PERSOALAN PEMBELAJARAN MATEMATIKA DI SEKOLAH

By: Dr. Marsigit, M. A

Reviewed by Anniltal Manzilah (http://akkudifferent.blogspot.com)

This moment, education system in our country is not run well. Result of the researches did by Mr. Marsigit at 1995, 1997, 1999, and 2002 show us that so many mathematics teachers still implementing traditional mathematics learning use ‘just one expository’ method or one way learning. By using ‘one way learning’ method, teachers get some difficulties to: a) serving multiple students requirements in learning mathematics, b) supporting students to develop their achievements, c) supporting students to be active learner, d) using and developing  mathematics instruments, and e) supporting students in cooperative learning.

Mr. Marsigit recommended some methods of learning mathematics by Cockroft Report (1982, paragraph 243^rd page 198) to solve problems above. Cockroft explain that each level in learning mathematics should be medium for the teachers to choose one or more method dinamically and flexibly. The methods are:

1. exposition method
2. discussion method
3. exercise and task giving method
4. discovery learning
5. problem solving learning
6. instrumental learning

Those methods are so well to improve our teaching learning system. By those methods, we can produce an active and competitive learner. In those methods, teacher is only a fasilitator for their student. Teacher’s work is only to help students if they get difficulties and evaluate if they make a mistake in teaching learning process. Teachers can implementing six methods above by:

1. Developing LKS (Students Worksheet)
2. Creating study group
3. Developing discussion class
4. Teaching and learning by instrument

Using this recommended methods, teachers should make certain the capability or potential of their students not only by read and look at their final achievement, but the process to make their final achievements. Look at the facts now,  implementing this recommended methods is difficult, because many teachers can impementing the six methods, but they get difficulties in developing the scheme. Generally, teachers still get difficulties of technical, academic, and fundamental problems. The technical problem is learning instruments not available yet, and the academic problem is the teachers perception is not have same meaning yet with the theory.