Reviewed by: Fikri Hermawan
Teachers of mathematics as a researcher may
deliberately make changes in learning mathematics in school by doing various
experiments so comes the scientific method. Approach
to mathematics education research can be done in various ways including
quantitative research. Quantitative research
relies on mathematical learning the scientific method to find rules, laws and
principles regarding the reality of learning mathematics in school.
Effort uncovering the circumstances and the
phenomenon of learning mathematics can be described by a circle hermenitik in
which a teacher or a researcher trying to uncover aspects of learning
mathematics as a phenomenon or phenomena in the form of facts that can be
observed directly or in the form of the potential for development that requires
treatment.
The scope of mathematics education research can come from a push by
researchers to reform mathematics education. Where mathematics education to
realize that innovation can be sourced to the conceptual factors, values,
pragmatic, empirical and political. By placing the components of learning
mathematics, in the context of mathematics education research, then Grouws, DA
(1992) describes a wide variety of relationships between components at the
level of simple or complex level.
Judging from the practice of mathematics teaching then at least
there are two main factors namely the practice of learning itself and the
factor value. If researchers want to improve the
learning of mathematics in the field of content or learning materials, the
researcher can make the observation of students when learning mathematics. If
researchers want to improve or to obtain an innovative method of learning
mathematics, the researcher needs to consider the context of learning
mathematics, teachers use the methods and management of learning mathematics. Judging from the mathematics education research
procedure can be carried out with various different emphases, such as
historical research, descriptive research, research development, research, case
studies and field research.
Based on the suppression of certain aspects of it
by adapting Joyce and Weill (1986), can be developed several models of learning
as a context of doing mathematics education research activities, for example:
The concept attainment model, Model Exercise Research, Classroom Meeting Model,
Model Investigation Group, Model
Exercise Laboratory and others. In various
models that were developed then the teacher will always be between the two
poles between which the paradigm of approach learning mathematics, such as
teacher-centered and student-centered. Has generally been understood that
mathematics education in the future will be more student-centered learning
where the student is the center, Student is more active, take initiative and
responsible to the learning process. Students are also expected to be more
autonomous. Thus the role of the teacher acts as facilitator and dynamist
learning mathematics.
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