Perubahan Paradigma Pembelajaran Matematika yang Teacher Oriented Menjadi Student Oriented Melalui Pendekatan Resik  

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Jenis: Article from Journal - ilmiah nasional - tidak terakreditasi DIKTI - non-atma jaya
Dalam koleksi: Widya Dharma: Jurnal Kependidikan (Majalah Ilmiah Kependidikan) vol. 17 no. 1 (Oct. 2006), page 59-68.
Topik: Instructional Paradigm; RESIK Approach

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: WW32.4 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada	Lihat Detail Induk
Perpustakaan PKPM Nomor Panggil: W77 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada	Lihat Detail Induk

Isi artikel

This research aimed at developing mathematics instruction using realistic approach within cooperative setting, which was abbreviated as RESIK. The main objective of this study was to determine mathematics instruction strategy which could facilitate the change of instructional paradigm from teacher oriented into student oriented. Beside, it also aimed at describing: (1) student learning behavior and teacher teaching behavior; (2) the student attainment of academic learning compe¬tence; and (3) the role played by RESIK approach in helping teacher implement 2004 Curriculum. The results of the research showed that: (1) mathematics instruc¬tion strategy with RESIK approach, which could facilitate the change of instructional paradigm from teacher oriented into student oriented, followed cooperative learning phases; and within each phase of student activity, problems which related with student daily life were performed by considering the principles of realistic mathematics education; (2) teacher behavior had not been optimal in implementing RESIK ap¬proach, especially in connecting materials taught with students’ reality; (3) in terms of student behavior, the implementation of RESIK approach could reduce student stress, and there was 94% of students’ activities which were for working on the assign¬ments; (4) the teacher still encountered difficulties in developing student worksheet which was using RESIK approach; and (5) the students’ attainment of mathematics learning competence in the context of RESIK approach was better than the attain¬ment of their counterparts who were taught with conventional approach.

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