Marsigit Article Indonesia Support Evidences Develop School Based Curr for Math JHS
1
Su ppor t ing Evide n ce s And M onit or ing To
D e ve lop Sch ool- Ba se d Cu r r icu lu m For Ju n ior H igh Sch ool M a t h e m a t ics I n
I n don e sia
M a r sigit
Depart m en of Mat hem at ics Educat ion, Facult y of Mat hem at ics and Science,
Yogyakart a St at e Universit y, I ndonesia
m arsigit [email protected]
ABSTRACT
I ndonesia Governm ent st rives t o boot - st rapping t he lat est issues of educat ion
and t ake an act ion t o im plem ent t he new curriculum “ school- based curriculum ”
for prim ary and secondary educat ion t hat effect ively st art s in t he academ ic year
2006/ 2007. This policy will logically im ply t o som e of t he following aspect s:
educat ional aut onom y program , developing t he syllabi, im proving t eachers’
com pet encies, learning facilit ies, educat ional budget ing, em powering t he
societ y, evaluat ion syst em and qualit y assurance. At any socializat ion of t his new
curriculum , t here was always a program t o elaborat e t he rat ional, philosophical
background, and m et hod for developing t he syllabi. The ( form er) Curriculum
1994 was charact erized as consist ed of 80 % of nat ional cont ent , cont ent - based
approached and em ployed Trying- out m odel for it s socializat ion; while t he ( new)
school- based Curriculum is charact erized as consist ed of 80 % local cont ent ,
com pet ent - based approach and em ploys Pilot ing as a m odel for it s socializat ions.
Ke y W or d:
new curriculum , school- based curriculum , m at hem at ics t eaching,
j unior high school
I n t r odu ct ion
Raising t he int ellect ual level of t he people and furt her ing general welfare as
m andat ed in t he Pream ble of t he 1945 Const it ut ion have always been m aj or concerns of
t he Governm ent of I ndonesia. The aim s of t he educat ion syst em include: ( 1) enhancing full
devot ion t o God Alm ight y; ( 2) developing t he int elligence and skills of individuals; ( 3)
fost ering posit ive at t it udes of self r eliance and developm ent , ( 4) ensuring t hat all children
are lit erat e. Since 1968/ 1969, a m ore syst em at ic approach t o develop educat ion in
I ndonesia has begun t o be evident . Since t hat t im e up t o t he lat e of 1990, t he approach t o
develop educat ion has designed under t he assum pt ion t hat curr icular obj ect ives could be
2
logically derived from nat ional and syst em - wide goals and t hen broken down int o a precise
hierarchy of inst ruct ional obj ect ives, and t hat learning could be m ade individualized and
‘t eacher- proof’ so t hat st udent s could learn what t hey needed t o learn wit h m inim al
assist ance from t eachers.
However, in 1984, evidences indicat ed t hat t he approach was perceived not t o able
t o m obilize resources and t o em bark t he m odel t o t he nat ionwide applicat ion. I t seem s t hat
t he unsuccessful of t he proj ect for prom ot ing educat ional change in I ndonesia due t o t he
const raint s such as : ( 1) t he com plexit y of t he educat ional environm ent , ( 2) t he lim it at ion
of t he budget , ( 3) lack of educat ional resources and facilit ies, ( 4) t he divergences of t he
educat ional cont ext such as et hnicit y, geography, cult ure and value, ( 5) lack of t eachers’
underst anding of t he t heories of good pract ice of t eaching and how t o im plem ent it , and ( 6)
t he m ediocrit y of developing educat ion based on t he nat ure of t he fundam ent al sciences
and educat ion, and or based on t he need for com pet ing skill in global era.
The current ly st udies ( Herawat i Susilo, 2003) on m at hem at ics and sciences
educat ion in I ndonesia have t he indicat ion t hat children’s achievem ent in t he subj ect s of
m at hem at ics and Science is low, as indicat ed by t he result of t he Nat ional Leaving
Exam inat ion year by year bot h in Prim ary and Secondary School. Children’s m ast ery on
m at hem at ics concept s and m at hem at ics process skills is st ill low. This fact m ay be as t he
result s of: ( 1) t he short age of laborat ory act ivit ies; ( 2) lack of t eachers having m ast ered
science process skill approach; ( 3) cont ent s on Mat hem at ics and Science curriculum t oo
crowded; ( 4) t oo m any t im e consum ing adm inist rat ion st ipulat ion for t eachers; ( 5) lack of
laborat ory equipm ent and laborat ory hum an resource. The st udy also indicat es t hat
m ism at ch am ong t he obj ect ives educat ion, curriculum , and evaluat ion syst em which can
be ident ified by t he following: ( 1) Nat ional Leaving Exam inat ion assess t he children’s abilit y
cognit ively only ; ( 2) St ream ing in Senior Secondary School st art ing at grade 3; it is argued
t hat t he im plem ent at ion of t his syst em is lat e and consider individual differences
inappropriat ely; ( 3) Universit y Ent rance Exam inat ion Syst em is considered t o t rigger
Elem ent ary and Secondary School t eachers apply goal orient ed rat her t han process
orient ed in t eaching Mat hem at ics and Science, ( 4) m any t eachers st ill have difficult y in
elaborat ing t he syllabus, ( 5) a num ber of m at hem at ics t opics are considered t o be difficult
for t eachers t o t each; ( 6) a significant num ber of children consider som e m at hem at ics
t opics as difficult t o underst and, ( 7) t eachers consider t hat t hey st ill need guidelines for
conduct ing t eaching pr ocess by using science process skills approach.
