Masker putih telurCampurkan dua sendok makan putih telur dengan dua sendok makan yoghurt tanpa rasa. Aduk hingga merata, lalu oleskan ke kutit wajah Anda. Setelah lima menit, basuh wajah dengan handuk yang telah direndam di air hangat.
Manfaat masker ini adalah untuk menambah kelembapan serta kehalusan kulit wajah.
Masker oatmealCampurkan satu sendok makan oatmeal dengan satu sendok yoghurt tanpa rasa. Aduk hingga merata. Setelah itu teteskan dua hingga tiga tetes madu. Lalu campurkan kembali hingga merata. Oleskan masker tadi pada wajah Anda dan diamkan selama 10 menit. Setelah itu basuhlah dengan handuk yang telah direndam dengan air hangat.
Selain melembapkan dan menghaluskan kulit, masker ini juga berfungsi untuk mengganti sel-sel kulit yang mati dengan sel yang baru, sehingga kulit Anda akan tampak bercahaya.
Masker gulaMasker gula ini termasuk yang paling sederhana, karena hanya membutuhkan dua sendok makan gula serta tiga sendok makan air hangat. Campurkan kedua bahan hingga merata, lalu gosok masker pada kulit wajah, hingga kadar airnya habis. Setelah itu basuh wajah dengan handuk yang telah direndam di air hangat.
Layaknya scrub, masker alami ini dapat membantu mengangkat sel kulit mati pada kulit wajah, serta membantu kulit mengalami pengelupasan yang lebih alami dan aman. Selain itu, masker ini juga mampu membersihkan kulit hingga ke dalam pori-pori.
http://id.she.yahoo.com/masker-wajah-alami-buatan-sendiri.html
Sunday, October 30, 2011
Thursday, October 27, 2011
SUMMARY B.ING PEND MAT 29 PERKALIAN PECAHAN
PERKALIAN PECAHAN
By Dr. Marsigit, M.A
Summary by Riana Sinta Dewi (09313244022)
Posted: Friday, 28th Oct 2011
This paper describes the student books about multiplication of fractions for grade 1 SMP / MTS, written by Mr. Marsisgit. This paper contains the standards of competence, basic competence, learning outcomes and indicators of learning material multiplication of fractions. Mr. Marsigit provide 7 problem and the expected is to work seven problem students are able to conclude that Determine the product of multiplying the above equal to determine the area of rectangle, in which the area of rectangle can be determined by adding the expansion of the existing area. And the multiplication of two fractions is the product of the numerator divided by the numerator denominator-denominator product. And after the students can deduce the above, students can do exercises to further develop the concepts he already has. So this module is suitable for PMRI (Realistic Mathematics Education Indonesia)
Saturday, October 22, 2011
SUMMARY B.ING PEND MAT 28 LESSON STUDY
LESSON STUDY
by Dr. Marsigit, MA
Summary by Riana Sinta Dewi (09313244022)
Posted : 23 Oct 2011
Lesson study is an effort to increase the ability of teachers in organizing the learning process in a way to systematically examine and reflect on the learning process. Lesson Study objectives are to improve service teachers to the learning needs of students. Lesson Study is the core of the work done together by the teacher and the teacher or teachers and lecturers to observe, assess and reflect on the implementation of the learning process. Lesson study consists of four steps: preparation, implementation, reflection and improvement of I, II.
Lesson Study conducted for Innovation education through improved implementation of the learning process. Relevant paradigms include: Student Centered, Constructivist, Realistics Mathematics, Contextual Teaching Learning. The Innovation through lesson study can be done if: Teachers are open, high teacher commitment, Developed infra-support systems, supported of all components.
Lesson study is also in accordance with the KTSP because of Lesson Study is guided by the competencies to be achieved by students; Lesson Study needs assessment and development of curriculum, syllabus and lesson plans; Lesson Study tools and encourage the development of instructional media; Lesson Study requires the development of Student Worksheet.
Lesson study also requires a theme in its activities. In Lesson Study there are operational measures such as step 1 of the learning objectives, step 2 of the competence of learning, step 3 of the learning activities. And in this case, the RPP as the backbone of Lesson Study, because RPP is as a communication tool, reflecting INNOVATION, reflecting the independence of learning, encourage collaboration learning, equipped with supporting documents, constantly revised, as a research tool.
