Developing Innovative Teaching Learning Mathematics
One of the problems found
in students learning of mathematics is not given the opportunity to develop and
apply these concepts in a matter of mathematics to solve problems of their
lives. The learning process more focused on the ability to memorize information
and the ability to calculate. This may be related to the history of mathematics
learning in Indonesia. We know that the learning of mathematics in ancient era,
one way of learning activities so that teachers always give the material to the
students without giving students the opportunity to explore and understand the
material or concept are given. Teachers also teach students about the only
method of memorizing a formula or a material so that students are not able to
understand the meaning of material or concept.
Today many teachers who have
the wrong notion of mathematical learning activities. they think that learning
math so that students can solve the problems properly. So they are content with
giving the formula and give students lots of practice to work on the problems.
The government is implementing the national exams (UAN) as a tool to measure student
success in learning, become a true reason for the teacher. The most important
thing that students can work on the national exam questions correctly so that
it can pass with good grades, then the teacher will give a lot of practice exam
questions that the students will have plenty of experience in work on the
problems. The teacher only gives the solution to a problem, but the teacher not
give the meaning of a concept and concept relationship with the matter. As a
result of this learning method is a graduate school student have the ability in
the theory of conceptual and arithmetic skills are good. But students do not
have the ability to understand the contextual meaning of a concept.
Development of mathematics
teaching should be carried out because not enough students have the ability to
calculate and memorized the math materials only. Remain students need to know
the meaning of the material and mathematical concepts. So that students can
apply math concepts to everyday life and develop the mathematical sciences. But
if the teacher is still a passive learning activities and students are not
given the opportunity to understand the meaning of a concept the students will
be stuck in the learning activities that make students bored. The result of
this is that students become increasingly dislike of mathematics, or maybe the
students would hate to mathematics. If the students interest and motivation is
low then the results of studying mathematics achievement also be low. In order
for the interest and motivation in learning mathematics is high, teachers need
to innovate in learning activities. Learning activities that make boring and
monotonous as it contains only a matter of memorizing the material and training
needs to be left alone. Teachers can add some innovative activities in the
learning activities so that students do not feel bored and feel happy and
self-motivated students to learn mathematics.
Meaning of the word can
mean innovative is a new, more useful, and better. So that learning is an
innovative learning designed by the teacher, has a new nature, not as is
commonly done, and aims to provide facilities for students to construct their
own knowledge, as the process of behavior change toward a better fit with the
potential and the difference that the students . In the context of teaching and
learning program, an innovative learning program created as an effort to find a
solution to a problem. This is because the learning program has not been done
or the kind of learning program is being run but needs improvement. According
to Putu Sudiarta (2010:14-15) emphasizes that a learning parameter to be
regarded as an innovative learning should have one or more principles:
1.
student-centered:
emphasis on active student learning than just students notes and memorize.
2.
Multiple
Intellegence: accommodate all the potential and aspects of learning, because
students have multiple intelligences and variation.
3.
holistic
education: students view learning as a whole creature.
4.
experiencial
learning: prioritizing learning experience meaningful.
5.
problem based
learning: open space for solving the problem.
6.
cooperative
learning: an opportunity to learn through collaboration.
7.
contextual
teaching and learning: open space to learn from real life.
8.
constructivist
teaching and learning: open learning significant responsibility as an
autonomous teacher.
9.
metacognitif:
open space for meaningful learning through the whole process of thinking,
systemic and systematic.
10. learning with understanding: meaningful learning
emphasis with a deeper understanding.
Teachers in making
innovative learning activities should pay attention to these principles. So
that teachers will not be caught in traditional learning, but teachers trying
to implement and develop innovative learning. Before teachers begin learning
activities, teachers can provide inspiration for students to love math. Some of
the children or students do not like math because they do not know the point.
Do not like reading or drawing, mathematical symbols and numbers as
meaningless. Indicate how important mathematics in everyday life or in the real
world. The teacher gave the story making a pyramid in Egypt, astronauts
traveling to Mars, nothing can be achieved without mathematics and mathematicians.
http://blog.tp.ac.id/wp-content/uploads/6723/download-makalah-model-inovatif_prof-sudiarta.pdf
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