Education at the school is based on the belief that knowledge builds upon knowledge. Children learn new knowledge by building on what they already know. School curriculum framework provides a clear outline of content to be learned, grade-by-grade. It is good idea if it’s realized in every Indonesia’s school and it’s not just a theory
Actually, now in Indonesia there are so many students and teacher’s problem on learning and teaching process. These phenomenon make teachers have extra effort to look for the right solution to make the students get back their motivation to learn, and on the other hand, teachers can have more competencies and creativities to do their job as a good teacher.
From the case above, the existent ion of lesson study as one of the alternative solution became popular, nowadays. Marsigit, on his Eurasia Journal of Mathematics, Science and Technology Education, 2007, 3(2), 141-144, “indicate that there were strong evidence that lesson studies activities improve student’s enthusiasm, motivation, activities and performance. It also improved teacher’s professionalism in term of teaching performance, variation of teaching methods/approaches collaboration”. I agree with Mr. Marsigit, because in Indonesia’s school learning process needs new program of teaching and learning process to make student active and their idea become more useful in new method.
WHAT IS LESSON STUDY ?
In Indonesia usually and generally learning process held in conventional ways, which is by oral communication technique. This technique is more focus on how teachers teach (teachers-centered) than how the students learn (student-centered). The result of this technique is no more have any contribution on the student learning quality improvements.
So that it is our duty to change the conventional technique to modern ones. Here, lesson study seems to be one of an alternative ways to motivate the changes and alternation of learning practices in Indonesia as purposes to make it more effective to be implemented.
The definition of lesson study is a teaching process that needs professionalism between interaction of teacher and student. In the process of learning, student will divide by some groups that have one task, it is to discuss and make a new solution from the case that given by teacher. After that, that student will discuss in the front of the class their assignment. So in its teaching method, teacher just support student and reform it if there was happen wrong perception from their student.
By the explanation above, we can conclude that in lesson study, students will not boring to study in class because the lesson have a lot activity and give a challenge them to bring out their idea. Then, for the teachers, they will more varieties in esplanade the material of teaching and not are just a person that know the knowledge but be people that know how to bring knowledge to their student.
The Concept of Least Common Multiple
In forth grade most student will give the same solutions as adults would for the target addition activity and not give the reversed pairs. However, at this grade level, if the target operation were changed to multiplication many fourth graders would give reversed pairs of numbers. For example, for the target number 12 they would give 4 x 3 and 3 x 4. Through activities such as this children soon figure out that 4 x 3 give the same result as 3 x 4. Of course, knowing that the result is the same is one thing, understanding why it is the same is quite another. The situation is complicated for multiplication by the fact that students are likely to think of 4 x 3 very differently than they think of 3 x 4. that is, they think of 4 x 3 as meaning 3+3+3+3 or four 3’s and they think of 3 x 4 as meaning 4+4+4 or three 4’s for multiplication, arguing why four 3’s should be the same as three 4’s may prove more challenging. However, student who have related arrays to multiplication may reason that 4 x 3 gives the same result as 3 x 4 because the same array. That was a concept that given by a teacher in elementary school, which is the experience from the writer, formerly.
A common activity in elementary school is to make lists of multiples of each number to find the least common multiple (LCM). For example : what is the LCM between 7 and 8? Student will make a list :
7, 14, 21, 35, 42, 56, 63, …
8, 16, 24, 32, 40, 48, 56, 64, …..
The same number that include in the multiplication of 7 and 8 is the LCM between 7 & 8. They choose the first same number (common multiple). While this method works well for smaller numbers it becomes very cumbersome for pairs of larger numbers like 210 and 144. Here the prime cumbersome for factorization method is more efficient. The LCM is the union of the prime factors of the numbers.
“Student thinking of the concept (LCM) least common multiple its employing on a real life context, such as: identifying or describing the specific mathematics; schematizing, formulating and visualizing a problem in different ways; transferring a real world problem to a mathematical problem”. (Marsigit, 2006)
I agree with that because the concept of mathematic if it’s implicated in real life situation it is easier and student can understand what its mean. Student elementary school has a little knowing about the whole of mathematic, but if mathematics on their daily activity, I’m possibly belief that they can understand what is mathematic.
One of the teaching methods like that is lesson study. In lesson study, mathematic teaching just not numeral and formula but they must have application in a real life situation and its substance of discussion on the student group.
References:
(1)www.criced.tsukuba.ac.jp/apec/apec2007//specialists_season/Marsigit.pdf
(2)Dr. Marsigit. 2006. Mathematics teacher’s professional Development through Lesson Study in Indonesia. Online : www.ejmste.com
(3)Lesson study Japanese Method benefits all teachers. 2001 online : www.nsdc.org
BY : NURUL NOVIANI
07301244093
Pendidikan Matematika NR D “07
CP : 085729232345
Langganan:
Posting Komentar (Atom)
Tidak ada komentar:
Posting Komentar