The supporters of Lesson Study is the understanding and implementation:
• "the nature of motivation"
• "the nature of apperseption"
• "the nature of discussion"
• "the nature of group discussion"
• "the nature of student partticipation / involment"
• "the nature of students construction"
• "the nature of aim of education: obligation VS need"
• "the nature of motivation"
• "the nature of apperseption"
• "the nature of discussion"
• "the nature of group discussion"
• "the nature of student partticipation / involment"
• "the nature of students construction"
• "the nature of aim of education: obligation VS need"
Socialization lesson study: Publications, Stake Holder Engagement, Lesson Study Open House, MGMP, Commitment of School / Department, Cooperation with the University (LPTK)
SUMMARY B.ING PEND MAT 27 Developing Teacher Training Textbooks for Lesson Study in Indonesia
Developing Teacher Training Textbooks for Lesson Study
in Indonesia
by Dr. Marsigit, M.A
Summary by Riana sinta Dewi (09313244022)
Posted: 23th Oct 2011
Penelitian (Marsigit, 2006) pada pendidikan matematika di Indonesia saat menunjukkan indikasi bahwa prestasi siswa dalam mata pelajaran matematika dan Sains rendah, hal itu ditunjukkan dengan hasil Ujian Nasional dari tahun ke tahun.
Dan salah satu upaya yang dapat dilakukan adalah pengadaan buku teks oleh guru, sebagai orang yang sangat dekat (berhubungan langsung) dengan siswa sehingga diharapkan buku teks yang dibuat dapat menjawab kebutuhan siswa dan dapat mengkonstruksi pengetahuan mereka. Oleh karena itu, Mr. Marsigit dalam salah satu papernya menjelaskan cara-cara pelatihan guru untuk mengembangkan buku teks pada lesson study di Indonesia.
Dalam mengembangkan buku teks matematika untuk SMP, kriteria buku teks yang baik harus diperhatikan. Seiring dengan dinamisnya kehidupan yang selalu berubah dari waktu ke waktu menjadikan tidak adanya kriteria tetap / baku mengenai buku teks yang baik. Namun beberapa hal yang dapat dijadikan acuan antara lain:
1. Dalam upaya pengembangan buku teks harus sesuai dengan program dan akurasi kegiatan yang diusulkan.
2. Dibalik pengembangnan buku teks matematika SMP terdapat pertanyaan-pertanyaan, antara lain mengenai sifat belajar mengajar matematika, sifat matematika sekolah, sifat siswa belajar matematika, sifat tujuan mengajar matematika, sifat bahan ajar, sifat penilaian dan sifat berpikir matematika.
3. Untuk mengembangkan buku teks matematika SMP, perlu adanya gambaran jelas mengenai bagaimana merencanakan dan melaksanakan kegiata di dalam kelas, seperti: kegiatan pemecahan masalah (problem solving), penalaran dan pembuktian, komunikasi matematika, koneksi matematika, representasi matematika, peran teknologi dan ICT, pengaturan konten (isi) keterampilan pengembangan, jangkauan konten (isi) yang sesuai dan relevan, minat dan kemampuan siswa, materi yang mudah diikuti dan di pahami.
4. Dalam pengembangan buku teks, tata letak atau desain juga harus diperhatikan. Berikut beberapa hal yang harus dipertimbangkan: tujuan yang ada pada setiap bagian, kegiatan latihan yang relevan dengan tujuan kegiatan pembelajaran, mengembangkan grafik, tabel, visual yang berguna dan relevan, lintas kurikuler belajar diperlihatkan, pendefinisian istilah yang jelas dan tepat, menggunakan bahasa yang sesuai dengan siswa sehingga mudah dipahami.
Friday, October 21, 2011
SUMMARY B.ING PEND MAT 26
PROMOTING PRIMARY AND SECONDARY
MATHEMATICAL THINKING THROUGH THE SERIES
OF SCHOOL-BASED LESSON STUDY ACTIVITIES
by Dr. Marsigit, M.A.
