kelas yang menyenangkan dan berkesan. Untuk meningkatkan kualitas belajar siswa, dibutuhkan sebuah proses kreatif dalam merancang proses pembelajaran. Tentunya peran guru secara optimal diharapkan mampu mendayagunakan potensi diri sehingga menghasilkan ide-ide baru dan cerdas, sehingga pembelajaran matematika dapat berjalan dengan baik.
Implementasi PMRI sebagai salah satu pendekatan pembelajaran matematika yang diadopsi dari RME yang berasal dari Belanda mempunyai beberapa karakteristik. Treffers dalam Ariyadi (2008) menjelaskan bahwa: ”RME can be described by means of the following five characteristics (Treffers, 1987):
• The use of contexts (menggunakan konteks)
• The use of models (menggunakan model)
• The use of students’ own productions and constructions.
• The interactive character of the teaching process.
• The intertwinementof various learning strands”
Dengan mengimplementasikan PMRI di kelas, guru dengan sendirinya akan medesain pembelajaran sesuai dengan karakteristik PMRI, untuk menjelaskan suatu materi guru harus menggunakan konteks yang sesuai dengan siswa, contohnya pada materi pecahan, biasanya anak2 yang bersekolah di Jakarta tidak asing lagi dengan PiZZa, mereka bisa menggunakan konteks piZZa untuk mengenalkan konsep pecahan, sedangkan bagi masyarakat Sumatera Barat biasa dengan kue gadang.
Proses kreatif juga berarti bagaimana membuat setiap siswa memiliki multiperspektif dan cara pandang yang luas terhadap sebuah fakta. Proses kreatif juga berarti bahwa setiap siswa mampu mengamati hal-hal detail yang menjadi rujukan dalam berpendapat maupun menyelesaikan permasalahan, baik untuk dirinya sendiri maupun komunitas dalam masyarakat.
Guru matematika di sekolah saat ini tidak hanya dituntut untuk mendesain pembelajaran baik itu soal, media dan strategi apa yang akan digunakan pada proses pembelajaran. Hal ini disebabkan beberapa hal diantaranya adalah tuntutan undang-undang yang muncul. Melalui PMRI guru-guru akan terpola untuk berpikir bagaimana menciptakan strategi, media maupun desain kelas dan sebagainya sesuai dengan konteks dan kondisi siswa, sehingga pembelajaran matematika lebih menggairahkan seperti menggunakan presentasi pengajaran yang lebih hidup dan menarik bagi setiap siswa, kemudian menyusun bahan pengajaran yang sesuai, merancang setting kelas. Point penting adalah keterlibatan aktif siswa. Siswa yang mempunyai sikap analitis, kritis membutuhkan dorongan dan stimulasi yang simultan (terus menerus).
Di sinilah peran penting seorang guru yang menjadi fasilitator siswa untuk menumbuhkan rasa ingin tahu, menjelajahi lebih dalam tentang suatu ilmu dan menggali lebih banyak informasi yang ada, hal ini senada dengan karakteristik dari PMRI. Performa guru juga ikut andil untuk ikut menciptakan suasana yang mendukung saat belajar. Guru yang optimis, percaya diri, mempunyai kapasitas keilmuan yang tidak diragukan akan melejitkan potensi siswa dan membuat siswa menjadi optimis dan percaya diri. Terus maju Pendidikan Indonesia!!

Observation Report in MIN 2 Palembang

yullyshelsa — Thu, 13 Aug 2009 03:11:17 +0000

Classroom observation was conducted in the class 2_C MIN 2 Palembang on Thursday (July 16, 2009). Materials lesson learned is that sort number up to 500.

Before classroom observation is done, teacher form a group of students, they were divided into 6 groups which each group and prepare all things necessary for the learning process. As introduce the material, the teacher given by a picture or fhoto the flag ceremony and the vanguard of sprint participan to each student.

Then, the student must tell the story what they find about it. Teacher can give the students some question, such as: “have all of you perceive line your friend when we perform of flag ceremony?” Spontanously, the student answered, “Yes, I have”. Then the teacher asked,”generally, how you line the formation?” Some of student answered: ”The short student in front of, miss.” The teacher give a question: “why the short student must stand in front of?” The student answered: “If the short student sanding in back of , he or she can not look and saw the flag or the ceremony of command. Then go tell the teacher about the line running race. Teachers ask “Do you participate in competitions run?” Students with the spirit of “never … when TK” Then the teacher said “try to see the images, competition, each participant has the number of participants is different, do you know where the number of large and small “(while showing pictures running race participants). Students observe a moment and then the image of teachers to answer questions correctly (going discussion among students). “The children we now sort 1-500 number.” Teachers distribute the activity sheet 1 and the card number to each student in each group.

Students observe a moment and then the image of teachers to answer questions correctly (going discussion among students). “The children we now sort 1-500 number.” Teachers distribute the activity sheet 1 and the card number to each student in each group. Students are very enthusiastic about receiving a card from the teacher and try to identify the number of obtaining, a spontaneous student said “I can card number two hundred twenty-one ..” (while the number of cards that have in her hand). Teachers ask one group to demonstrasion any activities in the activity sheets, and other students was observed their friends. Then students perform all activities in the activity sheet 1. At the end of the activity, teachers ask each student to sort the cards in obtaining the board of the smallest. Each student is very enthusiastic forward to next class to hang obtaining the card number. For individual training, training of teachers share 1 to each student. Students requested the exercise 1.

Reflection
The atmosphere of the class come alive when teachers and students to apply PMRI can sort 1-500 number from the smallest or vice versa in a way that’s meaningful because it is associated with the daily life of students and rows of flag ceremony participants race run. Card numbers can be used as tools in learning so that students can memaknai how to sort numbers 1-500. Based on discussions with the class teacher, learning mathematics should be to always use the following tools that match the day-to-day life of students so that students will always be active.

