Requirement to be International Level of Schooling
By: Aris Kartikasari
09313244005
Nowdays, many school try to change their status to be International level of shool. They do the best to get that status from educational department.
But, it is not easy problem to be international level of school. There are many requirement to be international level.
1. Accreditation.
The accreditation of the school at least A from BAN (National Accreditation Department) and get the addition accreditation from BAS (School Accreditation department) from one of the state OECD (Organization for Economic Cooperation and Development) member or another advance state that has best level in educational field. Maybe for some schools it is the difficult case, even to get the accreditation A from BAN. So, that school should work hardly to get the A accreditation first.
2. The curriculum
Applying KTSP and SKS. Administration system of education should based in Information and communication technology where every students can access their transcript
Apptopriate with content standard. The content of subject matter should be equal or higher from the superior school of the advance state or the OECD member state.
Appropriate SKL. Applying the SKL of higher school level in SKL.
3. Teaching-Learning Process
Appropriate The Standard of Process. The learning process all of the subject matters should be a model for another school in developing the characters, moral, attitude, leadership, enterpreneurship and another advance behavior.
Enriched by learning process model from the school of state OECD member.
Applying learning based ICT in all subject matters.
Learning process using English lenguage for all sciences and mathematics subjects.
4. Assessment
Appropriate the assessment standard. Enriched by assessment models from the school in the state of OECD member or from the state that has excelllent level in education field.
5. Educator
Appropriate educator standard. Teachers able to facilitate learning based ICT.
Teachers in science, mathematics and focational subjects able to teach by english.
At least 10% of teachers well educated S2/S3 in high education that have A in accreditation for elementary school.
At least 20% of teachers well educated S2/S3 in high education that have A in accreditation for Junior High School.
At least 300% of teachers well educated S2/S3 in high education that have A in accreditation for Senior High School.
6. Educational Expert
Appropriate the standard of educationa expert. The head master get education at least S2 in high education that have A in accreditation and have appropriate head master training from head master training department that accupied by the government.
The head master able active english.
The head master have international vision, able to build the international network, have managing competency, have leadership spirit, and strong enterpreneurship.
7. Features and infrastructures
Appropriate features and infrastructures standard. Every classrooms complete by tthe features based IT.
The library completely by digital devices that give access to the learning resources based ICT in the world.
8. Management
Appropriate management standard. Clucthed the sertificate of ISO 9001 2000 version or after and ISO 14000.
Multiculture school.
Make rellationship “sister school” with international level of school in foreign country.
Free from Drugs and ciggarets.
Applying the same gender in all aspects of school managements.
Clucthed the medals in international level in science, mathematics, technology, art and sport competition.
9. Financial
Appropriate the financial standard. Applying the efficiency financial models to achieve some target addition key indicators.
The candidate of international level of schooling (RSBI) should make the serious effort to increase their capability refer to national educatin standard (SNP) which explain in IKKM through develop IKKT.
Before teachers come to the class,
they have to make some teaching materials, at least there are three teaching
materials to prepared by teaching:
Developing the lesson
plan
A
lesson plan is a plan for learning. As is true in most activities, the quality
of planning affects the quality of results. Successful executives and
professional people know that the price of excellence is careful preparation. A
lawyer spends hours planning a case before appearing in court. A minister does
not ad-lib a sermon but plans days or weeks in advance. In anticipation of the
big game, the coach spends hours planning the plays and watching the team
execute them.
To
ensure the greatest probability of learning, we must carefully select and
arrange activities that will produce the desired learning outcomes in our
students. Only through careful planning
can we be certain that we include all necessary information and have our lesson
plan properly organized to achieve the lesson objective. The complete cycle of
lesson planning includes eight steps:
(1)
Determine the objective
(2)
Research the topic as defined by the objective
(3)
Select the appropriate instructional method
(4)
Identify a usable lesson planning format
(5)
Decide how to organize the lesson
(6)
Choose appropriate support material
(7)
Prepare the beginning and ending of the lesson
(8)
Prepare a final outline.
