DEVELOPING THE DESIGN OF INNOVATIVE TEACHING LEARNING PROCESS

DEVELOPING THE DESIGN OF INNOVATIVE TEACHING LEARNING PROCESS

By : Rosalia Hera NS

09301244003

Mathematics Education 2009

Education was so important for our life. By the education we can develop the people resources. And when we have good resources we can apply it to develop our life or the other aspect in our life. As what written in the aim of our country, one of them is to make the people’s life smart. And in order to realize that there are many activity or programs that developed continuously by the government or the education exert. But whenever we talk about education we can’t forget about the teaching learning process. It was the main activities that cover or contain all part of education. Or we can say that teaching learning process was the tools or ways to realize the aim of education.

Our governments also understand about the urgency of teaching learning process. As one action to show that the governments try to arrange the curriculum. The curriculum was developed for time to the time and now days we use the KTSP curriculum. Based on the GOI the direction of education was change from the center into the province and more specifically in the school level. The governments just give the sign of the standard of competency that should be past by the student. The standard competency expanded into some basic competency also. Then the teacher in each school can improve and developed in order to raise the competency that expanded into some indicators. The developing and also the improving should be according to the student condition and the environment of student. And hopelly the teachers can present or show the innovative teaching learning that needed to realize the goals of education now days.

And in order to create the innovative teaching learning process there are needed some steps start from the preparation until the reflection. To prepared it teachers should seen some aspect such as the theory, paradigm, ideology, approach, design, method, and also the material. There was some example approach or design that can be implement by the teacher in their teaching learning process. They are constructivist, realistic mathematic, problem based learning and cooperative learning.

The constructivism approach means that the teaching learning process should be in order to construct the student knowledge not just a transfer of knowledge. When ever teacher applied that in their teaching learning the student can construct their own knowledge and the student will be understand it well and the not just remembering that. So the knowledge can be saved for a long time.

Then the realistic mathematics was an approach that based on opinion that mathematics is our daily life. This method was developed in many country such as USA and Japan. The realistic mathematics wants make the student easily to understand the material. According to Freudenthal(in Siti Ummu, 2009) mathematics should start from human activity because Mathematics is a human activity. So in this approach the teacher should bring the material nearest to the student daily life. Its also help the student to imagine the abstract mathematics into the real one.

In problem based learning the student start the learning from a problem. From here they develop their own creativity to solve the problem and also develop and build their own knowledge. And in cooperative learning they can collaborate or sharing each other to develop their knowledge.

Then to implement the approach we can use some method such as discussion method, inquiry method, investigation, practical work, individual work and problem solving. All of the method wants to created the student self. Where the student can develop and build their own knowledge. Its same like what Mehl-Mills-Douglass said (in Oemar Hamalik. 2001 : 172) : “one learns only by some activities in the neural system: seeing, hearing, smelling, feeling, thinking, physical or motor activity. The leaner must actively engage in the “learning”, whether it be of information a skill, an understanding, a habit, an ideal, an attitude, an interest or the natural of a task. ”

The other aspect in preparation that needed to be pay attention was the material. The material consist of the lesson plan, student worksheet, hand out, text book and media or teaching aid. All of them needed to be prepared before the teacher teach in the class. All of the material should support the method that use to give an opportunity to the student to develop their own knowledge.

After the preparation we need to implement that. And to do implement it there was a lot of thing that’s needs to pay attention by the teacher. They are developing and implementing lesson plan; apperception; Various method of teaching, media or teaching aids, interaction; schema for achieving student competency, small group discussion, student reflection, student worksheet and assessment.

In the teaching learning process can be also call as the time to observation. When the teaching learning happened, it’s also can be observed how was the teaching learning. Is it like what we panning before? Is there any less? Is there the effective teaching learning etc. ant the data from here can used to reflected the teaching learning process. The reflection needed to planning the next activity of teaching learning. The evaluation can construct the next teaching learning process. The reflection can be give from the teacher, the observer. The reflection also can be a summary of the teaching learning process. Hopelly by using that steps the teacher can be batter and batter to develop the design of innovative teaching learning process.

Reference :

Hamalik, Oemar. 2001. Proses Belajar Mengajar. Bandung : Bumi Aksara.

Kultsum, Siti Ummu. Penerapan Pendekatan Matematika Realistik Untuk Meningkatkan Pemahaman Siswa Terhadap Konsep Bilangan Bulat (Penelitian Tindakan Kelas terhadap Siswa Kelas VII-E SMP 2 Banjaran Kab. Bandung). (On Line). In : http://matematika.upi.edu/v2/index.php?option=com_content&view=article&id=32:penerapan-pendekatan-matematika-realistik-untuk-meningkatkan-pemahaman-siswa-terhadap-konsep-bilangan-bulat-penelitian-tindakan-kelas-terhadap-siswa-kelas-vii-e-smp-2-banjaran-kab-bandung&catid=14:pendidikan-matematika.

TWO POLE IN TEACHING LEARNING PARADIGM

Rosalia Hera Novita Sari

09301244003

Mathematics Education 2009

A. Introduction

Time has been change. Not just that anything in our live also moving forward. There was a lot of thing that change not only in technology but also in how people life and the paradigm including in education. Education was perform a dynamically changes. The change based on the experience from the educational expert. Not just that it’s also based on an analyzing the fact in the environment of education.

The education developed in many aspects. Including teaching learning process as the main activities in education. Teaching learning process also developed from the traditional one to the innovative one. Although there was moving forward many teacher still use the traditional method or paradigm in their teaching learning. The paradigm developed from the transfer of knowledge into the teacher as the facilitator. There were many differences between two paradigms. And to identify them, we can see from the characteristic.

B. Discussion

As what we discuss before there was two pole of teaching learning paradigm that appears now. They were the traditional one and also innovative one. Each other have a different characteristic. Its can be look from the example that perform in the teaching learning process, the activity, the programs, the models, the scheme, etc.

In the traditional teaching learning, education was an investment for the future. But in the innovative one, education was something that we needed. Based on that we can said that in the traditional one education was prepared we to survive in the future. We feel that learn was a demand that we should do. Its effect we didn’t enjoyed it. Different with that in the innovative one, education was a needed. So we have more motivation to learn it. We can more enjoy the process, and do as well as we can do because we need it. Not just for fulfill the duty but to fulfill our needed. Its will be sound more interesting than just as a duty.

Another that, in traditional it’s was a behaviorism paradigm and in the innovative one there was a constructivism. In the traditional one, the aim of teaching learning is to make or construct the behavior of students. And the learning was a behavior. Different with that in the constructivism the aim of teaching learning is to construct the student knowledge. So that, they can develop their own knowledge not just bounded with general knowledge. It’s more facilitated the diversity of student than in the traditional one.

The difference was not only two aspects before but also in the paradigm and theory. In the traditional one teaching learning was in order to transfer the knowledge and as we discuss before the innovative one wants to construct the student knowledge.

Another that in the traditional one the teacher was the supervisor but in the innovative one the teacher became a facilitator. So here we can say that the traditional the teacher become the center of learning and in the innovative method student was the center of learning. There was also the difference in the religion and philosophy aspect. In the design, scheme and models also different.

C. Conclusion

There was two pole of teaching learning process. They are traditional and innovative teaching learning. They have many differences from many character such as the paradigm, theories, design, scheme, models, programs, activities and example.