Current effort s t o im prove m at hem at ics educat ion in I ndonesia covers t he
collaborat ion t o carry out pilot ing act ivit ies of m at hem at ics t eaching in j unior high schools
in som e areas of t he count ry ( Marsigit , 2003) . These act ivit ies m eant t o develop and t ry out
som e t eaching m odels at schools. The lect urers of Teacher Educat ion and t eachers worked
collaborat ively at schools t o develop t he t eaching m odels needed at field. Basic St rat egy for
3
pilot ing was prom ot ing t he new paradigm of m at hem at ics and science educat ion. The
obj ect ive of pilot ing is t o cont ribut e t o t he im provem ent of m at hem at ics and science
educat ion in schools by t rying out som e m at t ers developed in t his proj ect which are direct ly
relat ed t o schools. The pilot ing act ivit ies were done t hrough collaborat ive classroom s act ion
researches am ong lect urers and t eachers.
The result s of pilot ing act ivit ies com e t o a suggest ion t hat t o im prove m at hem at ics
and science t eaching in I ndonesia, we need t o ( Herawat i Susilo, 2003) .: ( 1) im plem ent
m ore suit able curriculum i.e. m ore sim ple and flexible, ( 2) r edefine t he role of t he t eachers
i.e. t eachers should facilit at e st udent s' need t o learn, ( 3) redefine of t he role of pr incipals;
principals should support t he professional developm ent of t eachers by allowing t hem
at t end and part icipat e in scient ific m eet ings and t rainings, ( 4) redefine t he role of schools;
schools should prom ot e school- based m anagem ent , ( 5) redefine t he r ole of super visor; t he
supervisors need t o have sim ilar background wit h t he t eachers t hey supervise in order t o
be able t o do academ ic supervision, ( 6) im proved aut onom y of t eachers in t rying t o
im plem ent innovat ions in m at hem at ics and science t eaching and learning, and ( 7) prom ot e
bet t er collaborat ion bet ween school and universit y; com m unicat ion am ong t he lect urers
and t he t eachers should be im proved; t hese could be done t hrough collaborat ive act ion
researches and exchange experiences t hrough sem inars and workshops.
Sch ool- Ba se d Cu r r icu lum for Ju n ior H igh Sch ool M a t he m a t ics
We perceive t hat curriculum developm ent needs a com prehensive and in- dept h
st udy of all t he aspect s involved; t here are at least six principles as a guide ( Marsigit ,
2003) : 1) t he chance t o learn m at hem at ics for all, 2) curriculum is not j ust a collect ion of
subj ect m at t ers but it should reflect m at hem at ical act ivit ies coherent ly, 3) t eaching
learning of m at hem at ics need a com prehensive t heory of st udent s act ivit ies, t heir
readiness t o learn and t eacher role of facilit at ing t heir learn, 4) t he chance t o t he learner t o
develop t heir m at hem at ical concept s, 5) t he needs t o develop assessm ent im bedded t o
t eaching learning processes, 6) em ploying m any kinds of t eaching learning sources. The
m ain concern in developing m at hem at ics curriculum is t o m ake sure t hat t he curr iculum
reflect s t eaching learning processes t hat has been int ended; t herefore, we need t o
develop: 1) t he Guideline for developing it s syllabus, 2) t he Guideline for curr iculum
im plem ent at ion, 3) support ing docum ent s such as handout s, st udent s worksheet , 4)
t eachers’ involvem ent s in developing curr iculum , 5) socializat ion and dissem inat ion
developed curriculum , and 6) regular m onit oring of it s im plem ent at ions.
Mukm inan dkk, ( 2002) elaborat ed t hat school- based cur riculum for j unior high
school st ress on st udent s com pet encies;
t herefore, t he cent ral governm ent have
developed nat ional st andard for t hem . The Nat ional St andard of Com pet encies is t hen t o be
4
elaborat ed t o be t he Basic- Com pet encies t hat is t he m inim um com pet encies t hat should be
perform ed by t he st udent s, covering affect ive, cognit ive and psychom ot or com pet encies.
