FILSAFAT ITU HIDUP?

Orang hidup itu sedang berfilsafat, berfilsafat mengenai dirinya sendiri atau bahkan berfilsafat mengenai orang lain. Bisa dikatakan bahwa orang yang hidup itu sudah memiliki apa yang dimiliki dan belum memiliki apa yang akan dimilikinya kelak atau dengan kata lain masih mungkin untuk memiliki dan tidak memiliki. Dan untuk mendapatkan atau memiliki apa yang belum dimiliki itu semua tergantung pada pribadi masing-masing. Apakah ingin berjuang mendapatkannya atau hanya menunggu adanya atau bahkan tidak mau memperjuangkannya. Semua itu pilihan, seperti kata orang-orang tua, hidup itu pilihan.

Berjalan mendampingi kehidupan seseorang, itulah filsafat. Jadi bisa dikatakan bahwa filsafat itu turut hidup. Hidup besama-sama kehidupan seseorang. Hidup untuk mengetahui apa yang belum diketahui oleh seseorang itu. Kembali pada hidup atau kehidupan. Seseorang hidup itu pasti memiliki pedoman. Pedoman paling dasar dari seseorang yang hidup adalah spiritualitas atau agama. Sehingga bisa dikatakan pula kalau filsafat itu berpedoman pada spiritualitas atau letaknya ada di bawah spiritualitas seperti yang dikatakan master yang mengenalkan kami pada filsafat.Sehingga spiritual dan filsafat selalu memiliki hubungan dan keterkaitan dalam batas-batas tertentu.

Dari sini mulai terpikir apa yang telah didapat dari acara perkenalan dengan filsafat di hari kamis. Filsafat juga tumbuh berkembang layaknya seseorang yang hidup juga tumbuh dan berkembang. Ada potensi berkembang ke arah yang baik atau bahkan ke arah sebaliknya (tersesat). Karena itulah perlu adanya keseimbangan antara spiritual dan filsafat. Semua harus saling menghormati batasan-batasan yang dimiliki, hal itu pula yang harus diperhatikan dengan seksama baik oleh penulis maupun pembaca. Dan penulis setuju apa yang dikatakan oleh master, belajar itu terutama filsafat harus kontinu, karena filsafat itu hidup, maka untuk mempelajarinya pun harus sepanjang hidup ini agar terjadi keseimbangan dan tidak tersesat.

Pertanyaan: Apakah bisa belajar filsafat tanpa ada ahli yang mendampingi? Apakah jika kita mati filsafat kita turut mati? Sekian.

The Changes of Learning Models Over Time

In this world everything is always changing as time passes. One of the changes in education is the learning model. Change is divided by the imaginary line that can divide the time and place. Model of learning in each area is different, as in Indonesia by the Japanese. Of various aspects of input and output there is definitely a difference. The average Japanese person disciplined, punctual, and hardworking, very contrary to the Indonesian people that do not easily give up the discipline and, of course impact on the learning model that will be taught as well as students learning outcomes.

In addition based on the place or region, learning models from time to time was also different. Learning model that formerly called traditional, while a new learning model called innovative. There are many aspects that distinguish the traditional with the innovative learning models that is limited by Imaginary line such as Religion, Philosophy, Paradigm, Theories, Design, Schema, Models, Programs, Activities, and Examples. 

Traditional learning models have a paradigm of transfer of knowledge by the teacher and construck of knowledge by the student. It has many flaws because each student has different characteristics so that not all students can correspond to the way teachers deliver. That's why today introduced innovative learning models that are updated with some aspects such as how to interact with, the use of teaching aids, teaching methods, which are based on the characteristics of most students. So expect a lot easier student is well developed not only as a puppet of imitators who only follow what is said and modeled by the teacher.