Developing students
worksheets
Worksheets
that can be completed by a student independently force the student to interact
with the concepts. When students work independently or in small groups, this
also frees the instructor to concentrate on working with individual students on
problem areas. Observing students doing worksheet activities independently
helps a teacher pinpoint which concepts are difficult for any one student.
Worksheets are also handy for bringing students struggling with a concept
closer to the mean understanding of the classroom, or for giving above-average
students extra concepts to absorb.
benefits
gained by the use of worksheets in the learning process is as follows.
1.Enabling learners in
the learning process.
2.Assist learners in
developing the concept.
3.Train learners in the
process of finding and developing skills.
4.For guidance of
teachers and learners in carrying out the learning process.
5.Help learners acquire a
record of material learned through the learning activities.
6.Helping learners to add
information about the concepts learned through the learning activities systematically.
(Suyitno, 1997:40).
Developing learning
resources
Researching
The Topic. After we have written or been
provided with an instructional objective, we are ready to decide on the main
points of the lesson and gather materials about the lesson topic. Normally we do not collect a mass of research
materials and then develop an objective to match the findings. Not only is this latter approach inefficient,
but it is also likely to be ineffective.
It may well ignore the specific needs of the students and the Air
Force. The objective should determine
the research that needs to be done. On
the other hand, research may justify a decision to modify an objective or
rearrange main points for greater accuracy or clarity.
Usefulness
and appropriateness are two important criteria for selecting relevant
material. To be appropriate, information
should relate to the lesson objective and have a high possibility for student
retention. To be useful, it should aid
both the instructor and the students in the teaching-learning process. If the instructor selects material solely on
the basis of its interest value, a lesson may be filled with interesting
information of little learning value to the student. On the other hand, dry, uninteresting facts
even though they are very important-may also defeat the instructor's
purpose. Students are more likely to
grasp and retain facts and concepts that are enriched with interesting support
material and arranged in a way that enhances learning.
With
the objective clearly in mind, we are now ready to gather actual material or do
research on the subject. The sources for
this material are our own experiences, the experience of others which we gain
through conversation and interviews, and written or observed material. Instructors concerned with teaching a good
lesson will often draw from all of these sources.
Self. The first step in researching a lesson topic
is to see what we ourselves know about the subject. Our personal knowledge may
suggest a tentative organization, but more important, it will point up gaps in
our knowledge where we need further research.
Others.
The second step in the research process
is to draw on the experience of others. People who are interested in the topic
may provide ideas during the course of conversation. The most fruitful source
is the expert who may help us clarify our thinking, provide facts and
testimony, and suggest sources for further research.
While
personal experience, conversation, and interviews provide valuable content for
lessons, we must usually do further research elsewhere. If we have properly narrowed our subject and
kept the purpose in mind, our research task will be easier.
Library. Modern libraries provide us with an abundance
of sources: books, newspapers, popular magazines, scholarly journals,
abstracts, subject files, and microfilms. Quantity is no problem; quality is
more difficult. We must always concern ourselves with the accuracy and
relevance of the material we select.
Using an article from 1950 to discuss atomic physics today might well
lead to inaccurate, irrelevant conclusions.
Meanwhile, after teachers come to
the class, so it will be appear the next ideas,:
Developing and
implementing apperception
Apperception
comes from the word "Apperception" means integrating and assimilating
an observation that has been owned by the experience. Or awareness of a person
to associate with old impressions that have been coupled with the processing
that has become a widespread impression. The impression of the old material is
called apperception.
Apperception
is a sign of vibrations received by an individual over a particular object.
Objects can be an object, natural or social phenomena, and the actions
performed by a person. Apperception or vibrations are received through the five
senses that we have. Apperception admissions process is what we call
perception.