Accordingly, I ndonesian Governm ent has developed Cont ext ual t eaching and learning
( CTL) as one of t he approach t o support School- Based Curriculum im plem ent at ions; it
m eans t hat t he governm ent encourages t he t eachers t o develop st udent s life skills by
em ploying opt im ally t he environm ent t o support st udent s’ act ivit ies. Nat ional St andard of
Com pet encies for Junior High School m at hem at ics covers:
1. To underst and and held arit hm et ical operat ion using num bers t o solve problem s
2. To underst and and use t he propert ies of line, angle, t wo and t hree dim ensions
geom et rical shape t o solve problem s
3. To underst and and ident ify t he propert ies and t he com ponent of t riangle and use
t hem t o solve problem s
4. To underst and and ident ify t he propert ies and t he com ponent of circle and use
t hem t o solve problem s
5. To ident ify t he propert ies and t he com ponent of non convex edge t hree
dim ensions geom et rical shape
6. To ident ify t he propert ies and t he com ponent of convex edge t hree dim ensions
geom et rical shape
7. To hold st at ist ical act ivit ies
8. To underst and, hold and use algebraic operat ions, linear inequalit ies wit h one
variable and set s t o solve problem s.
9. To underst and, hold and use algebraic operat ions, funct ions, line equat ions, and
equat ion syst em s t o solve problem s
10. To hold operat ions wit h negat ive exponent s num bers and logarit hm .
11. To describe pat t ern and series of num bers and use t hem t o solve problem s.
12. To underst and and use quadrat ic equat ions t o solve problem s.
I n developing t he syllabus, St andard Com pet ency is t o be elaborat ed int o Basic
Com pet ency such as :
St andard Com pet ency
To underst and and held
arit hm et ical operat ion using
num bers t o solve problem s
Basic Com pet ency
−
−
Solve operat ions wit h int eger num bers and ident ify t he
propert ies of operat ions wit h int eger num bers
To ident ify fract ions and hold operat ions wit h fract ions.
For each Basic Com pet ency, t here are som e indicat ors in which t he st udent can
perform his com pet encies:
5
Basic Com pet ency
To hold algebraic
operat ion
−
I ndicat or
−
To ex p l ai n al g eb r ai c t er m
−
m u lt i p l icat i on , an d ex p on en t
To h ol d alg eb r ai c op er at i on s: ad d i t io n , su b t r act i on ,
To solve division wit h sim ilar and different sign of
num bers
The st riking t opics of Nat ional Curriculum of Junior High School m at hem at ics
consist s of t he following t opics: I nt eger Num bers, Algebra and Social Arit hm et ic, Linear
I nequalit ies wit h one variable, Proport ion, Line and Angle, Plane, Convex- sided Three
Dim ensional Shape, Set , Fact orizat ion Algebraic t erm s, Pyt hagorean Theorem , Lines of a
Triangle, Cir cle, Concave- sided Thr ee Dim ensional Shape, Funct ion, St raight - line Equat ion,
Linear Equat ion Syst em wit h Two variables, Lines of I nt ersect ion, Congruence, St at ist ics
and Probabilit y, Negat ive exponent , Logarit hm , Quadrat ic Equat ion, and Num ber Pat t ern.
Su ppor t ing Evide n ce s
Support ing evidences cam e from t eaching pract ices which im plem ent t he aspect of new
school- based curr iculum .
1.
Observat ion and reflect ion of t eaching how t o underst and t he charact erist ics of
cylinder and t o det erm ine t heir m easures at t he t he 8 nd grade of Junior High School:
Group Work and Discussion:
−
−
St udent s em ployed concret e m odel t o search t he t ot al
area of right circular cylinder
St udent s br ook- dow n t he m odel of right circular cylinder
int o it s com ponent s: t wo congr uent circles and one
−
oblong.
St udent s lear ned t hat t he height of right circular cylinder
is equal t o t he widt h of it s rect angle; and t he
circum ference of t he cir cle is equal t o t he lengt h of
rect angle.
-
St udent s learned t hat t he lat eral ar ea of right circular
cylinder is equal t o t he area of it s rect angle.
-
St udent s learned t hat t he t ot al area of r ight circular
cylinder is equal t o t he area of it s rect angle plus t he area
of it s t wo circles
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2.
Observat ion and reflect ion of t eaching how t o ident ify t he form ula of t he area of
sphere:
Group Work and Discussion:
−
St udent s em ployed concret e m odel of a half
Spher e t o search t he area of
-
it s surface
St udent s pr epared t he suppor t ing facilit ies e. g.
diagram of cir cles t hat has sim ilar radius w it h t he
Spher e. St udent s learned t hat t he area of Sphere
is equal t o t he area of it s cover
-
St udent s learned t hat t he area of t he surface of a
half Sphere is equal t o t he double of t he area of it s
circles.
M on it or ing Th e I m ple m e n t a t ion of School- Ba sed Cur r icu lu m
Monit oring program s has been set out spreads out t o som e different region of
different Province, t o invest igat e and t o ident ify t he ext ent of t he st rengt hs, weaknesses,
and const raint s of t he im plem ent at ion of t he new curriculum . There were found t hat : ( a)
m any t eachers st ill have problem s in perform ing Nat ional St andard Com pet ency and Basic
Com pet ency int o m at hem at ics t eaching learning processes, ( b) m any t eachers st ill have
difficult ies in developing various kinds of St udent Worksheet s, ( c) t he t eachers st ill have
difficult ies in developing m at hem at ical cont ext ual problem s, ( d) m any t eachers st ill have
difficult ies in developing various kinds of t eaching aids, ( e) t he st udent s are m or e happily
in learning m at hem at ics, especially in group discussion, ( f ) som e t eachers perceived t hat
Discussion,
Pract ical
Work,
and
I nvest igat ional
Work
are
im port ant
m et hods of
m at hem at ics t eaching which can support school- based curriculum for m at hem at ics in
Junior High School.
