Characteristics of Traditional Teaching Mathematics in Indonesia
History of mathematics learning in Indonesia begins after Indonesia
take independence from the Dutch. So that the task of rebuilding the nation's
character after the colonial period, the government made changes in all fields,
including education. Government include mathematics as a compulsory subject to
be taught at all levels of education
Learning mathematics at this time is developed based on the theory
of learning behaviouristik. This theory assumes that a person has learned
something if he can show changes in behavior. According to this theory the most
important learning is the stimulus and the response. Stimulus is a question
about a problem from the teachers is given to the student in learning
activities. While the response is a reaction or response from the stimulus
provided by the teacher. The process of stimulus to response is not considered
because the important thing is that students can work on or solve the problem
given by the teacher. So that learning activities more focus on the activities
of practice and repetition. Teachers give a problem and how to resolve the
problem to the students. Then the students just do it and then repeat the
exercise again. More and more students are doing these activities the students
will be more understand.
If viewed from the historical development of mathematics teaching in
Indonesia, traditional mathematics developed in Indonesia have different
characteristics from that developed in mathematics today. Some of the
characteristics found in the traditional mathematics:
1. The teacher's role is
central in the learning activities. Teachers teach science, teachers directly
prove the arguments, the teacher gives examples of questions. While students
must sit neatly and listen, copy the patterns of a given teacher, follow the
ways teachers completed the questions.
2. The students very passive. Students
are not given the opportunity to develop their potential, students only do the
activities undertaken by teachers. Students are given only think about how to
do or solve problems, students are not given the opportunity to think why do
such steps in solving the problem.
3. Students can only memorize.
Students usually busy with memorization methode and practice the skills so
students have less opportunity to understand the concept of the material
provided. This problem causes students not only understand the concept
completely, so that curiosity about the concept become lost. Students will
become less interested in understanding the material in more detail.
4. The material is not
sustainable. There is a material or topic at the top level that has never been
taught in previous learning. So that
students will feel not familiar with the materials provided and cause
difficulties for students to understand.
5. The material presented is
generally less associated with daily life and many materials used in everyday
life is not even taught to students. For example, in the arithmatical not learn
statistics whereas statistics in everyday
life more often used. Similarly, in geometry lessons usually taught to
calculate area of regular shapes as a cube, prisms, and etc. But rarely taught
how to calculate area of irregular shape never though whereas we often meet it
in everyday life.
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