Rabu, 26 September 2012

MARI BERFILSAFAT DENGAN METODE HIDUP


Filsafat adalah olah pikir yang reflektif, maka pada perkuliahan filsafat ini juga reflektif. Refleksi itu artinya kenali, mengerti, ungkapkan kembali dengan kalimat sendiri. Filsafat itu pada intinya mempelajari tata cara, seperti halnya dengan beribadah, tata cara beribadah itu adalah ibadah itu sendiri. Maka sebetulnya beribadah itu cara mempelajari tata cara beribadah.
Manusia yang beradab adalah manusia yang mengenal tata cara, manusia dikatakan tidak beradab jika tidak mengenal tata cara. Kendala yang menjadi penyampaian materi adalah keadaan, keadaan merupakan sifat dari hidup, hidup manusia tidak bisa lepas dari keadaan, saking pentingnya keadaan sehingga dalam filsafat bisa didefinisikan bahwa hidup itu sebenarnya adalah keadaan. Keadaan itu sendiri kaitannya dengan potensi dan fakta. Misalnya dalam pelaksanaan KKN-PPL, fakta yang dialami adalah mahasiswa telah melakukan praktik mengajar, mahasiswa menyusun laporan KKN-PPL, dll. Pada filsafat, adab yang pertama yaitu bahwa filsafat itu olah pikir.
Potensi adalah keinginan, yang tentunya masih dalam perjuangan, kita harus berani menghadapi kenyataan karena bukan filsafat namanya kalau kita tidak berani menghadapi kenyataan. “Mengapa kita harus berfilsafat?” Pertanyaan ini setara dengan pertanyaan “Mengapa kita harus berpikir?”. Selama kita menunjuk pikiran maka selama itulah kita mendapat petunjuk berfilsafat, karena filsafat itu adalah olah pikir. Berfilsafat itu bisa sendiri, tidak seperti berdagang yang harus ada pembeli, mengajar yang harus ada muridnya, dll. Oleh karena berfilsafat itu bisa sendiri maka anda harus bisa membangun sendiri filsafat. Berfilsafat cukup berbekal dengan dua macam, yang pertama berpikir atau logika/berpikir kritis/rasional. Bekal yang kedua yaitu pengalaman/pengalaman hidup. Berfilsafat harus bisa berpikir dari hal yang sepele, namun kita harus hati-hati karena di atas filsafat adalah spiritual.
Metode berfilsafat dalam hal tertentu juga sebagai metode berspiritual, juga menyangkut metode keilmuan, juga menyangkut metode hidup sehari-hari atau secara keseluruhan dirangkum menjadi satu kesimpulan metode mempelajari filsafat yaitu dengan cara metode hidup, karena filsafat itu sendiri adalah hidup. Filsafat antara orang satu dengan yang lain itu berbeda. Metode hidup adalah yang seperti kita kerjakan selama ini, sejak lahir hingga usia kini kita hidup seperti apa saja. Ada membaca, ,mendengar, menulis, berkata, menerapkan, bertanya, berdoa, dll. Perlu diketahui belajar berfilsafat juga diiringi dengan berdoa, dan untuk berfilsafat kita harus mempunyai banyak pertanyaan. Saking pentingnya pertanyaan dalam berfilsafat sampai bisa dikatakan sebenar-benarnya berfilsafat itu adalah mengutarakan atau mengajukan pertanyaan. Dalam perkuliahan ini diharapkan mahasiswa dapat berfilsafat dengan baik, yaitu ada bertanya, mendengar, dll.
Secara pikiran manusia, hidup itu jika dinaikkan menjadi spiritual yaitu yang paling tinggi. Artinya kita sebagai orang timur/orang Indonesia yang berpancasila, orang beragama, itu mengandung pengertian bahwa spiritual itu kedudukannya paling tinggi, tetapi juga paling mendasar. Setiap hal dalam hidup kita harus dalam perangkat yang berkualitas, jika tidak akan berbahaya. Berfilsafat merupakan hak setiap orang. Metode hidup secara spiritual sudah ada garis-garisnya secara absolute. Tuntunan melalui kitab suci, sunah-sunah Rosul, hadist, dan seterusnya kemudian diturunkan menjadi norma-norma. Tetapi selama kita masih memikirkannya, pikiran manusia itu adalah urusan dunia, kalaupun dia masih bisa memikirkan akhirat.