The result s of t he m onit oring program s indicat ed t hat : ( 1) socializat ion of t he
new curr iculum needs t o be int ensified, ( 2) part icipat ion of t eachers, head t eachers and
supervisors need t o be im proved, ( 3) t he support ing resources for t he new curriculum
needs t o be developed ext ensively, ( 4) it needs t o prom ot e classroom based research for
t he t eachers as part of t heir t eaching act ivit ies, ( 5) it needs t o dissem inat e t he concept s
and t he t heories as well as t he current ly paradigm s of t eaching learning m at hem at ics, ( 6)
t he const raint s of t he im plem ent at ion of t he new curriculum covering t he lim it at ion of
educat ional facilit ies and m edia as well as t he lim it at ion of budget .
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Conclusion
Current ly pict ure of I ndonesian societ y is dynam ically very fast changes of all
aspect of life; it offers t he hopes and t he challenges. School- based curriculum can be t he
st art ing point for m at hem at ics t eachers in I ndonesia t o reflect and m ove t heir old
paradigm s of t eaching. I t encourages t he t eachers t o evaluat e t he st rengt hs and
weaknesses of different approaches in order t o m ake inform ed choices and, when
necessary, should be prepared t o learn new skills in t he int erest s of effect ive t eaching
learning m at hem at ics. Through t his new curriculum , t eachers need t o be able t o respond t o
individual children as need is ident ified because t he relevant curricular experiences and
skills of children vary great ly and t hey need t hen in a bet t er posit ion t o draw upon suppor t
services t o enhance t heir classroom pract ice; t he m anagem ent of t he range of support
services should be available t o m axim ize t heir effect in helping t eachers t o work t owards
good pract ices and t o im plem ent new curriculum . I t also gives t he chance t o t he
governm ent officials of educat ion in I ndonesia t o look in- dept h t he im plem ent at ion of
curriculum in t he class- room level.
The m onit oring of t he im plem ent at ion of school- based curriculum indicat ed t hat
t here are fact ors from st udent s, t eachers and societ y which have not opt im ally support ed
yet t he new curriculum . The result s of evaluat ion of t he im plem ent at ion of t his new
curriculum t each us t hat while we operat e t he on- going curriculum we always need t o
im prove it . I t also suggest ed t hat t o im prove t he qualit y of m at hem at ics educat ion, t he
cent ral governm ent needs t o: ( 1) redefine t he role of t he t eachers i.e. t hey should facilit at e
st udent s' need t o learn, ( 2) redefine of t he role of principals i.e. t hey should support t he
professional developm ent of t eachers by allowing t hem t o at t end and part icipat e in
scient ific, m eet ings and t rainings, ( 3) redefine t he role of schools i.e. t hey should prom ot e
school- based m anagem ent , ( 4) redefine t he role of supervisor i.e. t hey need t o have
sim ilar background wit h t he t eachers t hey supervise in order t o be able t o do academ ic
supervision, ( 5) ( 6) pr om ot e bet t er collaborat ion bet ween school and universit y ( 7)
redefine nat ional evaluat ion syst em .
Re fe r e n ce
Conat y, J.C, ( 1998) The Educat ional Syst em in Japan : Case St udy Findings : Nat ional
I nst it ut e of
St udent s Achievem ent ,
Curriculum
and
Assessm ent ,
Office of
Educat ional Research and I m provem ent , USA.
DGSE ( 2002) . Guideline of Nat ional Sem iloka for Socializat ion t he Developm ent of
Com pet ent - Based Curriculum for Junior High School Mat hem at ics in
Yogyakart a. Jakart a: Depart m ent of Nat ional Educat ion
8
Glenn, J, ( 2000)
A Report t o t he Nat ion from t he Nat ional Com m ission on Mat hem at ics
and Science Teaching for t he 21st Cent ury:
Before I t ’s Too Lat e, Washingt on: The
Nat ional Com m ission on Mat hem at ics and Science.
Herawat i Susilo, ( 2003) . FI NAL REPORT: I m provem ent of Secondary SchoolEducat ion,
I MSTEP-JI CA Proj ect
Marsigit , ( 2000) , I m proving t he Qualit y of Prim ary Mat hem at ics Teaching in I ndonesia,
Journal of Japan Societ y of Mat hem at ical Educat ion Vol.7 May 2000
Marsigit . ( 2003) . The Concept of Curriculum 2004 and Com pet ent - Based Syllabus for
Junior High School Mat hem at ics. Paper: Present ed at
Nat ional Level of Training
of Trainer ( TOT) for Basic Science, in Yogyakart a, 15- 20 Decem ber 2003
Mukm inan dkk. ( 2002) . Pedom an Um um Pengem bangan Silabus Berbasis Kom pet ensi
Siswa Sekolah Lanj ut an Tingkat Pert am a ( SLTP) . Yogyakart a: Program
Pascasarj ana UNY.
