by: Siti Dwi Habibah Puji Lestari(10305144024)
http://helloimpujiapuji.blogspot.com
Tsunami in Japan was happened on march 2011, there was many victims, minimal 1600 human corpses flutter and did not take care. So, it needed some SAR team to bury them. Twenty members of SAR team could bury all of human corpses in ten days, but they could finish in five days in order to the human corpses were not decay. How many person of SAR team must be added in to bury them can be finished in five day.
We can solve this problem with flip over comparison:
Assume all of SAR team that needed is X.
20/5 = X/10
200 = 5 X
5X = 200
X = 40
The member who must be added is :
40-20=20
So, 20 people who must be added to bury the victims can be finished in five day.
Sabtu, 31 Desember 2011
elegi menggapai ramai
in the name of Allah SWT, speaking in our heart say the name of god, most of people do it in public,so you can feel the similar crowded feeling in the outside too, in your sorrounding,all people say the name of allah swt together.. there is a real crowded from the heart factually.
Kamis, 29 Desember 2011
Ungkapan seorang mahasiswi tentang pengalamannya melakukan penelitian bersama guru matematika di sekolah
- By : Siti Dwi Habibah Puji Lestari NIM : 10305144024 matematia Swadana 2010 Solving mathematics problem must be started from understanding student about material then the student can follow plot of its correctly. In order to know especially the student of junior high school can know how to answer the question correctly and to understand about plot of solving problem and not only answering based on the formula and input numbers approriate with the formula. To maximalize students understanding, in learning mathematics is used cooperatif learning type think pair share formula that will be used in it. This type includes three stages, there are think, pair and share. Besides them,the visual tools of mathematics is very functionable for studying mathemathics more attractive and the student can be more understand in studying mathematics actually.
Elegi Permintaan Si Murid Cerdas Kepada Guru Matematika
- by : Siti Dwi Habibah Puji Lestari NIM :10305144024 matematika swadana 2010 Education is a long time activity. Quickness and haste mean are not accurate and coerce. Teacher should be able to make comfort condition for the student in learning mathematics, not only speech in front of class but also must interact with the students and to reward the student’s ability. Students’ good feeling with mathematics can’t force, it will be appeared alonely along with times and also learning methods correctly.
- December 30, 2011 2:19 PM
Persoalan Pembelajaran Matematika di sekolah By : Dr. Marsigit, M.A.
- concluding remark by: Siti Dwi Habibah Puji Lestari(10305144024) http://helloimpujiapuji.blogspot.com Most of the mathematic teachers are still implementate traditional learning of mathematics, it is learning in singular method ekspositori, its cycles are : explaining, giving example, submitting some questions and giving classical assignment . so the of mathematic teachers get some problems, they are : 1. Teacher’s effort in duty to give various student’s academic demand, to support the students who have low achivement in increasing their achievement, to support their study actively, and support their cooperation, can be done by : a. Envolving LKS b. Formation the group of study c. Envolving discussion method in class/group d. Envolving visual instrument and media of education 2. In developing learning model can be concluded : a. Teachers have difficulties in doing every student’s demand academic b. Teachers have not developed scheme to support students who have low achievement to increase their achievement. c. Teachers have succeed to create condition that support the student to study actively, but they have difficulties in envolving its scheme too. d. Teachers have succeed to create condition that support their study by cooperation, but still have difficulties in envolving its scheme too. e. Teachers have tried to envolve discussion method, problem solving and give some exercises, but have difficulties in envolving its scheme too. f. Generally, teachers have tried for envolving learning method appropriate with purpose of action investigate, but teachers have technical difficulties, academic and its fundamental.
Developing ICT for Primary and Secondary Mathematics Teacher Professional Development: The Use of Video in Lesson Study
- By Marsigit kesimpulan membaca oleh : Siti Dwi Habibah Puji Lestari(10305144024) http://helloimpujiapuji.blogspot.com (VTR) adalah salah satu aspek pengembangan ICT untuk mempromosikan pengembangan guru profesional. Melalui Studi Pelajaran kegiatan, beberapa guru bahasa Indonesia memiliki pengalaman untuk mencerminkan mengajar mereka melalui VTR. Mencerminkan praktik mengajar matematika yang baik bentuk konteks yang berbeda melalui VTR jelas terbukti untuk mendorong dan memotivasi guru untuk meningkatkan kompetensi mengajar mereka. Di beberapa bagian kegiatan program pengembangan guru profesional di Indonesia, tahun 2002-2005 refleksi melalui VTR konteks Japanesse dan persepsi guru konteks Indonesia yang dihasilkan bahwa itu adalah baik model mengajar matematika yang mungkin dapat diterapkan di Indonesia. Namun, pengajar sadar bahwa untuk menerapkan model yang baik seperti ada beberapa kendala mendasar harus diatasi. VTR (Video Tape Recorder) untuk pendidikan guru dan gerakan reformasi di Pendidikan Matematika, khusus untuk studi pelajaran mengembangkan memiliki beberapa keuntungan sebagai: a) ringkasan singkat pelajaran dengan penekanan pada masalah utama dalam pelajaran, b) komponen pelajaran dan peristiwa utama dalam kelas, c) memungkinkan masalah untuk diskusi dan refleksi dengan guru mengamati pelajaran (Isoda,M.,2006).
