.. concluding remark .. (#4)

Concluding remark

By Anie Viktaria / 10305141039

Pembelajaran Matematika Berbantuan Kalkulator:

Studi Kasus Penggunaan Kalkulator Texas Instrument TI

89 pada PBM Matematika di SMK MUHAMMADIYAH IV YOGYAKARTA

By Mr. Marsigit, M.A

The calculator is an invaluable tool in the learning process. Judging from their use calculator consists of two types. This type consists of two kinds, namely ordinary calculators and scientific calculators (scientific calculator). One example of a scientific calculator is a graphing calculator, which has its own advantages compared with ordinary calculator.

To get an idea of ​​the depth of the use of graphing calculators in mathematics learning process, conducted the study at SMK Muhammadiyah Yogyakarta IV, in the period February to June of 2003 by Drs. Marsigit MA and two teachers as a teacher at the school.

From research conducted, the conclusion, that:

a.     graphing calculator can be used to match the graphic image, match the answer set of the settlement and provide real experience of graphic images.

b.    methods in solving the matter equations and inequalities can be viewed as a command, symbolic manipulation and graphics on the calculator,

c.   graphing calculator is useful to indicate the answers that were previously calculated without a calculator and accelerate the completion of about metematika.

As for the constraints experienced by students in the use of graphing calculators, namely the difficulty in express words in the language of mathematics into the calculator and in expressing any view into the calculator display mathematical sentence.

# quotes 2

“De, life is too short to waste, dan hidup ini hanya sekali ,, jadilah bermanfaat buat sebanyak banyaknya manusia lain, cukuplah begitu De,  dan buatlah hidup ini dikenang karena kita bermanfaat ,, hidup itu terlalu singkat untuk disia – siakan dengan menjadi bagian dari manusia rata – rata, manusia yang tidak jelas kemana hendak melangkah”

.. concluding remark .. (#3)

concluding remark

by Anie Viktaria / 10305141039

WAWASAN TENTANG

STRATEGI DAN APLIKASI PEMBELAJARAN MATEMATIKA

BERBASIS KOMPETENSI

By Dr. Marsigit, M.A

Are things that can not be denied that most students have difficulty in learning mathematics. Therefore, it is necessary to develop a process that takes into account the context of learning mathematics and its application in everyday life is through competency-based curriculum, where students are able to perform search activity patterns and relationships, develop creativity with imagination, intuition and discovery, problem-solving activities, and communicate mathematical ideas to others.

Competency-based mathematics education that emphasizes the ability of graduates, was developed based on the elaboration of a basic skills competency standards. To achieve the basic skills and learning materials, experiences and learning activities is an activity that needs to be done by the students. The learning experience can be obtained both inside and outside the classroom. However, the learning experience of students also need to be supported by the availability of source material, either a direct object and indirect object that is contextual.

Syllabus format should also be made in such a way that teachers or the user can learn and practice the syllabus with ease. In the syllabus, teachers must include source material which is used as reference by using the rules of writing in accordance with applicable regulations. References used should be consistent with the implementation of competency-based curriculum and learning with contextual approach to teaching and learning (CT & L). The elaboration of a more operational than the syllabus into fragments operationally learning activities that can be done by teachers is a unit of learning (SP).

.. concluding remark .. (#2)

Concluding remark

By Anie Viktaria/10305141039

“INOVASI PEMBELAJARAN

UNTUK MENINGKATKAN GAIRAH SISWA DALAM BELAJAR”

by Dr. Marsigit M.A.

In order to enhance students' motivation in learning, the teachers are required to innovate learning in which teachers become part of a system that promotes innovation. And to realize the innovation, there are several concepts that need to be understood by a teacher, namely an understanding of:

a.       scientific nature of each field,b

b.      nature of the subject students, and changing attitudes, and

c.        implementation associated with the paradigm shift.

The paradigm shift that needs to be realized by a teacher of the learning paradigm shift from "traditional learning" to "progressive learning", for example, a model teacher-centered learning where students are passive, turned into a model student-centered learning and the student who plays an active role, etc. By realizing these learning paradigm shift, is expected to improve the spirit of students in learning.