Apperception
means the appreciation of all things is the basis to accept new ideas. In
general, the function of apperception in learning activities is to bring their
world into our world. That is, to relate what is already known or in naturally
with what will be learned.
Apperception
in teaching is the dial-in to old school with new learning, as a springboard
extent to which students mengusai old lesson so easily absorb the new lessons.
While we will teach a concept of what the students, teachers should understand
that every student has the experience, attitudes and habits are different, in
order to explore and connect the experiences, attitudes and habits of students
to the concepts that we teach will needs be, we associate with apperception.
Apperception
can be formed by four pillars. The first
is the alpha zone. Once face to face with students, begin to initial
conditions pleasant. Readiness to enter the facts and information. Under these
circumstances, the movement of dendrite brain is harmonious.
Second pillar is warmer.
Warm memories of that is past. If the meeting was not the first, warmer
dimaksukan as forming the knowledge of constructivism, which is building a new
meaning based on the knowledge students already owned. Examples of teachers to
recall with an open question. "How do you think of bamboo trees and
coconut trees, both of which are plants that mostly found in Indonesia. What
are its usefulness? "
The third pillar is the
pre teach. It is often forgotten by the Master.
No wonder the disheveled condition of the class and students are not
conditioned. Pre teach is to give the information manually, how the rules
apply. Especially in science subjects or experiments using tools, pre teach
absolutely necessary, so that no injury or procedural errors.
The fourth pillar is
the scene setting. This condition is closest to the
strategy. Often referred to as a hook or hooks into the core subjects. Example:
ask students to compare the object choice of his bag, and lined up according to
weight of the object, is scene setting towards mathematics 'light weight'.
Developing and
implementing various method teaching
The
method is an activity that teachers do to create a system environment that
enables the learning process for students. In teaching, teachers not only
explain and convey a number of subject matter to students, but teachers should
provide the stimulation and encourage to the students learning process occur.
One
of the teaching methods is contructivism learning. Traditionally, engineering
programs have given individual homework assignments and individual exams. Professional engineering practice, however, is
rarely an individual effort. Most professional engineers work on
interdisciplinary teams that require effective interpersonal communication
skills. The resulting engineering product is a team effort in which the
individual engineers involve others in the solution of their individual project
components. The traditional approach to
engineering education largely neglects educating students in working on such
teams, except perhaps in senio capstone design courses. To aid students in
developing interpersonal communication skills, many engineering programs are
implementing a variety of methods that give students valuable experience in
working with others in a technical setting.
Developing and
implementing various teaching aids
In
the case of teaching aids for professional education, information is also in
the foreground. With the aid of the medium, the students is to be given a new information
and thus be better to understand the subject matter of teaching. Teaching aids
is a tool used by teachers, facilitators, or tutors to help their learners
improve their skill and knowledge.
The
aim of teaching aids is to motivate the students in such a way that the
students applies their full attention to
teaching.
Developing and
implementing various interactions
Social
interaction will be able to facilitate the development of students. To develop
the students interactions, there are some ways:
·To develop the students
interaction in whole class, teachers should give some problems to the students
in class, then the teachers give a chance to students to answer the problems
·Other way is teacher
dividing the class into small group, and then the students discuus the problem
in groups. Teachers monitoring the students and give some clue about the answer
·And the last is to
interact the students individual, teachers observe each atudents and give
attention to the students with low ability
Developing and
implementing small group discussion
A
discussion could be used for any objective which involves justifying an opinion
from defining what is a living organism to whether we should label genetically
modified organisms. Note that for the first, students are likely to have
sufficient background knowledge to discuss the answer. For the second, it was had
better ensure the students have learned the different kinds of genetically modified
organisms, otherwise teacher will have the worst of “pooling of ignorance”.
Even
if students have little formal background in a topic, a discussion can be a
good start for a unit. This is because the teacher will learn whether students
have opinions, and what those opinions are. If the teacher is teaching
consistent with constructivist learning theory, you need to know what students
are thinking before teacher begin the unit, so that they know where they need
to target your teaching.
