TWO POLE SCIENTIFIC PUBLICATION

By : Fauzani Agitya Cahyantoro 
09301244012

A.      Introduction 

             If we see the realistic of the people life, always any diversion between theory and the fact in the real life. Therefore, the theories are created by some of experience in the real life. So, if the theories are inappropriate  to the real life, than the theories have to remake. It work continously. 

             Now, to graduate from the university, we have to finish the scientific publication. It has been discuss before about the theories and the fact, There are two pole of scientific publication, there are theory and references and the fact or data. Lets we discuss about it. 

B.      Two pole of Scientific Publication 

1.       The theories and references

The theory is a part or variable, definitions and evidence that are interconnected, presenting a systematic view of phenomena by specifying relations among variables, the theory’s aims are usually to explain natural phenomena. Theory consist, Ideology, phylosophy, paradigm, notions

And the references is abook that can demonstrate the topic word, place, events, statistics, guidelines, addresse, names, history from the expert. The Theories and references have any relation with the fact or data that we will discuss below

2.       The Fact (data)

The fact or data is consist of an observation, collection of data, an activity some procedure, context, and relation. In scientific publication, we have an observation. Observation coming from the latin word meaning “look” and “pay attention”. The term attention focused on the following observation are accurate, nothing that emerging phenomenon, and consider the relationships between aspect of phenomena. Observations of apart in research both the exact sciences and social sciences. Observation aims to decribe the study setting, the activities that took place, the people who are involved in activities, events, and meaning of their views and perspectives involved in the observed events. Description must be strong, factual, as well as thoroughly without having fulfilled a variety of things that are not relevant.

C.      Conclusion

In this conclusion, i will reflect the English subject meeting with Dr. Marsigit about the characteristic of how to make a proposal of Scientific Publication. It consist of Title,

Subtitle, Problem formulation, Theoritical review, Methodology, Data analysis, Discussion, Conclusion, Bibliography/references.

             I will try to explain a little bit about problem formulation. The problem formulation has a function. The First function is as a driver of a research activity to be held in other words function as the cause of research activities taht exist and can be done. The second function is as a guide, determine the direction or focus of the study. The formulation of this problem is not worth dying, but can grow and change after investigators arrived at the field. The third function is a determinant of what kind of data types that are necessary and must be collected by researcher. Decision to choose which data that you need and where the data is not necessary to do research, because it is through the formulation of research problems to know about how the data are not relevan to his research activities. Then, the fourth function is the researcher can be facilitated in determining who will be the population and study sample.

The Implementation Realistic Mathematics Education of Teaching CIRCLE in Junior High School Year 2

By : Fauzani Agitya Cahyantoro

09301244012

A.   The Definition by the Expert

“Realistic mathematics education is rooted in Freudenthal’s interpretation of mathematics as an activity.” Gravemeijer (1994: 82). activities include problem-solving activities, looking for problems and organizing subject matter. interactive characteristics of realistic mathematics learning seems necessary in a study design that is able to establish interactions between students with students, students with teachers, or students with their environment. In this case, Asikin (2001: 3) argued the need for teachers to give students the chance to communicate his ideas through individual presentations, group work, discussion groups, and class discussions. Negotiation and evaluation with fellow students and teachers are also learning an important factor in this constructive learning.

            Based the definition, The essence of realistic mathematics learning are the three key principles that can be used as a basis for designing learning. Gravemeijer (1994: 90) mentions three principles, namely (1) guided reinvention and progressive mathematizing (2) didactical phenomenology and (3) self-developed models.

B.   Content

Realistics Mathemaics Education divided 4 part, there are Concrete of Mathematics, Concrete model of Mathematics, Formal model of Mathematics, and Formal of Mathematics. we will make an examples besides on the Mr. Marsigit’s Book, The mathematics for junior high school Year 2 .

1.   Concrete Mathematics

Based Mathematics for Junior High School (Marsigit ,2009 )  in page 180 chapter 6, about CIRCLE. The concrete of mathematics showed in the paragraph in preface. “Wheel was used initially as a spinner while making porcelain. It was used to move a chart. Starting at this, the used of wheel was spread out all over the world. Currently, round shaped like wheel can be found in everythings, like machines inside of your watch and tyres of your bicycle. Truck and train are also used wheel the radii of wheel s are also various from just several millimeters up to ten of meters. Although it can be used for many things, they apply the same principle. What are the principles? You may guest!