Summary by Riana Sinta Dewi (09313244022)
Posted: 22th Oct 2011
Paper ini menjelaskan tentang penelitian yang dilalukan Mr. Marsigit untuk mempromosikan berpikir matematika (mathematical thinking) di SD dan SMP. Pada kurikulum berbasis sekolah, matematika di SD dan SMP harus mendorong siswa untuk berpikir logis, analitis, sistematis, kritis, kreatif dan mampu berkolaborasi dengan orang lain. Untuk itu, guru harus mampu memgelola pembelajaran matematika di kelas dengan baik. Dan itu bukan pekerjaan yang mudah. Dibutuhkan kemampuan khusus dan persiapan yang matang. Oleh karena itu, banyak penelitian yang meneliti tentang cara berpikir siswa, salah satunya adalah Lesson Study. Lesson Study dapat digunakan guru untuk mempromosikan siswa berpikir matematika.
Dalam bidang pendidikan, matemaika di bedakan menjadi dua jeni yaitu matematika horizontal dan matematika vertikal. Pada matematika horizontal , siswa menggunakan matematika untuk memecahkan masalah pada kehidupan nyata. Contoh kegiatan matematika horizotal: mengidentifikasi atau menjelaskan matematika spesifik dalam konteks umum, schematizing, merumuskan dan visualisasi masalah dalam cara yang berbeda, menemukan hubungan, menemukan keteraturan, mengenali aspek yang isomorfik di berbagai masalah, mentransfer masalah dunia nyata untuk masalah matematika, dan mentransfer nyata dunia masalah untuk masalah matematika yang dikenal (Zulkardi, 2006). Sedangkan, matematika vertikal adalah proses reorganisasi dalam sistem matematika itu sendiri (mengembangkan konsep matematika). Contoh kegiatan matematika vertikal: mewakili suatu hubungan dalam rumus, membuktikan keteraturan, menyempurnakan dan menyesuaikan model, menggunakan model yang berbeda, menggabungkan dan mengintegrasikan model, merumuskan model matematika, dan generalisasi. Katagiri (2004) menjelaskan bahwa berpikir matematika melibatkan 3 (tiga) aspek penting yaitu sikap, metode, dan konten matematika.
Hasil penelitian menunujukkan bukti bahwa dalam pendekatan realistis, berpikir matematika dapat dilakukan melalui mengidentifikasi atau menjelaskan matematika tertentu, schematizing, merumuskan dan visualisasi masalah dalam cara yang berbeda, menemukan hubungan, menemukan keteraturan, mengakui aspek isomorfis dalam masalah yang berbeda; mentransfer masalah dunia nyata ke matematika masalah. Matematika berpikir selalu dimulai ketika guru mengajukan masalah yang ditulis dalam Lembar Kerja Siswa (LKS). Para siswa menggunakan pengetahuan pra-syarat nya untuk berpikir matematika. Para siswa menggunakan cara yang berbeda untuk melakukan schematizing, merumuskan dan visualisasi. Hasil diskusi kelompok menunjukkan mathematization horisontal kemudian diikuti oleh mathematizaion vertikal. Dalam melakukan mathematization vertikal siswa membutuhkan bantuan dari guru. Para siswa dikenalkan aspek isomorfis dalam masalah matematika yang berbeda yaitu mencerminkan konsep kunci dengan kata kunci tentang bagaimana siswa dapat mentransfer masalah pada dunia nyata untuk menjadi masalah matematika. Pemikiran siswa tentang konsep matematika dipengaruhi oleh hubungan antara rangkaian konsep-konsep matematika yang dikembangkan sebelumnya. Para siswa mencoba untuk menggunakan pengetahuan pra-syarat mereka dalam menjelaskan konsep yang sulit dan dikembangkan dalam rangka untuk memahami konsep-konsep sulit. Sebagian besar siswa menggunakan berpikir induktif yaitu dengan trial and error untuk menjawab pertanyaan guru, beberapa dari mereka mencoba untuk membuat sketsa bentuk geometris dan membandingkan dengan ukuran yang berbeda dari model. Para siswa cenderung untuk meminta kembali penjelasan dan mendapatkan perhatian dari guru dan teman sekelas mereka untuk mengkonfirmasi apakah ide-ide mereka itu benar. Organisasi logis dari konsep matematika yang terjadi di semua konteks metode matematika: idealisasi, abstraksi, deduksi, induksi dan penyederhanaan. Masalah pembentukan dan pemahaman muncul ketika siswa mengamati model matematika.