Objek filsafat adalah segala yang ada dan yang mungkin ada, dimana kita bisa mencari yang mungkin ada. Misalnya adalah kita tidak mengetahui nama cucu Bapak Marsigit, apakah kita ingin tahu namanya? Jika kita belum tahu namanya maka nama itu masih mungkin ada di dalam pikiran kita. Namun setelah kita tahu namanya, maka nama cucu beliau menjadi ada dalam pikiran kita. Segala yang belum kita ketahui itu sifatnya masih mungkin, sedangkan yang kita ketahui itu sifatnya sudah ada.
Alat yang dipakai untuk belajar filsafat adalah bahasa, namun tidak sembarang bahasa yang dipakai adalah bahasa analog. Analog itu tidak sekedar kiasan, kiasan itu jika diturunkan lagi bentuk operasionalnya menjadi sindiran, jika sindiran, itu sudah bermuatan negatif.
Analog dari hati adalah spiritual. Setingi-tinggi ilmumu, secanggih-canggihnya teknologimu jangan sampai kita belajar filsafat yang dimana itu menggoyahkan imanmu. Musuh dari filsafat adalah salah paham, maka dalam pembelajaran filsafat harus dengan banyak bercerita supaya kita paham. Sebagai saran, jika kita ingin berfisafat satu maka berspiritualah sepuluh, jika ingin berfilsafat dua maka berdoalah dua puluh, dst. Hal ini supaya sejauh-jauhnya kita menggembara filsafat harus tetap bisa kembali. Sekali kita tidak bisa kembali maka selamanya juga kita tidak bisa kembali.
Dalam pengalaman Bapak Marsigit, ada orang bertanya kepada beliau “Apa hubungannya Matematika dengan Doa?”. Yang sangat mengejutkan adalah orang itu menjawab tidak percaya dengan Tuhan ketika Bapak Marsigit bertanya akan hal itu. Pak Marsigit apa alasan dia tidak percaya, dia menjawab “because I don’t understand” atau karena saya tidak mengerti. Kemudian Pak Marsigit menjelaskan bahwa seharusnya untuk mencari dan mengerti Tuhan itu tidak hanya mengandalkan pikiram, tapi harus mengandalkan hati. Karena Tuhan itu ada di hati kita. Itu semua merupakan suatu adab.
Tuhan telah menciptakan ciptaan-ciptaan sebesar-sebesarnya untuk kepentingan manusia maka jika kita akan belajar metode hidup yang paling menonjol adalah belajarlah seperti wataknya bumi. Hidup bahagia dunia dan akhirat kalau dia seimbang, seperti seimbangnya bumi. Bumi itu seimbang karena dia berputar pada porosnya dan bergerak mengelilingi matahari, maka agar kita hidup seimbang kita harus mempunyai ikhtiar di dalam hidu kita sendiri, ketika kita berdoa dalam hati itu namanya berotasi, maka kita dapat hidup seimbang, maka kita juga harus berikhtiar mengarungi hidup kita, kemudian hidup dikatakan bahagia jika kita seimbang.
Filsafat paling tinggi di Timur adalah filsafat keseimbangan. Baik buruknya seseorang kalau orang itu dalam keadaan seimbang atau tidak, maka oramg jawa ada yang mencari menantu misalnya dengan bibit, bebet, bobot. Jangan salah paham, bukan wajah cantik yang dilihat, tetapi apakah anak ii mempunyai potensi keseimbangan atau tidak, itu bibit yang baik. Jika orang tidak punya bibit keseimbangan maka dia punya kepribadian yang terbelah-belah dan akan menjadi susah dan itu menjadi sumber ketidakbahagiaan di dunia maupun akhirat. Inerbeauty muncul dari pancaran wajah yang karena pancaran kepribadian.
Pertanyaan: Bagaiamana caranya jika kita ingin berfilsafat terhadap sesuatu tetapi pengalaman hidup kita masih belum mencukupi untuk hal/sesuatu tersebut?