      The author take real one that exist in the world, a wheel. It’s the concrete mathematics about circle. Wheels have become knowing all people.  It’s one of circle in real life.

2.    Concrete Model of Mathematics

The Author try to connected the topic relation between the topic and real ones. In the upper left corner, is the bicycle and disk figure, that is to help the student to understand the definition of circle. A circle is asset of point that have the same distance to a fixed point. The fixed point is called centre. That is a concrete models of mathematics.

3.    Formal Model of Mathematics

inside him book , the author make a circle which decribing the parts of the circle like centre, diameter, radii, chord, segment,minor anf major arc, minor and major sector, etc.

4.     Formal Mathematics

Formal mathematics builds on a examples to give a formal logic. It has been written with symbol mathematics and a figure to understand the geometry means. The author give examples, upper figure is about to determine the part of circle, and the lower figure is about  a tangent of a circle. 

C.   Conclusion

The Realistic Mathematics Education (RME), we have to know about 4 part of RME, there are concrete mathematics, concrete model of mathematics, formal model of mathematics, formal mathematics. Based book Mathematics For Junior High School Year 2 (Marsigit, 2009),

DEVELOPING THE DESIGN OF INNOVATIVE TEACHING LEARNING PROCESS OF MATHEMATICS

By : Fauzani Agitya Cahyantoro

09301244012

A.   INTRODUCTION

            We will direct to discuss about the design of innovative teaching learning process of mathematics. Start from the curriculum, consist of Standard of competences and Basic competences. Then we will fullfill the objective with the curriculum that our make for. There is an indicator after we understanding the objective of the teaching learning of mathematics. There are design to approach the teaching learning of mathematics, we will know the constructivism learning, realistics mathematics, problem base learning and the most important is contextual learning (have to ready and relate). Based on the theories, we have a methods : discussion, inquiry, investigation, practical work, individual approach, small group of discussion, problem solving and etc. Lets start from the beginning.

B.   THE DESIGN OF INNOVATIVE TEACHING LEARNING PROCESS OF MATHEMATICS

1.    The curriculum

Curruculum consist of Standard of competences and Based competences. Standard competences is the qualified minimal skill of the student who figure the qualification of knowledge, attitude, and skill expectation reached in every class or semester on the teaching learning of mathematics. This is neccesary to make this standard become appropriate in the globalization of the world.

Second, is Based competences. It is a ability have to be qualified by the student in teaching learning of mathematics, as a refference to the Indicator of mathematics competences. So the based competences is the mainframe to indicator.

2.    The Objective of Mathematics

The object of mathematics consist of direct object and undirect object.The direct object of mathematics include facts, concepts, operations (skills), and principes. While the Undirect Object of mathematics consist of transfer of knowledge, discovery skill, Problem solving –skill, self-discipline and apreciation in th structure of mathematics.

The objective right here means, the objective of the Development of Mathematics Education in the school. Every school has an objective for the target in the teaching learning especially in mathematics.

3.    Indicator of the competences

Indicator is a behaviour who can be measured or being observed for showing the target of the based competences where became a reference of valuation of the subject. Indicator is made by using the verbal operational word which can be observed and measured, is covering knowledge, attitude, and skill.

4.    The Approach of teaching learning concept

Consist of constructivism, realistics mathematics, problem base learning and the most important is contextual learning (have to ready and relate). Constructivism is the developing from the behaviourisme.

C.   CONCLUSION

Based on the notion, The teacher have to prepare the teaching material. Consist of Lesson plan, Student work sheet, Modul, Hand Out, Text book, Teaching aids, etc. appropriately. Its all must be needs the references about a philosophy, ideology, paradigm, theories, etc. and then it must be implementing to the teaching learning process to be observed before. At last, its make an reflection to us as a teacher to make an evaluation mostly an assessment to ourselves. We also have to remember the case of developing the teaching materials, like : Apperception, various methods, various media, student interaction, Lesson plan, student worksheet, student reflect, cognitive scheme, conclusion by the student, and assessment.

