Resume of MENGEMBANGKAN NILAI-NILAI FILOSOFIS MATEMATIKA DALAM PEMBELAJARAN MATEMATIKA MENUJU ERA GLOBAL

MENGEMBANGKAN NILAI-NILAI FILOSOFIS

MATEMATIKA DALAM PEMBELAJARAN MATEMATIKA

MENUJU ERA GLOBAL

Dipresentasikan pada Stadium Generale UIN, 24 Desember 2004

Oleh : Dr. Marsigit, M.A.

Reviewed by: Seto Marsudi (09301241009)

Mathematics Education Regular 2009
(http://rasamalaempat.blogspot.com/)

The development of mathematics education can be done at two levels i.e. macro and micro. At the macro level, the development of mathematics education should 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 that an open, democratic and united Indonesia. For a practitioner of education (teachers), educational development on a macro level for a few things is beyond the scope of his thinking and his ability. But reality is not easy because it educates students find that learning is not easy. There are still a considerable gap between educational ideals and practices in the field.

Math scores can be seen from the context of ontological, epistemological and axiological in
the limits of intrinsic value, extrinsic and systemic. For self-learners of mathematics then the lowest value of mathematics is that if only his own use, a higher value if mathematics can be used for public interest. But the highest math scores are if it can be used systemically for wider interest. At first the quality of math scores only appear on the outside, but on the quality of the second and third and so on then the value of mathematics is metaphysical. 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 value can be achieved noble nation back none other than simply by the method of translating and translated from the context of the passage of time past, present, and future. This is then known people with hermeunitic method.

In the field of education, teachers need to continually evaluate deficiencies or advantages of teaching in order to obtain information for improvement of teaching; if need to learn new techniques are more attractive and effective. First, in the curriculum that is instrumental, the teacher's role is expressed as curriculum implementers, by developing the role of dominance towards learning mathematics held in order to escort the students to achieve certain goals
(Obtain diploma / looking for work); with the assumption that students (humans) can be manipulation / engineering in the education process. Second, in the curriculum that is Interactive / Individually, the role of teachers is expressed as a curriculum developer, with develop teacher functions as a serving / facilitator and assist the learning needs students; with the assumption that students should be given opportunities to express initiative and construct mathematical concepts in accordance with the speed and readiness of each. Students have right to learn.

For that teachers need to receive encouragement and assistance from relevant parties, especially the principal and school supervisor, so that teachers can make a good teaching; but it is important to the role and functions of school principals, inspectors and supervisors redefined return to conditions more conducive to the educational environment teachers and students to develop themselves. A teacher can reflect the style of teaching is good and flexible if the teacher is concerned to master the ways of organizing the classroom, teaching use of resources, achievement of the goal of teaching students according to ability, 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 nature 'educate' in accordance with the essence of 'subject learners' and the nature of 'science', so that math education is not only seen as something that is 'required' but something that is 'required' by the learners, so that education is not only looking at the subject of students as 'investment' as the subject of development but that needs to be 'developed'.