Su ppor t ing Evide n ce s And M onit or ing To
D e ve lop Sch ool- Ba se d Cu r r icu lu m For Ju n ior H igh Sch ool M a t h e m a t ics I n
I n don e sia
M a r sigit
Depart m en of Mat hem at ics Educat ion, Facult y of Mat hem at ics and Science,
Yogyakart a St at e Universit y, I ndonesia
m arsigit [email protected]
ABSTRACT
I ndonesia Governm ent st rives t o boot - st rapping t he lat est issues of educat ion
and t ake an act ion t o im plem ent t he new curriculum “ school- based curriculum ”
for prim ary and secondary educat ion t hat effect ively st art s in t he academ ic year
2006/ 2007. This policy will logically im ply t o som e of t he following aspect s:
educat ional aut onom y program , developing t he syllabi, im proving t eachers’
com pet encies, learning facilit ies, educat ional budget ing, em powering t he
societ y, evaluat ion syst em and qualit y assurance. At any socializat ion of t his new
curriculum , t here was always a program t o elaborat e t he rat ional, philosophical
background, and m et hod for developing t he syllabi. The ( form er) Curriculum
1994 was charact erized as consist ed of 80 % of nat ional cont ent , cont ent - based
approached and em ployed Trying- out m odel for it s socializat ion; while t he ( new)
school- based Curriculum is charact erized as consist ed of 80 % local cont ent ,
com pet ent - based approach and em ploys Pilot ing as a m odel for it s socializat ions.
Ke y W or d:
new curriculum , school- based curriculum , m at hem at ics t eaching,
j unior high school
I n t r odu ct ion
Raising t he int ellect ual level of t he people and furt her ing general welfare as
m andat ed in t he Pream ble of t he 1945 Const it ut ion have always been m aj or concerns of
t he Governm ent of I ndonesia. The aim s of t he educat ion syst em include: ( 1) enhancing full
devot ion t o God Alm ight y; ( 2) developing t he int elligence and skills of individuals; ( 3)
fost ering posit ive at t it udes of self r eliance and developm ent , ( 4) ensuring t hat all children
are lit erat e. Since 1968/ 1969, a m ore syst em at ic approach t o develop educat ion in
I ndonesia has begun t o be evident . Since t hat t im e up t o t he lat e of 1990, t he approach t o
develop educat ion has designed under t he assum pt ion t hat curr icular obj ect ives could be
2
logically derived from nat ional and syst em - wide goals and t hen broken down int o a precise
hierarchy of inst ruct ional obj ect ives, and t hat learning could be m ade individualized and
‘t eacher- proof’ so t hat st udent s could learn what t hey needed t o learn wit h m inim al
assist ance from t eachers.
However, in 1984, evidences indicat ed t hat t he approach was perceived not t o able
t o m obilize resources and t o em bark t he m odel t o t he nat ionwide applicat ion. I t seem s t hat
t he unsuccessful of t he proj ect for prom ot ing educat ional change in I ndonesia due t o t he
const raint s such as : ( 1) t he com plexit y of t he educat ional environm ent , ( 2) t he lim it at ion
of t he budget , ( 3) lack of educat ional resources and facilit ies, ( 4) t he divergences of t he
educat ional cont ext such as et hnicit y, geography, cult ure and value, ( 5) lack of t eachers’
underst anding of t he t heories of good pract ice of t eaching and how t o im plem ent it , and ( 6)
t he m ediocrit y of developing educat ion based on t he nat ure of t he fundam ent al sciences
and educat ion, and or based on t he need for com pet ing skill in global era.
The current ly st udies ( Herawat i Susilo, 2003) on m at hem at ics and sciences
educat ion in I ndonesia have t he indicat ion t hat children’s achievem ent in t he subj ect s of
m at hem at ics and Science is low, as indicat ed by t he result of t he Nat ional Leaving
Exam inat ion year by year bot h in Prim ary and Secondary School. Children’s m ast ery on
m at hem at ics concept s and m at hem at ics process skills is st ill low. This fact m ay be as t he
result s of: ( 1) t he short age of laborat ory act ivit ies; ( 2) lack of t eachers having m ast ered
science process skill approach; ( 3) cont ent s on Mat hem at ics and Science curriculum t oo
crowded; ( 4) t oo m any t im e consum ing adm inist rat ion st ipulat ion for t eachers; ( 5) lack of
laborat ory equipm ent and laborat ory hum an resource. The st udy also indicat es t hat
m ism at ch am ong t he obj ect ives educat ion, curriculum , and evaluat ion syst em which can
be ident ified by t he following: ( 1) Nat ional Leaving Exam inat ion assess t he children’s abilit y
cognit ively only ; ( 2) St ream ing in Senior Secondary School st art ing at grade 3; it is argued
t hat t he im plem ent at ion of t his syst em is lat e and consider individual differences
inappropriat ely; ( 3) Universit y Ent rance Exam inat ion Syst em is considered t o t rigger
Elem ent ary and Secondary School t eachers apply goal orient ed rat her t han process
orient ed in t eaching Mat hem at ics and Science, ( 4) m any t eachers st ill have difficult y in
elaborat ing t he syllabus, ( 5) a num ber of m at hem at ics t opics are considered t o be difficult
for t eachers t o t each; ( 6) a significant num ber of children consider som e m at hem at ics
t opics as difficult t o underst and, ( 7) t eachers consider t hat t hey st ill need guidelines for
conduct ing t eaching pr ocess by using science process skills approach.