Selasa, 17 April 2012

SCHOOL BASED RESEARCH (SBR) AS A MODEL of SCHOOL DEVELOPMENT


INTRODUCTION

            Each school must have a School Development Plan (RPS) which is based on the potential of the school, the school's vision and mission, and aligned with local and central government policy. RPS should be prepared to involve all components of the school and stakeholders (school committee). Unfortunately, many RPS is structured and less perfunctory touch on fundamental issues facing the school. As a result, the education process in schools takes place as a routine ritual that does not differ from year to year. Schools in the country still limits the size of the success of the number of students who passed the National Exam, and or non-academic and academic achievement through the championship ever achieved by the students. However, lack of touch on the problems faced by students in teaching and learning activities, problems and difficulties faced by teachers as implementers of teaching, and less able to provide education to accommodate the disparity in students' abilities and interests.
            Being a creative teacher was not easy. Need to struggle and sacrifice. In fact, you may be experiencing an agony in advance that will bring you to the peak of happiness and fame. Creative teacher is never satisfied with what is in him. He continued to study and study until his death. For him, finding something new in terms of learning is something that must be searched and then distributed to other teacher friends. Not easy to do, but this is where the challenge if we want to continue learning introspection in which we are doing in school. Strive to constantly improve its performance as a teacher with a class action continues to conduct research (PTK) in order to improve the quality of teaching. Try as much as possible to empower what the school for you to use to support your learning. If later you find a tool or a medium of learning that helps you deliver material to students with a quick brain, then you must prove that the media in advance by PTK.
            By doing your PTK will be a creative teacher. In the PTK that you would get self-reflection that you do through the cycles that you are doing yourself until you feel confident that you are doing has been successful. Qualitative research tends to word-based, such as interviews, whereas quantitative research tend to be based on figures such as test scores.
            Action Research in the classroom or PTK is an essential guide for all creative teachers who are interested in doing research in the classroom. The author gives an easy to follow approach that can help teachers improve their professional practice and evaluate the needs of pupils at the school. There are many practical tips and examples of action research projects of various types of schools that make PTK as a textbook for teachers and student teacher.
            Being a creative teacher should be able to examine. Researching in its own class so that the quality of learning more qualified. Many of the problems that you can carefully, a lot of problems to look for a solution soon. PTK through you will get the new secrets of the realm of science education that you can develop into something meaningful in learning activities. Any activity you do must be properly recorded and observed with peers so that what you do in PTK completely new solutions in learning at school that led to the improvement of education quality.
Do not let yourself become complainers and teachers continue to complain because you are not creative. Let's create a repertoire of new science teachers to be creative. If it was not our own is the creative teacher, who will?
            Here will lift the discourse of the School-Based Research (SBR) as a model of school development, and the likely pattern of development in the country, the impact and benefits to be gained by application of the SBR.