Further,
a discussion from a point of ignorance can get students interested in the topic.
They will have expressed their opinion on the topic, and will more actively
search for information to support their opinion. Thus, a discussion can be a
good motivator at the beginning of a unit.
Another
reason for having students get involved in a discussion is that students
remember information that came out in a discussion. They are much more likely
to remember than if they watched a video of “informed” people having a
discussion, and much more likely to remember than if they had just read the information.
Why
would you not have students discuss:
People
(not just students we find this with scientists as well) who state their
opinions in a public space are less likely to change their opinions later. If
you want your students to come up with a particular idea, a particular opinion,
then you are better not to start with a discussion. After all, according to
constructivist learning theory, learning means changing. And, also according to
constructivist learning theory, changing is hard emotionally and psychologically.
How to teach using
discussions:
Select a question which
is focused enough that students can make a start to answer it. The question
should be an upper level kind of question (Bloom’s taxonomy), and should be
divergent have more than one answer possible.
Create an atmosphere
(by modeling, by teaching, by enforcing) which is friendly, where different
opinions are expected, but respectfully presented. This takes time.
Students are more
likely to engage in discussion when they have some background in the topic.
Have regular
discussions so students learn how to get involved.
Be clear about the
rules for involvement. How does a new person get to speak? teacher may suggest
that a new speaker should start to interrupt, then back off; the person who is
speaking should then wind up what s/he is saying, so the interrupted can talk.
At faculty meetings, we raise our hands, and the chair of the meeting takes us
in turn. Some discussions involve passing the feather, and the person holding
the feather may talk. Some discussions involve the next speaker standing up,
and staying up until s/he has finished speaking.
Ensure that students
have sufficient background knowledge on the topic to get involved.
Be the moderator of the
first few discussions as students learn proper protocol. Then teach students
how to moderate a discussion, and have different students take turns being
moderators.
Invite students to get
involved. Students who are invited to speak might not speak when they are first
invited, but they are much more likely to get involved later.
Developing and implementing
students presentation
After
students doing their group discussion, they have to present their result from
their discussion in front of the class. It is important for students to give
their responsibility for their work in group discussion. Students presentation
do by each one of the group or all of students in each group. If the teachers
choose the second one, so the students have to manage their group and divide
the problem matter with their group, so all of the students get their part.
Developing and
implementing the cognitif schemes
It
is an approach of learning, where the students interact with their environment
by exploring and manipulating objects, wrestling with a number of questions and
controversy, or conduct experiments. The basic idea of this theory is that
students will easily recall a concept if the concept they get by themselves
through a process of discovery learning
The
concept of cognitive development of children representing three forms of
representation: enactive, econic and symbolic.
Developing and
implementing students conclussion
This
approach allowed some creative thinking brainstorming for new ideas. Students
are encourage to take part in full because all ideas equally recorded. This
method describe th eknowledge an experience in group. Usually one idea proposed
by an individual could spark other ideas. The conclusion of most lessons should
accomplish three things: summarize, remotivate, and provide closure.
Developing and
implementing students assesments
The
students assesments is very important to do by students. After they get the
materials, and they do some discuss, so they have to make the assesments. So
they know about what they have learn in the class, and they know about the
concepts of some materials, and the important thing is they know what they
should do in the next meeting in teaching learning process.
Dr.
John C. Reis. Experiments with Various
Teaching Methodologies. Aerospace Engineering Department Embry-Riddle
Aeronautical University Prescott, AZ 86301
Department of
Mathematics Education, Faculty of Mathematics and Science,
the Yogyakarta
State University
ikhtisar
oleh:Aris kartikasari (09313244005)
Dalam rangka untuk
menerapkan standar internasional, SBI perlu didukung oleh staf pengajar yang berkualitas
dan profesional, fasilitas dan manajemen yang baik. Sekolah serta staf akademik
juga harus untuk dapat melakukan relevansi program, efisiensi, efektivitas,
akuntabilitas dan untuk mempertahankan program.
