Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015
ISBN: 978-602-74204-0-3
Mathematics Education Page 49
Pendrill, 2005, conductes an analysis to connect the facts with conceptual knowledge Bransford et al., 1999, to exchange experiences with other students Krogh, 1990 to build a
more complex and complete knowledge. Thematic assignment instruction designed to enhance the knowledge and skill such as reading, thinking, remembering and writing a real-
life context that can encourage creative exploration Fogarty, 1997. According to Barton Smith 2000, the integrated instruction in the unit theme, allowing the doing of authentic
assessment. This article describe the results of an analysis of the potential and challenges of developing thematic task-based assigment mathematics community which developed through
collaborative research in Sangihe 2014. The description in this article is to outline the potential and challenges in the design phase, development of thematis assigment instructions,
implemen-tation and evaluation.
2. Materials Method
This research development generally consists of 1 the design of the basic thematic assigment instructions by the lecturers team, 2 the development of thematic assigment instruction
design with input of local elements, 3 implementation of thematic assignment instructions, 4 evaluation of the program. The design of the thematic assigment instruction conduted in
the Faculty of Mathematics and Sciences in Unima. The design of the basic thematic assignment instruction was conduted for four months March
– June 2013 subject. The development of thematic assignment instruction includes the development of materials with
the input of natural environment conditionphysical and socio-cultural, and activities development with students’ input conditions, the number and experience of teachers, the
potential of the parents’ support in learning activities. The development of thematic assignment instruction include a revised test results on small group high school students.
Development of thematic assignment instruction was conduted over four month August- November 2013. Implementation of the thematic assigment instruction was conduted over
two months January-February 2013. In this study there were five themes designed to be the instructional materials namely: landslides, water cycle, mangrove forests, coastal erosion and
energy. Schools that are targeted are middle and high school. Instructional materials selected to be implemented in targeted school, adapted to the environmental conditions mountainous
and coastal regions. Instructional materials for junior and senior distinguished in depth concept, whereas context is same. For education and the sama theme, the application of the
approach of concept to context and context to concept, selected two schools located in two different sub-district. This is to avoid the effect of interaction between groups of students
whos use a different approach.
3. Result Discussion