Development Of Teaching Mathematics

 Time after time mathematics has always been progressing, both in terms of their knowledge and way of teaching. Now, a lot of people interested to learn math so that it requires mathematicians to make improvements in various aspects including aspects of teaching. The teacher must use all of the facilities to the make the teaching learning process of mathematics become enjoy and fun. To achieve good teaching learning process we must manage all of the preparation like manage the lesson plan, apperception, various method of teaching, various media/ teaching aids, various interaction, small group discussion, students presentation, students worksheet and assessment.

There are many factors that affect teaching learning process of mathematics, such as:

1.      Syllabi (includes lesson plan, assessment, students worksheet, etc) that suitable with curriculum

2.      Teaching Aid (Media that can help us facilitate teaching learning process, such as: arc, number line, ruler, etc.)

3.  Teaching Methods (Such as: expository, discovery, small group discussion, question and answer, demonstration, etc, depends on the suitability of the material)

4.   Educational facilities (Including the facilities and places of learning, learning resources, books, internet, libraries, laboratories, etc)

5.      Psychological aspect

6.      Context of teaching learning

7.  Technology (The development in technology also may affect learning system of students. With the development in technology can be used to develop the insight and knowledge of students)

In teaching and learning activities also have difficulties or obstacles such as difficult interaction between teachers and students. Therefore, as a teacher should be able to form a good bond interactions with students. Suppose to compliment the student can answer correctly. Then the teacher should be able to combine the best strategy to make teaching learning process of mathematics become easy.

Pembelajaran Matematika Berbantuan Kalkulator: Studi Kasus Penggunaan Kalkulator Texas Instrument TI 89 pada PBM Matematika di SMK MUHAMMADIYAH IV YOGYAKARTA

By: Dr. Marsigit, M.A.
Reviewed by : Ramadian Radite (09301244020)

Students still have problem to understand relation between aritmatic and algebra. According to Lee and wheeler, this problem came from student’s readiness to use algebra to solve algebra problem. In mathematics learning process, teacher must have scheme of learning. With the scheme, teacher expect to have systematics in teaching mathematics. So that teaching learning mathematics will be structured an systematic.
The type of calculator have been developt. From the utilization, calculator consist of two types. They are ordinary calculator and scientific calculator. Ordinary calculator commonly used in daily life. One of the scientific calculator is graphic calculator. Graphic calculator have some advantage, they are ability to solve mathematics problem quickly and display them graphical form. Another advantage is graphic calculator could make program that could solve mathematics problem.

Using calculator as teaching aid has some stage, they are:
1. Fisrt stage, understand the importance of graphic calculator. The essens of the understanding is explained in detail and basically about graphic calculator.
2. Second stage, understanding theorem and using graphic calculator to solve equality and inequality problem.
3. Third stage, entering data’s input of the problem to the graphic calculator. It is change mathematics laguange to graphic calculator language.
4. Fourth stage, interpretate of the screen on graphic calculator and make a conclution.
From this research, we know that there is some aspect of using graphic calculator in mathematics learning:
1. Graphic calculator can be used to determine and match graphic picture
2. Graphic calculator can be used to determine and match the answer of solution set
3. Graphic calculator could give real experience about graphic picture
4. Solving problem about equality anf inequality can use the command, manipulation of the symbol and graphic
5. Graphic calclutaor bermanfaat to give answer that calculate without calculator and mepercepat solving mathematics problem
6. Graphic calculator make learning mathematics be more interesting and it is easier to solve the problem
7. If using graphic calculator without ability to understand procedure of the operation and mathematical thinking, it can be cause addicted, losing self effidence, and lazy.
The constraint of the using graphic calculator is change mathematics languace to calcluator language and expressing calculator’s screen to the mathematics language

Asumsi Dasar Karakteristik Matematika, Subyek Didik dan Belajar Matematika Sebagai Dasar Pengembangan Kurikulum Matematika Berbasis Kompetensi Di SMP

By : Drs. Marsigit, MA
Reviewed by: Ramadian Radite (09301244020)