Current effort s t o im prove m at hem at ics educat ion in I ndonesia covers t he
collaborat ion t o carry out pilot ing act ivit ies of m at hem at ics t eaching in j unior high schools
in som e areas of t he count ry ( Marsigit , 2003) . These act ivit ies m eant t o develop and t ry out
som e t eaching m odels at schools. The lect urers of Teacher Educat ion and t eachers worked
collaborat ively at schools t o develop t he t eaching m odels needed at field. Basic St rat egy for
3
pilot ing was prom ot ing t he new paradigm of m at hem at ics and science educat ion. The
obj ect ive of pilot ing is t o cont ribut e t o t he im provem ent of m at hem at ics and science
educat ion in schools by t rying out som e m at t ers developed in t his proj ect which are direct ly
relat ed t o schools. The pilot ing act ivit ies were done t hrough collaborat ive classroom s act ion
researches am ong lect urers and t eachers.
The result s of pilot ing act ivit ies com e t o a suggest ion t hat t o im prove m at hem at ics
and science t eaching in I ndonesia, we need t o ( Herawat i Susilo, 2003) .: ( 1) im plem ent
m ore suit able curriculum i.e. m ore sim ple and flexible, ( 2) r edefine t he role of t he t eachers
i.e. t eachers should facilit at e st udent s' need t o learn, ( 3) redefine of t he role of pr incipals;
principals should support t he professional developm ent of t eachers by allowing t hem
at t end and part icipat e in scient ific m eet ings and t rainings, ( 4) redefine t he role of schools;
schools should prom ot e school- based m anagem ent , ( 5) redefine t he r ole of super visor; t he
supervisors need t o have sim ilar background wit h t he t eachers t hey supervise in order t o
be able t o do academ ic supervision, ( 6) im proved aut onom y of t eachers in t rying t o
im plem ent innovat ions in m at hem at ics and science t eaching and learning, and ( 7) prom ot e
bet t er collaborat ion bet ween school and universit y; com m unicat ion am ong t he lect urers
and t he t eachers should be im proved; t hese could be done t hrough collaborat ive act ion
researches and exchange experiences t hrough sem inars and workshops.
Sch ool- Ba se d Cu r r icu lum for Ju n ior H igh Sch ool M a t he m a t ics
We perceive t hat curriculum developm ent needs a com prehensive and in- dept h
st udy of all t he aspect s involved; t here are at least six principles as a guide ( Marsigit ,
2003) : 1) t he chance t o learn m at hem at ics for all, 2) curriculum is not j ust a collect ion of
subj ect m at t ers but it should reflect m at hem at ical act ivit ies coherent ly, 3) t eaching
learning of m at hem at ics need a com prehensive t heory of st udent s act ivit ies, t heir
readiness t o learn and t eacher role of facilit at ing t heir learn, 4) t he chance t o t he learner t o
develop t heir m at hem at ical concept s, 5) t he needs t o develop assessm ent im bedded t o
t eaching learning processes, 6) em ploying m any kinds of t eaching learning sources. The
m ain concern in developing m at hem at ics curriculum is t o m ake sure t hat t he curr iculum
reflect s t eaching learning processes t hat has been int ended; t herefore, we need t o
develop: 1) t he Guideline for developing it s syllabus, 2) t he Guideline for curr iculum
im plem ent at ion, 3) support ing docum ent s such as handout s, st udent s worksheet , 4)
t eachers’ involvem ent s in developing curr iculum , 5) socializat ion and dissem inat ion
developed curriculum , and 6) regular m onit oring of it s im plem ent at ions.
Mukm inan dkk, ( 2002) elaborat ed t hat school- based cur riculum for j unior high
school st ress on st udent s com pet encies;
t herefore, t he cent ral governm ent have
developed nat ional st andard for t hem . The Nat ional St andard of Com pet encies is t hen t o be
4
elaborat ed t o be t he Basic- Com pet encies t hat is t he m inim um com pet encies t hat should be
perform ed by t he st udent s, covering affect ive, cognit ive and psychom ot or com pet encies.