Tradisional VS Innovative ways of Mathematic Teaching

A.      Introduction

                There are many ways to teach mathematics. We can use a variety of learning methods in teaching it. So much so to provide easy ways to teach mathematics in the eyes of our students. While we are a student first, most of our math teachers still use traditional ways of teaching mathematics. How do traditional teaching of it? Today, we as teacher candidates are required to teach mathematics mateatika in Inovative. How do I teach Inovative it?

B.      Tradisional VS Innovative ways of Mathematic Teaching

Historically, changes to the teaching of the traditional way is the way Inovative at the turn of the theory of behaviorism to constructivism theory. I agree if the change is marked by change teacher-centered to student-centered teacher who used to be active as an active student. It was also followed by the turn of the controlling function of the teacher as a facilitator. The traditional way, where the teacher as controller and regulator, considers students do not know anything. From the above sentence can be concluded that the teacher is a tyrant to the students, alias will not make the students grow in the future too. However, over time, it gives birth to the theory of constructivism is to cover the shortfall to be a candidate Find innovative teacher. This road will go through, that is to be a teacher Find innovative. Inovative way this will change as a function of controlling the teacher who had been turned into a facilitator. Here the teacher acts as a fellow student. Science as much as possible obtained by the students because it is the function of the teacher as facilitator is a role that should be maximized.

C.      Conclusion

                Although the traditional way of teaching there is a lot less, but without the experience of a traditional way, history will not be able to find, gave birth to Find innovative ways to teach mathematics. So, let us try to develop ways of teaching us so much more ore and continually expanding and Inovative.

The Function of Symbol (Psycology Aspects) in Teaching Learning of Mathematics

By : Fauzani Agitya Cahyantoro

09301244012

A.      Introduction

There are many factors that affect (influence) in teaching learning of Mathematics. Such as educational facilities, teaching media, teaching aids, teaching methods, psycological aspects, etc. In my opinion, psycological aspects give more aspect in teaching learning of Mathematics. Its like a human who have physical and spiritual. In Mathematics, psycological aspect is like spiritual. There many aspect we can learn in psycological aspect, such as the concepts of mathematics, the types of intelligence, the types of imagery, the teorem of mathematics learning, symbol of mathematics, diagnosing learning mathematics difficulties, etc. We will interested if we hear the word ‘Symbol‘. What is yhe meaning of symbol? What is the essence of symbol in mathematics learning? Let us learn about it.

B.      Symbol In Teaching Learning of Mathematics

In every teaching learning process of mathematics, we will meet the symbol, we will meet the notations. Symbol in psycological learning mathematics has some function. (Richard R. Skemp)

1.       Comunication

People mind can not to be read directly. So, we need a tool or the way  to knowing it, like something we can be seen or hear, a words, a sign or a sound. Symbol is something we can see, that have a relation with an idea to be mean.

2.       Recording knowledge

The ideas cann’t be seen and hear, so the ideas cann’t be disappear, oleh karena itu we need to record it to a paper or a book.

3.       The formation of the new concepts

A new concepts with a higher level than the students understand only can be communicate to the student with classified to the right examples

4.       Making multiple classifications straight forward.

If we can make some classification exactly, then we have been knowing, understanding what we classified about. Many symbol we have been learn, many problem that we can solve.

5.       Explanation

Explanation is a communication that make people understand something before

6.       Making possible reflective activity

We can learn about how every symbol is conneted one to the other

7.       Helping to show the structure

Choosing the right symbol can be help to understand the concepts

8.       Making routine manipulations automatic

If we understand the mathematics process, we get the advantages because we not need to repeated every conceptual steps again

9.       Recovering information and understanding

Every symbol can make ourself memorized that simply

10.   Creative mental activity

We will find the creative in symbol of mathematics, because Mathematics is funny.

C.      Conclusion

After we learn about the symbol of Mathematics, we have conclusion that psychological aspects of learning mathematics have much affect to the teaching learning process of Mathematics. In this case, the mathematics symbol is that we concern about. There are many knowledge have to learn by us who will be a teacher, especially about psychological aspects in teaching learning of mathematics.