PEMANFAATAN VIDEO TAPE RECORDER (VTR) UNTUK

PEGEMBANGAN  MATEMATIKA REALISTIK DI SMP

Dr. Marsigit, MA

Universitas Negeri Yogyakarta

Summary by: Aris Kartikasari

According to Hans Freudental in Sugiman (2007) mathematics is a human activity (human activities) and must be related with reality. When the students do activities to learn mathematics there is mathematisation process. There are two kinds matematisation, namely: (1) matematisation horizontal and (2) matematisation vertical. Matematisation horizontal proceeds from the real world into mathematical symbols. The process occurs in students when they was confronted with the problems of life / real situations. While the vertical matematisation is a process that occurs in the system of mathematics itself.
Assessment and analysis of learning mathematics that have been recorded into the video tape recorder (VTR) is one way or businesses that can be done by the teacher. Through the VTR is expected teachers will be able to learn about:

1.   make the preparation process of teaching and learning (PBM) in junior high school mathematics in accordance with the principles PMRI

2.  develop learning resources for teaching and learning process (PBM) in mathematics at SMP in accordance with the principles PMRI

3.  develop assessment activities for teaching and learning process (PBM) in mathematics at SMP in accordance with the principles PMRI

4.  implement the teaching-learning process (PBM) in mathematics at SMP in accordance with the principles PMRI

Type of having realistic characteristics buttom-up approach in which students develop their own models and then the model is used as the basis for developing formal mathematics. There are two kinds of models that occur in the process that is a model of the situation (a model of situation) and for the mathematical model (a model for formal mathematics). In the realistic model emerged from students' informal strategies in response to real problems for later formulated in formal mathematics, this kind of process in accordance with the historical development of mathematics itself (Sugiman, 2007).

About the benefits of VTR, expressed by Isoda, M (2006) as follows: "VTR (Video Tape Recorder) for teacher education and reform movement in Mathematics Education, specifically for developing lesson study has some benefits as: a) short summary of the lesson with emphasis on the major problems in the lesson, b) components of the lesson and main events in the class, and, c) possible issues for discussion and reflection with teachers observing the lesson “

By doing the observations and analysis on the VTR on learning mathematics, which has recorded a teacher who has implemented the learning of mathematics with a realistic approach, then the other teacher can test and find alternative development of the acquired concepts or ideas about concrete objects and object-surrounding. objects can be used as a context for learning mathematics in establishing mathematical connections through social interaction.

Use of VTR realistic approach to learning mathematics can be gives the following benefits:

1.      Teachers have the opportunity to test the concrete objects and object-
surrounding objects can be used as a learning context mathematics in building mathematical connections through social interaction.

2.      Teachers have the opportunity to explore and reflect on the concepts realistic mathematics learning.

3.      Teachers have the opportunity to exchange experiences with other teachers about the development of realistic mathematical learning.

4.      Teachers have the opportunity to reflect on the preparation of the learning process teaching (PBM) in junior high school mathematics in accordance with the principles PMRI.

5.     Teachers have the opportunity to reflect on the development of sources learning to the learning process (PBM) in mathematics at SMP in accordance with principles PMRI.

6.     Teachers have the opportunity to reflect on development activities assessment for teaching and learning process (PBM) in mathematics at SMP in accordance with principles PMRI