GERAKAN REFORMASI UNTUK MENGGALI DAN MENGEMBANGKAN
NILAI-NILAI MATEMATIKA UNTUK MENGGAPAI KEMBALI NILAI-NILAI LUHUR BANGSA MENUJU
STANDAR INTERNASIONAL PENDIDIKAN
Oleh : Dr. Marsigit, M.A.
Disampaikan pada Seminar
Bertema: Nilai Luhur Bangsa dan Pembelajaran Matematika di Sekolah dalam Menuju
Standarisasi Sekolah Nasional dan Bertaraf Internasional
FMIPA UNY, Minggu 30 Nopember
2008
Reviewed by: Seto Marsudi (09301241009)
Presumably, the
facts is enough to show that this is the time for Indonesian nation to
reexamine the paradigm of development. Education
can provide a foundation for the development of the noble values of the reforms in legal,
political, economic, culture and others. Thus,
reforms in education are demands that can not be bargained.
National educational reform can be done at two levels of macro and micro. At the macro level, the national education reform must be able to renew the vision and develop the educational paradigm and scrape out the constraints of education while maintaining and improving the quality and professionalism and empowerment of communities towards the New Indonesia, Indonesia that opened, democratic and united.
Teachers can play a role object and subject of educational reform by improving the ability to educate and manage the classroom. But the fact is not easy because students find out that learning is not easy. There are still a considerable gap between educational ideals and practices in the field.
The value of mathematics can be seen from the context of the ontological, epistemological and axiological within the limits of intrinsic value, extrinsik and systemic. For a self-learner of mathematics then the lowest value of mathematics is that if only his own use, a higher value if the math can be used for public interest. But the highest math scores is if it can be used systemically for the wider interest. But the values of mathematics are developed should be coupled with critical thinking because the math is none other than critical thinking itself. The sharpness of the future of mathematics can wander through a teleological concept that what happens in the future at least be photographed through the present. With analog thinking then what happens to the disclosure of the value of mathematics can be used also in the disclosure of the noble values of the nation. The noble values can be achieved again none other than merely by the method of translating and translated from the context of the passage of time past, present, and future.
In the field of education, teachers need to continually evaluate deficiency or excess of teaching in order to obtain information for improving teaching; if is needed to learn new techniques which are more attractive and effective (Alexander, et al, in Bourne, 1992). For that teachers need to receive encouragement and assistance of relevant parties, especially the principal and school inspector, so that they can realize the good teaching. A teacher can reflect the style of teaching well and flexible if the teacher ways of organizing classes, making use of teaching resources, the achievement of teaching according to student ability, the development of evaluation systems, the handling of individual differences, and the realization of a particular teaching style according to the needs .
Required a 'political will' of the government to put education back to the essence of 'educate' in accordance with the essence of 'the subject of students' and the nature of 'scientific', so that education is not only seen as something that is 'required' but something that is 'required' by learner, so that education does not regard the subject of students as 'investment' as the subject development but that needs to be 'developed'.
National educational reform can be done at two levels of macro and micro. At the macro level, the national education reform must be able to renew the vision and develop the educational paradigm and scrape out the constraints of education while maintaining and improving the quality and professionalism and empowerment of communities towards the New Indonesia, Indonesia that opened, democratic and united.
Teachers can play a role object and subject of educational reform by improving the ability to educate and manage the classroom. But the fact is not easy because students find out that learning is not easy. There are still a considerable gap between educational ideals and practices in the field.
The value of mathematics can be seen from the context of the ontological, epistemological and axiological within the limits of intrinsic value, extrinsik and systemic. For a self-learner of mathematics then the lowest value of mathematics is that if only his own use, a higher value if the math can be used for public interest. But the highest math scores is if it can be used systemically for the wider interest. But the values of mathematics are developed should be coupled with critical thinking because the math is none other than critical thinking itself. The sharpness of the future of mathematics can wander through a teleological concept that what happens in the future at least be photographed through the present. With analog thinking then what happens to the disclosure of the value of mathematics can be used also in the disclosure of the noble values of the nation. The noble values can be achieved again none other than merely by the method of translating and translated from the context of the passage of time past, present, and future.
In the field of education, teachers need to continually evaluate deficiency or excess of teaching in order to obtain information for improving teaching; if is needed to learn new techniques which are more attractive and effective (Alexander, et al, in Bourne, 1992). For that teachers need to receive encouragement and assistance of relevant parties, especially the principal and school inspector, so that they can realize the good teaching. A teacher can reflect the style of teaching well and flexible if the teacher ways of organizing classes, making use of teaching resources, the achievement of teaching according to student ability, the development of evaluation systems, the handling of individual differences, and the realization of a particular teaching style according to the needs .
Required a 'political will' of the government to put education back to the essence of 'educate' in accordance with the essence of 'the subject of students' and the nature of 'scientific', so that education is not only seen as something that is 'required' but something that is 'required' by learner, so that education does not regard the subject of students as 'investment' as the subject development but that needs to be 'developed'.
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