Accordingly, I ndonesian Governm ent has developed Cont ext ual t eaching and learning
( CTL) as one of t he approach t o support School- Based Curriculum im plem ent at ions; it
m eans t hat t he governm ent encourages t he t eachers t o develop st udent s life skills by
em ploying opt im ally t he environm ent t o support st udent s’ act ivit ies. Nat ional St andard of
Com pet encies for Junior High School m at hem at ics covers:
1. To underst and and held arit hm et ical operat ion using num bers t o solve problem s
2. To underst and and use t he propert ies of line, angle, t wo and t hree dim ensions
geom et rical shape t o solve problem s
3. To underst and and ident ify t he propert ies and t he com ponent of t riangle and use
t hem t o solve problem s
4. To underst and and ident ify t he propert ies and t he com ponent of circle and use
t hem t o solve problem s
5. To ident ify t he propert ies and t he com ponent of non convex edge t hree
dim ensions geom et rical shape
6. To ident ify t he propert ies and t he com ponent of convex edge t hree dim ensions
geom et rical shape
7. To hold st at ist ical act ivit ies
8. To underst and, hold and use algebraic operat ions, linear inequalit ies wit h one
variable and set s t o solve problem s.
9. To underst and, hold and use algebraic operat ions, funct ions, line equat ions, and
equat ion syst em s t o solve problem s
10. To hold operat ions wit h negat ive exponent s num bers and logarit hm .
11. To describe pat t ern and series of num bers and use t hem t o solve problem s.
12. To underst and and use quadrat ic equat ions t o solve problem s.
I n developing t he syllabus, St andard Com pet ency is t o be elaborat ed int o Basic
Com pet ency such as :
St andard Com pet ency
To underst and and held
arit hm et ical operat ion using
num bers t o solve problem s
Basic Com pet ency
−
−
Solve operat ions wit h int eger num bers and ident ify t he
propert ies of operat ions wit h int eger num bers
To ident ify fract ions and hold operat ions wit h fract ions.
For each Basic Com pet ency, t here are som e indicat ors in which t he st udent can
perform his com pet encies:
5
Basic Com pet ency
To hold algebraic
operat ion
−
I ndicat or
−
To ex p l ai n al g eb r ai c t er m
−
m u lt i p l icat i on , an d ex p on en t
To h ol d alg eb r ai c op er at i on s: ad d i t io n , su b t r act i on ,
To solve division wit h sim ilar and different sign of
num bers
The st riking t opics of Nat ional Curriculum of Junior High School m at hem at ics
consist s of t he following t opics: I nt eger Num bers, Algebra and Social Arit hm et ic, Linear
I nequalit ies wit h one variable, Proport ion, Line and Angle, Plane, Convex- sided Three
Dim ensional Shape, Set , Fact orizat ion Algebraic t erm s, Pyt hagorean Theorem , Lines of a
Triangle, Cir cle, Concave- sided Thr ee Dim ensional Shape, Funct ion, St raight - line Equat ion,
Linear Equat ion Syst em wit h Two variables, Lines of I nt ersect ion, Congruence, St at ist ics
and Probabilit y, Negat ive exponent , Logarit hm , Quadrat ic Equat ion, and Num ber Pat t ern.
Su ppor t ing Evide n ce s
Support ing evidences cam e from t eaching pract ices which im plem ent t he aspect of new
school- based curr iculum .
1.
Observat ion and reflect ion of t eaching how t o underst and t he charact erist ics of
cylinder and t o det erm ine t heir m easures at t he t he 8 nd grade of Junior High School:
Group Work and Discussion:
−
−
St udent s em ployed concret e m odel t o search t he t ot al
area of right circular cylinder
St udent s br ook- dow n t he m odel of right circular cylinder
int o it s com ponent s: t wo congr uent circles and one
−
oblong.
St udent s lear ned t hat t he height of right circular cylinder
is equal t o t he widt h of it s rect angle; and t he
circum ference of t he cir cle is equal t o t he lengt h of
rect angle.
-
St udent s learned t hat t he lat eral ar ea of right circular
cylinder is equal t o t he area of it s rect angle.
-
St udent s learned t hat t he t ot al area of r ight circular
cylinder is equal t o t he area of it s rect angle plus t he area
of it s t wo circles
6
2.
Observat ion and reflect ion of t eaching how t o ident ify t he form ula of t he area of
sphere:
Group Work and Discussion:
−
St udent s em ployed concret e m odel of a half
Spher e t o search t he area of
-
it s surface
St udent s pr epared t he suppor t ing facilit ies e. g.
diagram of cir cles t hat has sim ilar radius w it h t he
Spher e. St udent s learned t hat t he area of Sphere
is equal t o t he area of it s cover
-
St udent s learned t hat t he area of t he surface of a
half Sphere is equal t o t he double of t he area of it s
circles.
