Reviewed by Naafi Awwalunita
Planning and developing curriculum is a job that requires in-depth and comprehensive study to meet the eligibility requirements. Dynamic development of the Indonesian nation today, demanding that the need to pay attention to curriculum development: current issues in education, the issues arising in the field, variation of schools, educational personnel, interests and abilities of students, as well as the demands of social development, science and technology.
Six basic principles must be considered in the development of mathematics syllabus based on competencies, namely: (1) the subject of learning opportunities for all students without exception, (2) curriculum is not merely a collection of teaching materials, but may reflect a coherent mathematical activities, (3) learning mathematics requires understanding of student learning needs, readiness to learn and learning facility services, (4) opportunities for students to learn mathematics actively to build the structure of concepts through knowledge and experience, (5) the need for assessment activities to improve the quality of learning from time to time, and ( 6) utilization of various learning strategies and methods dynamically and flexibly in accordance with the material, students and the learning context.
It is recognized that the most fundamental issue is how the planning, development and implementation of curriculum in accordance with the teaching and learning activities that are expected. To answer this question it is in the planning and curriculum development needs to pay attention to: (1) Specific Guidelines for Developing the syllabus, (2) technical guidelines for implementation of the curriculum developed, (3) supporting the curriculum in its various forms, such as resource books, teaching facilities and teachers' abilities , (4) involvement of teachers and other education personnel in planning and curriculum development, (5) the need for dissemination of curriculum development to stakeholders, and (6) the need for ongoing evaluation of the implementation of the curriculum.
A. Characteristics of School Mathematics
Teach mathematics is not easy because the facts show that students have difficulty in learning mathematics (Jaworski, 1994). Necessary to distinguish between mathematics and school mathematics. In order to meet the demands of learning mathematics in general education innovation, Ebbutt and Straker (1995: 10-63) defines school mathematics, hereinafter referred to as math, as follows:
1. Mathematics as search activity patterns and relationships
The implication of this view of learning are: (1) gives students the opportunity to conduct discovery and investigation to determine the patterns of relationships, (2) provide an opportunity for students to perform trial premises in various ways, (3) encourage students to discover the existence of the order, difference, comparison, grouping, etc., (4) encourage students to draw general conclusions, (5) help students understand and discover the relationship between understanding one another.
2. Mathematics as a creativity that requires imagination, intuition and invention
The implication of this view of learning are: (1) encourage the initiative and provide an opportunity to think differently, (2) encourage curiosity, the desire to ask, denied the ability and the ability estimates, (3) appreciate the unexpected discoveries as beneficial rather than regard it as error, (4) encourage students to discover the structure and design of mathematics, (5) encourage students to respect other students present invention, (6) encourage students to think reflexive, and (7) does not recommend just using one method alone.
3. Mathematics as problem-solving activities (problem solving)
The implication of this view of learning are: (1) provides an environment that stimulates learning math mathematical problem, (2) help students solve math problems using his own way, (3) help students learn the necessary information to solve problems mathematics, (4) encourage students to think logically, consistently, systematically and develop a system of documentation / records, (5) develop the ability and skills to solve problems, (6) help students learn how and when to use various visual aids / media such as mathematics education : compass, calculator, etc..
4. Mathematics as a tool to communicate
The implication of this view of learning are: (1) encourage students to recognize the nature of mathematics, (2) encourage students to make an example of the nature of mathematics, (3) encourage students to explain the nature of mathematics, (4) encourage students to justify the need for mathematical activities, (5) encourage students to discuss mathematical problems, (6) encourage students to read and write mathematics, (7) respect for students' mother tongue in discussing mathematics.
B. Characteristics of Student Learning Mathematics
Ebbutt and Straker (1995: 60-75), gives his view that in order for potential students can be developed optimally, subject to assumptions about the characteristics of learners and the implications for learning mathematics is given as follows:
1. Pupils will learn math if they have the motivation
The implications of this view for business teachers are: (1) provide a fun activity, (2) pay attention to students' desires, (3) develop an understanding through what is known by students, (4) create a classroom atmosphere that supports learning activities, (5) gives activities appropriate to the learning objectives, (6) provide a challenging activity, (7) provide activities that give hope of success, (8) value each student achievement.
2. Pupils learn mathematics in its own way
The implication of this view are: (1) students learn in different ways and
with different speeds, (2) each student requires a special experience that is connected with his experiences in the past, (3) each student has a socio-economic backgrounds, different cultures. Therefore, teachers need to: (1) know the advantages and disadvantages of their students, (2) planning activities appropriate to student ability level, (3) build the knowledge and skills that he acquired a good student at school and at home, (4) using records of student progress (assessment).
3. Pupils learn the math either independently or in collaboration with his friend
The implications of this view for business teachers are: (1) provides an opportunity to learn in a group to train co-operation, (2) provide learning opportunities in the classical style to give an opportunity to exchange ideas, (3) provide an opportunity for students to conduct their activities independently, (4 ) involve students in decision-making on activities to be done, and (5) teach how to learn mathematics.