The main base of problem is how to planning, developing, and implementation of curriculum which appropriate with the teaching learning activity what be hoped. In the mathematics education is based of competence emphasize on the competence which it is should has by graduate, so the curriculum should be developed appropriate explaination of competence standart be came to the base competence that it include afective skill, cognitive, also psichomotoric. Therefore, in order to be reached mathematics education then it is need rowed syllabi of mathematics lesson so include lesson substance which it refer on the characteristic of mathematics appropriate with what is reached.
Ebbutt dan Straker (1995: 10-63) define school mathematics and then called as mathematics ,that:
1. Mathematics is activity to research pattern and relation.
2. Mathematics is creativity which it need imagination, intuition, and innovation.
3. Mathematics is activity of problem solving
4. Mathematics is communication tool.
In the developing of cognitive aspect, Ebbutt dan Straker (1995: 60-75) also give define about characteristic of student and implication of mathematics learning so potention of student can be developed optimally, that they are:
1. Student will study if they get motivation.
2. Student study with their method.
3. Student study stand alone and cooperation.
4. Student need the context and situation which different in their study.
In the hierarchy of afective aspect according to Krathwhol, Paul, dan Krech that about attitude can be get the conclusion that the meaning of attitude that it is disposing of sense to psychology object, it is evaluation of object.
In the developing of psychomotoric aspect that student activity is toke to demonstrate about skill and competence to do physic activity like that draw triangle, square, cyrcle, etc.
Implemetation in curriculum then the Basis Competence Curriculum be planed so in the learning mathematics process, student can do searching of pattern and relation activity; develop creativity and imagination; intution and discovery; and communicate about their mathematics thought to other.
Experience and study activity should be did by student so they can reach the base competence and substance lesson. Study experience can be got in class or out of class and it is be supported by axistance of object source. Developing of experience and study activity is essence of Basis Curriculum Competence system which it include mathematics charracteristic, child subject, and mathematics learning.

PENDEKATAN MATEMATIKA REALISTIK PADA PEMBELAJARAN PECAHAN DI SMP Di sampaikan pada Pelatihan Nasional PMRI Untuk Guru SMP Di Yogyakarta 3, 4, 5 Juni 2010

By: Dr. Marsigit M.A.

Reviewed by: Ramadian Radite (09301244020)

Realistic mathematics emphasizes the construction of the context of concrete objects as a starting point for students to acquire mathematical concepts. Concrete objects and environment objects can be used as a context for learning mathematics in building mathematical connections through social interaction. Concrete objects manipulated by the student within the framework of efforts to support students in the process matematisasi concrete to the abstract. Students should be given opportunities to construct and produce mathematics in a manner and language of their own.

We can examine the number rupture in junior high school mathematics learning through the formal position of the two sides of the split numbers in the context of curriculum and syllabus, and a review of substantive number rupture itself. In the curriculum development guidelines stated that in learning mathematics can be started with an introduction to issues appropriate to the situation (contextual problems). By asking a contextual problem, learners are gradually guided to master math concepts. The purpose of learning fractions in school may be mentioned as follows:

1. Solve problems and find the concept of numbers contextual broke from contextual problems solved

2. Understand the concept of numbers broke out, explain the link between concept and apply the concept of numbers broke, flexibly, accurately, efficiently, and accurately in solving problems

3. Using the reasoning on the pattern and nature, to manipulate and make generalizations about the numbers broken

4. Communicating the concepts and use numbers broken

5. Having respect for the usefulness numbers break in daily life.

Type of having realistic characteristics buttom-up approach in which students develop their own models and then the model is used as the basis for developing formal mathematics. There are two kinds of models that occur in the process that is a model of the situation and to model mathematically. In the realistic model emerged from students' informal strategies in response to real problems for later formulated in formal mathematics, this kind of process in accordance with the historical development of mathematics itself (Sugiman, 2007).