PEMANFAATAN VIDEO TAPE RECORDER
(VTR) UNTUK
PENGEMBANGAN MATEMATIKA
REALISTIK DI SMP
Dr. Marsigit, MA
Universitas Negeri Yogyakarta
Reviewed by: Seto Marsudi (09301241009)
Realistic
Mathematics emphasizes the construction of the context of concrete objects as a
starting point for students to acquire mathematical concepts. According
to Hans Freudental in Sugiman (2007) mathematics is a human activity and must
be linked to reality. Concrete
objects and environment objects can be used as a context for learning
mathematics in building mathematical connections through social interaction. Assessment
and analysis of learning mathematics that have been recorded into the video
tape recorder (VTR) is one of the main ways or businesses that can be done by
the teacher.
By doing the observations and analysis on the VTR on learning mathematics, which has recorded a teacher who has been carrying out a realistic approach to mathematics learning, then teachers can examine and seek other alternatives for obtaining the development of concepts or ideas about concrete objects and objects of the environment around can be used as a context for learning mathematics in building mathematical connections through social interaction.
A mathematical model of learning that has been recorded in the VTR certainly has its advantages and disadvantages. So teachers can discuss it to gain new knowledge by comparing his experiences. As for the VTR itself also has drawbacks, such as: the limited point of view, not all aspects can be recorded, image quality, image capture moments that are not appropriate.
Use of VTR learning mathematics by realistic approaching can provide the following benefits:
1. Teachers have the opportunity to test the concrete objects and environment objects can be used as a context for learning mathematics in building mathematical connections through social interaction.
2. Teachers have the opportunity to explore and reflect on learning math concepts realistic.
3. Teachers have the opportunity to exchange experiences with other teachers about the development of realistic mathematical learning.
4. Teachers have the opportunity to reflect on the preparation of teaching and learning process (PBM) in junior high school mathematics in accordance with the principles PMRI
5. Teachers have the opportunity to reflect on the development of learning resources for teaching and learning process (PBM) in junior high school mathematics in accordance with the principles PMRI
6. Teachers have the opportunity to reflect on the development of assessment activities for teaching and learning process (PBM) in junior high school mathematics in accordance with the principles PMR
By doing the observations and analysis on the VTR on learning mathematics, which has recorded a teacher who has been carrying out a realistic approach to mathematics learning, then teachers can examine and seek other alternatives for obtaining the development of concepts or ideas about concrete objects and objects of the environment around can be used as a context for learning mathematics in building mathematical connections through social interaction.
A mathematical model of learning that has been recorded in the VTR certainly has its advantages and disadvantages. So teachers can discuss it to gain new knowledge by comparing his experiences. As for the VTR itself also has drawbacks, such as: the limited point of view, not all aspects can be recorded, image quality, image capture moments that are not appropriate.
Use of VTR learning mathematics by realistic approaching can provide the following benefits:
1. Teachers have the opportunity to test the concrete objects and environment objects can be used as a context for learning mathematics in building mathematical connections through social interaction.
2. Teachers have the opportunity to explore and reflect on learning math concepts realistic.
3. Teachers have the opportunity to exchange experiences with other teachers about the development of realistic mathematical learning.
4. Teachers have the opportunity to reflect on the preparation of teaching and learning process (PBM) in junior high school mathematics in accordance with the principles PMRI
5. Teachers have the opportunity to reflect on the development of learning resources for teaching and learning process (PBM) in junior high school mathematics in accordance with the principles PMRI
6. Teachers have the opportunity to reflect on the development of assessment activities for teaching and learning process (PBM) in junior high school mathematics in accordance with the principles PMR
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