4. Pupils require a context and a different situation in studying mathematics
The implications of this view for business teachers are: (1) provide and use various props, (2) provide opportunities to learn mathematics in different places and circumstances, (3) provides the opportunity to use mathematics to a variety of purposes, (4) develop an attitude of using mathematics as a tools to solve problems both at school and at home, (5) appreciate the contribution of tradition, culture and art in the development of mathematics, and (6) help students assess their own mathematical activity.
Mathematics Curriculum Senior High School Basic Competence
A. Competency Standards
The curriculum is designed to be in the process of learning mathematics, students are able to perform search activity patterns and relationships; develop creativity with imagination, intuition and invention; perform problem solving activities; and communicate mathematical thinking to others. To achieve these capabilities developed mathematical learning process that takes into account the context and its application in everyday life.
Competency standards that need to be achieved by high school students are:
1. Resolving the problem matrices and determinants
2. Determining the truth value of a conjunction, disjunction, implication, and biimplikasi.
3. Identify and prove the properties of set operations
4. Quadratic equation and solve quadratic functions
5. Identifying the size of a data set
6. Identify the function and draw the graph of functions: algebraic, trigonometric, exponential.
7. Identify, prove, and solve trigonometry problems.
8. Identify, determine the legal limit function, and solve problems limit function.
9. Identify and resolve problems derived.
10. Identify opportunities, and resolve the issue.
11. Identify elements of wake fields.
12. Identify elements up space.
13. Formulate and solve problems straight line equation.
14. Constructing the circle equation and solve the problem circle.
15. Constructing elliptic equations and solve the problem of the ellipse.
16. Constructing the circle equation and solve parabolic problems.
17. Constructing the circle equation and solve problems hyperbole.
18. Resolving the problem of linear inequality systems.
19. Identify and solve problems antiderivative.
20. Identify, and resolve the problem rows and rows.
B. Format Syllabus
Format of the syllabus is a form of presentation of the syllabus content of the standard
competence, basic skills, learning materials, description of learning materials, student learning experience allocation of time, and reference sources are used, whereas the systematic presentation of the syllabus describes the sequence of parts of the syllabus.
Both the format and systematic syllabus is based on the principle achievement of competency standards. Therefore, systematic presentation of the syllabus includes the identification of levels of schooling, subject, class, semester, the formulation of standards of competence, basic skills to be achieved, learning materials, description of learning materials, learning pengelaman, time allocation and source of reference / referral.
Format syllabus is made in such a way that teachers or the user can learn and practice the syllabus with ease. Regions and schools have the authority to describe the basic skills to learning materials, description of learning materials, learning experiences, time allocation, teaching and learning resources.
C. Syllabus Preparation Steps Basic Capabilities-Based Eye
Mathematics Lesson
Step-by-step preparation of syllabus Komampuan Based Elementary Mathematics subjects, a series of events that begins with the philosophical study of the development of mathematics education, including the preparation of scientific structures. In order to obtain a structure in accordance with scientific, the nature of mathematics and the nature of mathematics learning is necessary to validate the structure of science. Having obtained the structure of mathematical science to high school then dijabarkanlah minimum basic skills mastered high school students. In developing these basic skills, as well as by comparing with other countries also validated. Basic Capabilities formulation obtained is the result vaildasi, testing and revision. Learning materials were developed based on the Basic Capabilities, and followed by a description of material and writing a Learning Experience. Draft Competency-Based Curriculum and Syllabus obtained subsequent to the final seminar of the test results in various places in Indonesia. Identification of subjects include: (1) the name of subjects (ie Math), (2) levels of schooling (ie high school), and class / semester. If necessary it can be added to the initial description of the capabilities of students, level of ability as well as their characteristics. The spread of the competency standard mathematics courses selected from the content of mathematics courses that have been validated by experts and based on principles drawn from the simple to the more complex and from concrete to the base abstrak.Kemampuan is minimal ability in the subject which must be carried or displayed by students of competency standards for mathematics courses. Each competency standards can be translated into 3 to 6 the basic ability to use verbs that operational
D. Determination and description Learning Materials
For all levels of education, learning materials covering math (Ebbutt and Straker, 1995):
a. Facts (facts), including information, names, terms and conventions
b. Understanding (concepts), including building a sense of structure, the role of understanding the structure, conservation, the set, the relationship patterns, sequences, models, operations, and algorithms.
c. Reasoning skills, including understanding the sense, logical thinking, understanding the negative example, deductive thinking, systematic thinking, thinking consistent, draw conclusions, determine the method, making excuses, and determining strategy.
d. Algorithmic skills, including: follow the steps made by others, creating an informal step, determine the steps, using the steps, explaining step, defining the steps that can be understandable to others, compare the various measures, and adjusting steps.
e. Mathematical problem-solving skills (problem-
solving) include: understanding the issues, discuss alternative solutions, the main issue split into small sections, to simplify matters, use of past experience and use intuition, to find alternative solutions, tried different ways, working systematically, record what happened, check the results by repeating the steps, and try to understand the other question.
f. Skills investigation (investigation), include:
ask questions and determine how to obtain it, make and test hypotheses, determine the appropriate information and provide an explanation why some information is needed and how to get it, collecting and collating and processing information systematically, grouping criteria, sort and compare; try alternative methods, recognize patterns and relationships, and concludes.