M on it or ing Th e I m ple m e n t a t ion of School- Ba sed Cur r icu lu m
Monit oring program s has been set out spreads out t o som e different region of
different Province, t o invest igat e and t o ident ify t he ext ent of t he st rengt hs, weaknesses,
and const raint s of t he im plem ent at ion of t he new curriculum . There were found t hat : ( a)
m any t eachers st ill have problem s in perform ing Nat ional St andard Com pet ency and Basic
Com pet ency int o m at hem at ics t eaching learning processes, ( b) m any t eachers st ill have
difficult ies in developing various kinds of St udent Worksheet s, ( c) t he t eachers st ill have
difficult ies in developing m at hem at ical cont ext ual problem s, ( d) m any t eachers st ill have
difficult ies in developing various kinds of t eaching aids, ( e) t he st udent s are m or e happily
in learning m at hem at ics, especially in group discussion, ( f ) som e t eachers perceived t hat
Discussion,
Pract ical
Work,
and
I nvest igat ional
Work
are
im port ant
m et hods of
m at hem at ics t eaching which can support school- based curriculum for m at hem at ics in
Junior High School.
The result s of t he m onit oring program s indicat ed t hat : ( 1) socializat ion of t he
new curr iculum needs t o be int ensified, ( 2) part icipat ion of t eachers, head t eachers and
supervisors need t o be im proved, ( 3) t he support ing resources for t he new curriculum
needs t o be developed ext ensively, ( 4) it needs t o prom ot e classroom based research for
t he t eachers as part of t heir t eaching act ivit ies, ( 5) it needs t o dissem inat e t he concept s
and t he t heories as well as t he current ly paradigm s of t eaching learning m at hem at ics, ( 6)
t he const raint s of t he im plem ent at ion of t he new curriculum covering t he lim it at ion of
educat ional facilit ies and m edia as well as t he lim it at ion of budget .
7
Conclusion
Current ly pict ure of I ndonesian societ y is dynam ically very fast changes of all
aspect of life; it offers t he hopes and t he challenges. School- based curriculum can be t he
st art ing point for m at hem at ics t eachers in I ndonesia t o reflect and m ove t heir old
paradigm s of t eaching. I t encourages t he t eachers t o evaluat e t he st rengt hs and
weaknesses of different approaches in order t o m ake inform ed choices and, when
necessary, should be prepared t o learn new skills in t he int erest s of effect ive t eaching
learning m at hem at ics. Through t his new curriculum , t eachers need t o be able t o respond t o
individual children as need is ident ified because t he relevant curricular experiences and
skills of children vary great ly and t hey need t hen in a bet t er posit ion t o draw upon suppor t
services t o enhance t heir classroom pract ice; t he m anagem ent of t he range of support
services should be available t o m axim ize t heir effect in helping t eachers t o work t owards
good pract ices and t o im plem ent new curriculum . I t also gives t he chance t o t he
governm ent officials of educat ion in I ndonesia t o look in- dept h t he im plem ent at ion of
curriculum in t he class- room level.
The m onit oring of t he im plem ent at ion of school- based curriculum indicat ed t hat
t here are fact ors from st udent s, t eachers and societ y which have not opt im ally support ed
yet t he new curriculum . The result s of evaluat ion of t he im plem ent at ion of t his new
curriculum t each us t hat while we operat e t he on- going curriculum we always need t o
im prove it . I t also suggest ed t hat t o im prove t he qualit y of m at hem at ics educat ion, t he
cent ral governm ent needs t o: ( 1) redefine t he role of t he t eachers i.e. t hey should facilit at e
st udent s' need t o learn, ( 2) redefine of t he role of principals i.e. t hey should support t he
professional developm ent of t eachers by allowing t hem t o at t end and part icipat e in
scient ific, m eet ings and t rainings, ( 3) redefine t he role of schools i.e. t hey should prom ot e
school- based m anagem ent , ( 4) redefine t he role of supervisor i.e. t hey need t o have
sim ilar background wit h t he t eachers t hey supervise in order t o be able t o do academ ic
supervision, ( 5) ( 6) pr om ot e bet t er collaborat ion bet ween school and universit y ( 7)
redefine nat ional evaluat ion syst em .
Re fe r e n ce
Conat y, J.C, ( 1998) The Educat ional Syst em in Japan : Case St udy Findings : Nat ional
I nst it ut e of
St udent s Achievem ent ,
Curriculum
and
Assessm ent ,
Office of
Educat ional Research and I m provem ent , USA.
DGSE ( 2002) . Guideline of Nat ional Sem iloka for Socializat ion t he Developm ent of
Com pet ent - Based Curriculum for Junior High School Mat hem at ics in
Yogyakart a. Jakart a: Depart m ent of Nat ional Educat ion
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Glenn, J, ( 2000)
A Report t o t he Nat ion from t he Nat ional Com m ission on Mat hem at ics
and Science Teaching for t he 21st Cent ury:
Before I t ’s Too Lat e, Washingt on: The
Nat ional Com m ission on Mat hem at ics and Science.
Herawat i Susilo, ( 2003) . FI NAL REPORT: I m provem ent of Secondary SchoolEducat ion,
I MSTEP-JI CA Proj ect
Marsigit , ( 2000) , I m proving t he Qualit y of Prim ary Mat hem at ics Teaching in I ndonesia,
Journal of Japan Societ y of Mat hem at ical Educat ion Vol.7 May 2000
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Junior High School Mat hem at ics. Paper: Present ed at
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