Faktor kunci
keberhasilan proses pembelajaran adalah komunikasi. Dalam hal proses belajar
mengajar, guru dapat menggunakan Bahasa Inggris untuk menyelesaikan tugas
mengajar, untuk memperkenalkan dan mengajarkan tentang teknologi, untuk
mendorong siswa untuk mengkomunikasikan hasil-hasil belajar, untuk mencapai
tujuan pembelajaran,dan untuk mengembangkan sumber belajar mengajar. Guru perlu
menggunakan Bahasa Inggris sebagai dasar untuk berinteraksi dengan dalam kelas
dan mengembangkan sikap dengan siswa-siswanya dalam penggunaan bahasa Inggris.
Berikut ini adalah
rekomendasi harus melakukan ketika Inggris harus digunakansebagai bahasa-mengajar
berbasis proses belajar:
1.Mengembangkan
Kurikulum dalam bahasa Inggris
2.Mengembangkan
silabus dalam bahasa Inggris
3.Pengajaran
Mengembangkan Konten dalam bahasa Inggris
4.Mengembangkan
Rencana Pelajaran-dalam bahasa Inggris
5.Mengembangkan
Karya Siswa Lembar dalam bahasa Inggris
6.Mengembangkan
sistem Evaluasi atau penilaian dalam bahasa Inggris
7.Melakukan
seluruh kelas mengajar dalam bahasa Inggris
8.Berbagai
interaksi dalam bahasa Inggris
9.Berbagai
metode mengajar dalam bahasa Inggris
10.Berbagai
media pengajaran dalam bahasa Inggris
11.Group-diskusi
dalam bahasa Inggris
12.Memfasilitasi
belajar siswa dalam bahasa Inggris
13.Mempresentasikan
hasil diskusi dalam bahasa Inggris
Beberapa hal yang dapat
dilakukan untuk mengembangkan bahasa Inggris dalam pembelajaran:
1.Mempersiapkan
bahasa inggris untuk pembelajaran
2.Mengembangkan
kurikulum dalam bahasa inggris
3.Mengembangkan
silabus bahasa inggris
4.Mengembangkan
isi pembelajaran guru dalam bahasa inggris
5.Mengembangkan
rencana pembelajaran bagi guru dalam bahasa inggris
6.Bermacam-macam
metode dalam pembelajaran bahasa inggris
Studi
Kasus Penggunaan Kalkulator Texas Instrument TI
89
pada PBM Matematika di SMK MUHAMMADIYAH
IV
YOGYAKARTA
Oleh
:
Drs.
Marsigit MA
(Dosen
pada Jurusan Pendidikan Matematika, FMIPA, Universitas Negeri Yogyakarta)
Dan
Retno
Siswanto SPd
(Guru
Matematika pada SMK Muhammadiyah IV Yogyakarta)
Summary
by Aris Kartikasari (09313244005)
learning
process is the process of communication between teachers and students with
certain conditions would be more effective with real experience with the use of
five senses. While the calculator can be viewed as a tool in learning.
The
calculator according to the E-dictionary (Wasito; 1996:83-94) is a special tool
to carry out the preparation of arithmetic with some datas and instructions are
included in calculator. Most of these tools require the intervention arms, which
can be used to implement calculation logic and digits. Benefits that can be explored
from the use of calculators in Mathematics Learning Strategies book Contemporary
(2001: 241-244) are: a) help in understanding mathematical concepts, b) help strengthen
the skills computation, c) develop high-level thinking skills, d) improve
problem solving skills, and e) make the solution problem more realistic. Merriweather
and Thrap (1999) stated that the use of graphing calculators in class can cause
a student to be affected and involved in mathematics, and can solve math
problems which these issues are not resolved at that time. Hambre and Desert in
their research entitled Effect of
held-held Calculators in pre- college mathematics education (1986) concluded
that: a) calculator should be used in any learning of mathematics, b) the
computer is helpful in improving problem-solving skills, especially for
students with low and high ability.