CONTENTS

History Teacher Involvement in Research
           What is a School-Based Research? This term may be new in Indonesia, but in some developed countries, this term has been introduced since the 1980s-1990s. In essence, this concept has a hidden target is to build the spirit and culture of research among teachers.
           The concept of School-Based Research stems from two main components, namely, teachers and research activities. The idea to involve teachers in the educational and research activities in curriculum development has been campaigned by some education experts, such as Lawrence Stenhouse in the 1960s-1970s, a British education expert, in the 1980s Jean Rudduck and Donald McIntyre in the 1990s (both of Cambridge ). The concept of research among teachers as presented by Stenhouse, had begun even earlier in Japan. Kenkyuu Jugyou term or that are universally known as Lesson Study has been ongoing in the early Meiji era of the 1900s. In those years, many educational boards in Japan, which has organized a Seminar on Lesson Study, which was then called as Jugyou hihyo kai (The meeting to Criticism Lesson). Before the model jugyou kenkyuu (lesson study), the term jugyou hihyo (criticism lesson) was first introduced in the 1890s. If explored further, teaching model developed on an ongoing basis through research stems from the idea of ​​Pestalozzi (1800) about teaching science in elementary arithmetic, known as the "object lesson". Pestalozzi theories and concepts used in Japan in the 1872 era, the next all school teachers in Japan at that time was obliged to adopt the "object lesson". Furthermore, as a form of application and development of object lesson, introduced criticism and a model lesson by lesson guide book written by Edward Sheldon (1871), a school principal in New York State Normal School (school teacher). The book is also used in the school teacher in Japan. Criticism lesson and the lesson was the forerunner model of lesson study. Criticism is similar to the micro teaching lesson, while the model lesson is teacher-led class professionals, and participants were asked to give a record of teaching models. Sheldon suggests four important things to be criticized in that teaching, materials, methods, teachers and students. Points of criticism towards the teacher, for example, class management, how to stand, the language used, etc., all of which became the concepts that gave birth to jugyou kenkyuu or lesson study that we know today. School teacher in Tokyo in 1883 initiated the concept of jugyou kenkyuu, the class teacher to observe other teachers, and since then spread to all schools in Japan, and in the 1960's are set as mandatory in the strategy of in-service training for teachers in Japan . Currently, jugyou kenkyuu has become a tradition in schools in Japan.
Thus the involvement of teachers in educational research in schools is not new in some countries. But, from the historical overview above, we can understand that making research / research as a tradition or culture in schools takes a long time.
Definitions and Scope of School-Based Research
           Research-Based School term should be distinguished from the School of Research (SR). In the concept of SR, the student becomes the theme of the main motor of scientific research in accordance with the subjects gained.
           The SBR concept puts teachers and school officials as the main motor of the study. Research themes developed in the SBR are matters relating to school issues, improvement of teaching and learning services, development of new policies, efforts to increase motivation to learn, develop an egalitarian education, etc..
           Both the concept of SBR and SR, both have the same spirit, that is to civilize the study in the school environment. Therefore, in its implementation, they can walk hand in hand, harmony and mutual support.
           If the concept of an ideal school and developed a limited research on secondary education, as research skills and research methods generally taught at the high school level, the concept of School-Based Research can be applied at all levels of education. Because SBR is the concept of school development, the SBR can be the umbrella of research activities at the school, and SR is a component.
Implementation of School-Based Research
           Research-Based School Development activities should be organized as a comprehensive and supported by all the civitas school including parents and community leaders around. To be able to apply the concept of SBR, teachers and students as the main motor to be prepared as a researcher, with the ability and the provision of basic sciences to conduct research. Some alternative steps to begin implementation of SBR concept is as follows:
1.   Socialization activities for teachers. Because the teaching load of teachers is quite burdensome, then the effort to invite teachers to do research not an easy job. Therefore, the policy required the principal to provide space and time for teachers to carry out research.
2.   Appointment of Responsible Person / Coordinator. In the early stages, the principal may designate a Responsible Person / Coordinator of Research Development (R & D School) were selected from among the teachers, the main criteria, the candidate must have the desire, passion, and commitment to develop schools through research. In advanced stages, with a school autonomy, the principal can make PJ concerned as Deputy Head of School School of Development Studies, following research activities have started to show results.
3.    Formation of the R & D. Coordinator who has been appointed at number 2, with the direction of the principals can begin preparing the R & D School, selected from among the teachers. Student representatives can be included in the team.
4.   Mapping the Issues. Efforts to map the potential and the limitations / lack of school can be done with a little research by a team, or request the participation of teachers, students and parents through a survey method. The results of the mapping problem to be solved and then sorted by priority, and announced to the teachers, students and parents through written notice (letter, bulletin, or Mading).
5.    School of Planning Research Advancement. From the results of the number 4, Team Plan / Proposal School Competitive Research conducted within a specified period (one year, two or three years).
6.   Implementation of the School of Research Activities. To carry out research activities, R & D team can break the school excellent research into several smaller research will be done by a special team from among teachers and students. Wherever possible, research activities are not undertaken solely by the R & D, except at the initial stage only, or in the event of a deadlock to move teachers.
7.    Submission of research results. The research results presented in writing and verbally to all schools civitas, and follow up activities based on research results are formulated, and subsequently established as policy by the school principal.
8.    Sustainable Development Research. After the results of applied research for some time, its implementation needs to be evaluated, and subsequently developed into a new research again. In turns and slowly, teachers, students, and parents may be involved in ongoing research activities at the school.
9.    Dissemination of Results Development of SBR. Information about the success of SBR development program needs to be disseminated to outside parties. Therefore, R & D team can assess scientific forums, and choose the one that is suitable to present the results of the research school, and or make a written report to be published in scientific journal or other print media. Publications can also be done in the form of printed books.
Research activities at the school, both by teachers and students should prioritize cooperation. Through research collaboration, teachers and students will be able to learn many of the values ​​of openness and develop verbal skills needed in everyday life, both in school and outside the school environment.

CONCLUSION
Research-Based School Development is a concept that proved to be a solution to the problems of education in some developed countries. Implementation begins with a simple research activities conducted by teachers, with themes that are also simple, but oriented towards the improvement of educational services in schools. Teacher research activities in Indonesia which has been started with the Class Action Research is a much-needed capital in the development of research-based school. Through PTK, teachers are familiar with the activities and problem-solving approach to learning and teaching with research. However, PTK is not sufficient as a basis for developing the school as a small scale. Need to develop a sustainable research is solving problems in school education.
SBR development should be followed up with the involvement of universities as research partners, PGRI as partners exchange information and scientific forum of teachers, and the Office of P and K as an advocate for the legality and funding. SBR activities will only be going well, if all parties are committed and in the same way about the training process and what the ultimate purpose of education.