Saturday, October 15, 2011
managing the teaching learning
“Managing The Teaching Learning Process of Mathematics (Practical Approach)”
by Dr. Marsigit, M.A
Summary by Riana Sinta Dewi (09313244022)
1. Developing the Lesson Plan
A lesson plan is a plan for learning . A lesson plan is a teacher's detailed description of the course of instruction for an individual lesson.[1] Lesson plan is belong to the teacher because lesson plan is personal rights of teachers. Learning Implementation Plan (RPP) is a plan that describes the procedures and organization of learning to achieve a basic competence specified in the Content Standards and is described in the syllabus.
RPP components are[2]
1. Basic competence
2. Competency Achievement Indicators
3. Learning objectives
4. Teaching Materials
5. Time allocation
6. Learning methods
7. Learning activities
8. Assessment of Learning Outcomes
9. Learning Resources
1. Basic competence
2. Competency Achievement Indicators
3. Learning objectives
4. Teaching Materials
5. Time allocation
6. Learning methods
7. Learning activities
8. Assessment of Learning Outcomes
9. Learning Resources
The principles of arrangement RPP are:
- Taking into account the individual differences of learners
- Encourage active participation of learners
- Developing a culture of reading and writing
- Provide feedback and follow-up
- Linkage and integration
- Applying information and communication technology
2. Developing Students’ Worksheet
There is paradigm that to learn mathematics is to do mathematics. And to do mathematics, students need facilities. Students’ worksheet is one of tool to do mathematics. remember that student’s worksheet is not only a set of problem, it is absolutly wrong. The criteria of good students’ worksheet: students can construct their own knowledge of mathermatics, that promote the teacher can apply discovery method.
There are two kinds of student worksheet (LKS), which was developed in learning at school[3]:
- Student Worksheet unstructured.
Unstructured student worksheet is the sheet that contains the means for the subject matter, as an aid activity learners are used to convey a lesson. LKS is a teaching tool that can be used to accelerate learning, encouraging learning in each individual, contains little hint, in writing or verbally to direct work on the learner.
- Structured student worksheets
Structured student worksheets contain information, examples and tasks. LKS is designed to guide learners in a work program or subjects, with little or no help coaches to achieve learning objectives. (Indrianto, 1998:14-17).
There are four steps in developing the students’ worksheet:
a. Determining the instructional aims by analyzing the students by identify who are our students, knowing the character of our students.
b. Collects the materials that we need based on instructional aims.
c. Arranging the students worksheet, at least there are materials, taks, and exercies.
d. Checking the students worksheet, it is consistent with the instructional aim or not.
3. Developing Learning Resources
According to the Association for education and Technology (AECT), learning resourcesare all things that are functional can be exploited, and used to support, maintain, andenrich the learning process[4].
- Learning resources are designed (learning resources, by design), the learning resources that are specifically designed or developedas a component of an instructional system to provide facilities directed learning and formal.
- Learning resources used (learning resources, by utilization), the learning resources that are not designed specifically for the purpose of learning and its existence can be found,implemented and utilized for the purposes of learning.
Learning resources may take the form:
- message: information, teaching materials; folklore, fairy tales, sagas, and so on;
- people: teachers, instructors, students, experts, resource persons, community leaders, leaders of institutions, career leaders and others;
- materials: books, transparencies, films, slides, pictures, graphics designed for learning, reliefs, temples, statues, comics, and so forth;
- tools / equipment: hardware, computers, radios, televisions, VCD / DVD, camera, whiteboard, generators, engines, cars, motors, power tools, screwdrivers and the like;
- approaches / methods / techniques: discuss, seminars, problem solving, simulations, games, gatherings, casual conversations, discussions, debates, talk shaw and the like; and
- environments: classrooms, studios, libraries, halls, friends, gardens, markets, shops, museums, offices and so on.
But if the traditional resources are talk and chalk.
4. Developing and Implementing Apperception
Apperception means appreciation of all things is the basis to accept new ideas. In general, the function of apperception in learning activities is to bring the students into the world of teachers. That is, to relate what is already known or in naturally with what will be learned, so that students are more motivated to keep learning[6]. Apperception in here means that students readiness to learn. Apperception must be done by the teacher when they want to teach the material. So, teacher facilitate the students’ apperception with invite students to doing something or anything, do the simple problem,etc.
The purpose of apperception, among others:
- Trying to draw them into the world that we create.
- Trying to unite the two world.
- Creating athmoshere.