Mr.
Marsigit take a research about using calculators in SMK Muhammadiyah Yogyakarta,
and get the result:
1.Calculators
as a tool
Stages
use calculators as a learning tool IV mathematics at SMK Muhammadiyah
Yogyakarta, can be done as follows:
The
first stage is the stage of understanding of the significance calculator graph.
The essence of the understanding process is explained in basic and detail about
the graphing calculator.
The
second stage is the stage of understanding the theory and use of calculators graphs
in equations and inequalities to solve problems. process
The
second is focused on how students understand the command, symbolic
manipulation, and graphs to solve problems and equations inequalities with
graphing calculator.
The
third stage, namely stage of entering data about the calcuator graph. The
process of entering data into the calculator about the process move the
language into the language of mathematics in terms of graphing calculators.
The
fourth stage is the stage interpretation of the graphing calculator screen and
draw conclusions.
Of
the five above process, can mean that students will experienced the process in
a row. This means that the process is an inductive process.
2.Using
graphing calculator
From
research conducted, noting there are some aspects use the graphing calculator
in learning mathematics as follows:
·Graphing
calculator is useful to determine and match graphic images
·Graphing
calculator is useful to determine and match the answer set
·Graphing
calculator to give you real experience of graphic images.
·Settlement
about equations and inequalities can be use the command, symbolic manipulation
and graphics.
·Graphing
calculator is useful to provide answers previously calculated without a
calculator and accelerate the completion of mathematics matter.
·The
constraints experienced by students in using the calculator
·graph is a
mathematical paraphrase sentences into the languages calculator and disclose
any appearance of the calculator screen to in mathematical sentences
·With the
graphing calculator in the learning process math lessons and math becomes more
attractive math problem solving easier.
·If using of
graphing calculators with no offset capabilities for understand the operating
procedures and mathematical thinking, it can be cause high levels of
dependence, loss their confidence, and lazy thinking.
Developing Teacher Training Textbooks
for Lesson Study in Indonesia
By
Dr. Marsigit, M.A
Ikhtisar oleh: Aris
Kartikasari(09313244005)
Dalam
rangka untuk meningkatkan kualitas buku teks, hal pertama yang harus dilakukan
adalah peningkatan proses belajar mengajar. Ada beberapa hal untuk meningkatkan
proses belajar-mengajar, yaitu:
Perencanaan
Pengaturan ruang
kelas
Siswa membangun
pengetahuannya sendiri
menggunakan
sumber belajar
mengembangkan
pengetahuan dan kemampuan ICT
Ada
beberapa aspek untuk mengembangkan buku teks dalam pembelajaran:
kebijakan
dalam mempublikasikan buku teks
mengembangkan
buku teks untuk guru
mengembangkan
buku teks untuk siswa
mendistribusikan
dan menyediakan buku teks
Government
policy For national textbook:
tidak ada
monopoli dalam menyediakan buku teks nasional
sekolah
memilih sendiri buku tulis yang dia butuhkan
siswa bebas
untuk memilih buku teksnya dan membeli di toko buku
guru
dilarang untuk menjual buku teks pada siswa
sekolah-sekolah
wajib menyediakan buku teks untuk para siswa yang ekonominya yang lebih rendah
Departemen
Pendidikan memiliki hak untuk menyalin buku, untuk mempublikasikan dan menjual buku
dengan harga yang lebih rendah.
Departemen
Pendidikan mendorong Kabupaten untuk memiliki toko buku sendiri di daerah
mereka.
Kompetensi
yang harus dimiliki guru dalam mengembangkan buku teks:
