By: Dr. Marsigit MA
Reviewed by: Lina Dwi Aris S (09301241031, http://linadwiarissetiani.blogspot.com)
The planning and the curriculum development is a task needs a comprehensive and in-depth to meet the eligibility requirements. In developing the curriculum needs to pay attention:
1. Specifics guidelines for the development of syllabus.
2. Technical instruction for implementation of the curriculum.
3. Supporting the curriculum in various forms, such as: book sources, facilities learning and the ability of teachers.
4. Involvement of teachers and educational staff others in planning and curriculum development.
5. The need for socialization curriculum development to stakeholders.
6. The need for continue of evaluation of the implementation of curriculum.
The main problem in learning of mathematics be related to with the aim of learning, how to achieve and how to know that the aim has achieved. There are six basic principles needs to pay attention in development syllabus of mathematics, that is:
1. The chance to learn mathematical for all.
2. Curriculum is not just a collection of subject matters but it should reflect mathematical activities cohorently.
3. Teaching learning of mathematics need a comprehensive theory of students activities, their readiness to learn and teacher role of facilitating their learn.
4. The chance to the learner to study mathematics activelly to build concept with knowledge and their experiences.
5. The needs assessment activity toimprove the quality of learning over time.
6. Employing many kinds of strategy and methode of teaching learning is dynamically and flexibly in accordance with the student, material and context of learning.
In order that teaching learning of mathematics can meet a demand a great inovation of education, so we must know the characteristic of mathematics and characteristic of student. According to Ebbutt and Straker (1995: 10-63) definition of mathematic is:
1. Mathematics as activity of investigation pattern and relation.
2. Mathematics as creativity needs to imagination, intuition, and innovation.
3. Mathematics as activity of problem solving.
4. Mathematics as communication.
And characteristik of student include:
1. Development of cognitive aspects
The implication development of cognitive aspects include according to Ebbut and Straker (1995: 60-75):
a. The student will learn mathematics if they have a motivation.
b. The student learn mathematics with its own way.
c. The student learn mathematics both independently and through collaboration.
d. The student need a different context and situation in learn mathematics.
2. Hierarchical aspects of affective
According to Krathwhol, the categories of cognitive aspects include:
a. Receiving a state (Receiving).
b. Respond (Responding).
c. The formations of value (valuing).
d. The organization and characterization.
3. Psychomotor development aspects
The function of psychomotor development aspects is to determine the development of student’s skill in problem solving.
This competency-based curriculum is designed to be in the process of learning mathematics can to perform the search patterns and relationships, develop creativity with imajination, intuition and their invention, able to solve the problem, and able to communicate their mathematics ideas to other person.
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