Refference:

Selasa, 20 Maret 2012

DEVELOPING THE DESIGN OF INNOVATIVE TEACHING LEARNING PROCESS OF MATHEMATICS


PREFACE

         Innovative learning is learning that is more student centered. That is, learning to better provide opportunities for students to construct knowledge on their own (self directed) and is mediated by peers (peer mediated instruction). Innovative learning based on constructivist paradigm.
         Innovative learning based constructivist paradigm to help students to internalize, reshape, or transform new information. Transformation occurs through the creation of new understanding (Gardner, 1991) which is the result of the emergence of new cognitive structures. Deep understanding occurs when the presence of new information that encourages the emergence or increase the cognitive structures that allow students to rethink their previous ideas. In a constructivist classroom setting, students are responsible for belajarannya, become autonomous thinkers, to develop an integrated concept, develop a challenging question, and found the answer on their own (Brook & Brook, 1993; Money, 1996; Savery & Duffy, 1996). Seven primary constructivist values, namely: collaboration, individual autonomy, generativity, reflectivity, active, self-relevance, and pluralism. These values ​​provide opportunities to students in reaching an understanding in depth.  Here we discuss how to develop the design of innovative learning process of mathematics teaching

CONTENTS

         Standards of competence and basic competencies and become the foundation for developing subject matter, learning activities, and indicators of achievement of competency for assessment. In designing learning and assessment activities need to consider the Standards Process and Valuation Standards. Competency Standards (SK) is the goal of learning in general. Furthermore, basic competencies (KD). These competencies form the basis of the elaboration of standards of competence. Indicators, referring to the subject matter. Rating: be the test orally, in writing, the current performance practice, the work (portfolio). Allocation of time: time needed to complete the study in each KD. Source / Teaching materials / tools: Book package, module (page number), etc..
         All of that is the formal document references learning.  Or design of innovative learning approach can be contextual learning, constructivist, realistic mathematics, cooperative learning, problem-based instruction, etc. Contextual Teaching and Learning is a concept which helps teachers learn to links between the material being taught with real-world situations and encourage students to make connections between the knowledge possessed by planning in their daily lives. Cooperative learning is a learning model that prioritizes collaboration among students to achieve learning objectives. Realistic mathematics which is intended in this case is carried out with school mathematics menemaptkan realities and experiences of students as a starting point for learning. Realistic problems are used as the source of the emergence of concepts of mathematics or formal mathematical knowledge. Problem-based learning model of instruction is based constructivist understanding that accommodate student involvement in learning and solving authentic problems (Arends et al., 2001).

         Several methods of learning that can be used to develop innovative instructional design process of teaching mathematics, among others, problem solving, discussion, inquiry, investigation, small group discussions, etc. Problem solving is the use of methods in learning activities by students trained in dealing with various problems both individuals and groups to solve their own problems and or together. Implementation of an inquiry method of teaching and learning is the way students seek and find the concept with or help from the teacher. Investigation is the process of investigating a person, and then the person is communicating the results of placement, can compare with the acquisition of others, because in an investigation can be obtained one or more outcomes. Defines the discussion method is a method of teaching the which is closely related to problem solving. This method is also commonly Referred to as group discussion and the recitation together (socialized Recitation). Small group discussion is a process That involves small groups in an informal face to face interaction with the aim of sharing experiences or information, solve problems or make-decisions.
         The teaching materials in developing innovative design of the learning process of mathematics teaching the lesson plan, student worksheet, modules, text book, etc. Basically a learning process is laid out and arranged in Such a Way, According To Certain steps in its implementation in order to Achieve the expected results. Arrangement shall be incorporated in the form of lesson plan. Student Worksheet is a sheet of paper That essentially contains information and instructions from teachers to students to work on Their Own Learning through practice an activity or work tasks and exercises related to the material being taught to Achieve the goal of teaching. Modules are designed print materials to be studied independently by study participants. The module is also called the media for self-study because it has been equipped for self-study guide. Textbook is a book that contains descriptions of materials on subjects or fields of study, arranged in a systematic and has been selected for a particular purpose, learning orientation, and student progress, to be assimilated.
         Implementation of teaching learning process are Apperception, small group discussion, Various methods, Various media, lesson plans, student worksheets, student reflexes, cognitive scheme, conclusion by the students, and assessment.

Conclusion

            Development of innovative models of learning mathematics through action research to overcome the difficulties of service of teachers toward their students have a positive impact, but in actual experience obstacles both technical, academic, and socio-cultural. Teachers' efforts in meeting the academic demands of a wide range of students, encouraging students to improve achievement of low achievers, encouraging students to learn actively, and encourage students to learn through collaboration, to more innovative teaching can be done by: Developing Student Worksheet, establishment of study groups, development of methods class discussions / group, development of teaching aids and educational media.
In developing methods of learning, the teacher suggested:
1.      Planning a mathematics learning environment
2.      Plan mathematical activities
3.      Develop the role of teacher
4.      Arrange a time to whom and when doing math with / not with students
5.      Observe the activities of students
6.      Evaluate yourself
7.      Assess understanding, processes, skills, facts and results
8.      assess the results and monitor student progress
9.      Collaboration with other teachers or MGMP