5. Developing and Implementing Various Method of Teaching
The use of a variation of teaching is to entice students to better concentrate onthe lessons given by teachers[7].
The principle of the use of a variation of teaching is as follows:
- In using a varietyof skills that all variations should be used,
- use a smooth and continuous variation,
- use of components of variation must be correct – properly stuctured and planned by the teacher[8].
There are many various method of teaching, such as expository method, discussion method, demonstration method, recitation method, experimental method, drill method, team teaching method, peer teaching method, problem solving method, discovery method, inquiry method,directed method[9]. In this video teacher use directed, expository, and discussion method.
6. Developing and Implementing Various Teaching Aids
A teaching aid is a tool used by teachers to help leaners improve their skills. Props is one component of determining the effectiveness of learning. The goal is to useprops to demonstrate abstract concepts into visual form. Props divided into 2 kinds, can be touched and can’t be touched. Now, many teaching aids are like games so students will be enjoy syudy it. And it will be motivate students.
7. Developing and Implementing Various Interactions ( Interaction between Teacher and Student, Student and Teacher)
To interact with students, there are three types of interaction that teachers should do,
- Whole class : the teachers give some problems to the students in class, then the teachers give a chance to the students to answer the problems.
- Small Group : teacher dividing the class into some small group, and then the students discuss the material in groups. Teacher monitoring each group and help to solve the problem in each group (only give some clue about the answer).
8. Developing and Implementing Small Group Discussion
How to do make small discussion:
- Make small group within 3-5 person.
- The students discuss the material in group.
- The teacher as fasilitator and help the difficulty of student in discussion.
- The teacher as a leader of all discussion in class.
The expected learning outcomes of implementing small group discussion are to compare the perceptions of all individuals about the material who may different each other; comparing the interpretation and the information obtained by each individual can improve mutual understanding, perception, information, interpretation, so that mistakes can be avoided.
Disscussion is one of teaching method that is more suitable and necessary if teachers would provide an oppotunity to students to express their abilities, critical thinking, assessing its role in the discussion, looking at the problem from their own experience and lesson learned in school, motivating, and examine further.
9. Developing and Implementing Students’ Presentation / Reflection
Reflection is an activity with intensive listening back to the learning experience. Students are given the freedom to reflect. Through reflection, students try to :
- Understand the process, problems, issues, and constraints were evident in strategic action, taking into account the various perspectives that may exist in learning class situation.
- Understand the issues of learning and the classroom situation where leraning implemented.
In this video, one of students from each group, reflect back the results of his discussion group to all her friends in class.
Presentation method is a method of expression of ideas, feelings in public by one or more presenter to include paper or not. The goal is to train students to develop writing and speaking skills and how to think critically and analitically.
10. Developing and Implementing The Cognitive Scheme (the scheme for the students to achive their competence).
Cognivite theorem develop by Piaget. The implications of Piaget's theory of learning are as follows:
a. Focusing on the process of thinking or mental processes of children not just in its products. In addition to the truth of the answers of students, teachers must understand the processes used so that children arrive at that answer.
b. Introduction and recognition of the role of children is very important in self initiativeand active involvement in learning activities. Piaget in the classroom, presenting thematerial to be (ready made) are not given emphasis, and children are encouraged todiscover for itself through spontaneous interaction with the environment.
c. No emphasis on practices that are directed to make the kids like adults in mind.
d. Acceptance of individual differences in the progress of development, Piaget's theoryassumes that all children develop through the same developmental sequence, but theyacquire it at different speeds.
11. Developing and Implementing Students’ Conclutions
This approach allowed some creative thinking brainstroming for new ideas. The overall goal of this method comes with new ideas or a combination of new ideas. To start a brainstroming session, the teacher must create or choose one issues to be the topic of discussion. The session win run smoothly if the following step be maintained:
- All ideas welcomed
- The students are not allowed to criticize every idea put forward.
12. Developing and Implementing Assessment.
Performance-based assessment is an approach to the monitoring of students’ progress in relationship to identified leaner outcomes.
Experts in the field emphasize that any effective performance assessment, task should have the following design features:
- Students should be active participants, not passive.
- Intended outcomes should be clearly identified and should guide to design of a performance task.
- Students must demonstrate their ability.
- A clearly presented set of criteria should be avaliable to help judge the degree of proficiency in a students response.
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