Rencana Pelaksanaan Pembelajaran Matematika kelas 2

yullyshelsa — Thu, 09 Jul 2009 11:30:35 +0000

Meliputi Kurikulum, Silabus, RPP dan Materi

download file lengkap (1.4 MB)

The Rope (Report Class)

yullyshelsa — Wed, 08 Jul 2009 15:04:17 +0000

YULLYS HELSA

The Report on Writing

Introduction

What characteristics the PMRI curricullum should have in order to prove RME could be utilised in Indonesia and could address some problems in the geometry instruction was the main issue in this study. The characteristics of the PMRI curricullum for learning and teaching the topic of geometry, we can use some ropes to teach. Geometry. The medium like this rope:

Execution

We can cange the rope such as some figure under the rope has twelve parts, it can make some plane figure like rectangle, right angle triangle, isosceles, equilateral, etc.

· Square

For the first figure, we can make a square when it length of side is 3.

· Rectangle

· Triangle

A triangle is one of the basic shapes of geometry: a polygon with three corners or vertices and three sides or edges which are line segments. One conceps that was developed through the conjectured learning trajectory in the PMRI curricullumeas that the kinds of a triangle:

isosceles triangle Equilateral Right triangle

Triangles can be classified according to the relative lengths of their sides:

In an equilateral triangle, all sides are the same length. An equilateral triangle is also a regular polygon with all angles equal to 60°
In an isosceles triangle, two sides are equal in length.

PENTAGON

Conclusion

It is better to teach mathematics in primary school using the PMRI approach, because PMRI encouranges the pupils to find the conceps by themselves. The pupils are also stimulated to answer the questions, to reason and mention their own ideas either orrally or in writing. The rope is a medium to learn geometry concept. This means that the pupils to give the reasons for their answers in writing so that they get used to this situasion, considering that most students, even those university, have great difficulties in writing a paper.

download reflection

PMRI Classroom Observation

yullyshelsa — Wed, 24 Jun 2009 13:09:28 +0000

YULLYS HELSA

Report of Observation MIN 2 Palembang

Introduction

The government was also develoving some programmes and innovations in order to enchange quality mathematic education in Indonesia. One of proggrame is consortium between university of Utrecht, the Netherlands with Sriwijaya State University (UNSRI) and Surabaya State University (UNESA). UNSRI with Internasional Master Programme on Mathematics Eduation 2009 have some subject math department programme. Classroom observation is one of courses offered in this Program. Its purpose to learn about PMRI project as a preparation for the researches in the classroom. Classroom observation was done in the schools that have joined with PMRI project in Palembang. There are four elementary schools those will be observed, SD Negeri 98 Palembang, MIN 1 Palembang, MIN 2 Palembang and SD 117 Palembang.

Execution

The first classroom observation was on Thursday (May 7, 2009). Before classroom observation is done, in the classroom the lecturer (Ratu Ilma Indra Putri) explained about history of PMRI in South Sumatera. The history of PMRI in Palembang begin with sent a team of master students from Palembang to study in Netherlands. When they return to Indonesia after got doctoral degree, they held national seminar in Palembang 2004 was attended by 400 peoples. They are students, teacher and lecturer. The seminar was held in governor building. The speakers were Mr. Kess Hoogland, Mr. Frans Moorland, Anne K and R.K Sembiring. In this seminar PMRI was adapted from RME.

PMRI was known to students in UNSRI by doing research PMRI in class of primary school for students’ mini thesis. In 2007 was known by held workshop in UNSRI, KKG, Ogan Komering Ilir (OKI), Lampung Province, etc. In 2004, SDN 127 and MIN 1 joined with PMRI project to practice PMRI in their schools. During at the time in 2007, MIN 2 and SDN 117 joined this program until now. Observer was perceived in MIN 2 Palembang.

After the lecturer explained the history PMRI in Palembang, we got explaination about how to do the classroom observation. We are divided into four groups. After the class was over, each group went to primary school which chosen to do the classroom observation. Each group went by bus and mini bus.

When our group arrived at the primary school (MIN 2 Palembang) the headmaster wasn’t in the school. We met the teachers who used PMRI in their class, they are Mrs. Hastin and Mrs. Ris who teach in 1^st and 2^nd grades. Our group didn’t enter to the class because the lesson of mathematics was over. We just interviewed the teachers in the office. From the interview was gotten:

In 2008 Mrs. Hastin, the teacher who teach in 2^nd grade had been trained by PMRI teams in Palembang. Mr. Ahmad the headmaster joined with PMRI project since he becomes a headmaster in MIN 1 Pelembang.
PMRI was practiced in this primary school after she followed the training. She practiced it for mathematics learning process in 2^nd grade.
In the mathematics learning process, the teacher uses domino card to explain odd and even number as a media.
Mrs. Ris has known about PMRI from Mrs.Hastin by their discussion then it’s practiced in her classroom, in 1^st grade.
Motivation and result of study improve up to 70% by using PMRI in the Mathematics learning process.
Students more active and creative during learning process.
The teachers more creative to create the medium learning.

8. The teachers are interesting to do a research about learning process by using PMRI in her classroom, but she got problem because she have not leader yet.

Actually, PMRI had been practiced in MIN 2 Palembang and the teachers want to increase their ability for practice learning process by using PMRI.

Conclusion

The teacher want to make research about action research classroom in applying PMRI , so the observer will help the teacher in next semester. One of question from teacher when observer do not know the answer. The question is “why does the multification count first in mathematics operation from addition?”

Reportku

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yullyshelsa — Wed, 24 Jun 2009 12:29:24 +0000

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