- December 18, 2011 11:08 AM
Supporting Evidences And Monitoring To Develop School-Based Curriculum For Junior High School Mathematics In Indonesia
- oleh: Dr.Marsigit M.A. kesimpulan membaca oleh : Siti Dwi Habibah Puji Lestari(10305144024) http://helloimpujiapuji.blogspot.com Saat ini gambaran masyarakat Indonesia secara dinamis mengalami perubahan yang sangat cepat dari semua aspek kehidupan, ia menawarkan harapan dan tantangan. Sekolah berbasis kurikulum dapat menjadi titik awal guru matematika di Indonesia untuk mencerminkan dan memindahkan paradigma pengajaran mereka. Melalui kurikulum baru, guru harus mampu merespon masing-masing anak sebagai kebutuhan untuk mengidentifikasi dan keterampilan anak-anak sangat bervariasi dan mereka butuhkan kemudian di posisi yang lebih baik untuk memanfaatkan dukungan layanan untuk meningkatkan praktek kelas mereka, pengelolaan berbagai layanan pendukung harus tersedia untuk memaksimalkan efeknya dalam membantu guru untuk bekerja menuju praktek yang baik dan menerapkan kurikulum yang baru. Hal ini juga memberikan kesempatan kepada pejabat pemerintah pendidikan di Indonesia untuk melihat secara mendalam pelaksanaan kurikulum di tingkat SMP. Hasil evaluasi pelaksanaan kurikulum baru ini mengajarkan kita bahwa ketika kita mengoperasikan kurikulum kita akan selalu butuh untuk memperbaikinya. Untuk meningkatkan kualitas pendidikan matematika, pemerintah pusat perlu: (1) mendefinisikan peran guru yaitu mereka harus memfasilitasi siswa untuk belajar, (2) mendefinisikan peran kepala sekolah yaitu mereka harus mendukung pengembangan profesional guru dengan memungkinkan mereka untuk hadir dan berpartisipasi dalam pertemuan-pertemuan ilmiah dan pelatihan, (3) mendefinisikan kembali peran sekolah yaitu mereka harus mempromosikan manajemen berbasis sekolah, (4) mendefinisikan peran pengawas yaitu mereka harus memiliki latar belakang mirip dengan para guru yang mereka awasi agar mampu melakukan akademik supervisi, (5) mempromosikan kolaborasi yang lebih baik antara sekolah dan universitas(6) mendefinisikan sistem evaluasi nasional.
- December 18, 2011 11:06 AM
The Effort to Increase the Student’s Motivation in Mathematics Learning with Some Teaching Aids in Junior High School 5 Wates, Kulon Progo, Yogyakarta, Indonesia oleh : Marsigit *) & Ida Supadmi %)
- kesimpulan membaca oleh : Siti Dwi Habibah Puji Lestari(10305144024) http://helloimpujiapuji.blogspot.com Keberhasilan proses belajar mengajar di Matematika tidak jauh dari guru berperan sebagai informator, komunikator, dan fasilitator. Sampai sekarang, kita masih mendengar banyak siswa yang mengeluh bahwa matematika dipandang sebagai subjek menakutkan, tidak menarik, dan sulit untuk dilakukan, juga tidak terkait banyak kebutuhan sehari-hari. Untuk mengetahui bagaimana caranya meningkatkan minat belajar matematika bagi siswa maka dilakukan penelitian di SMP 5 Wates, Kulon Progo, Yogyakarta, Indonesia dan hasilnya menunjukkan bahwa penelitian dengan menggunakan beberapa alat bantu mengajar seperti papan tulis, tangan karet, kartu bermain, kertas simpul, kertas transparansi, benang, tiga bilah kayu bisa digunakan sebagai model dalam pengajaran matematika mampu meningkatkan motivasi siswa dalam proses belajar mengajar. Sehubungan dengan hasil penelitian, peneliti menyarankan para guru matematika di SMP dan SMA di proses belajar-mengajar mereka harus menggunakan metode yang bervariasi untuk memotivasi siswa dan untuk menghindari siswa merasa bosan dan selalu menggunakan bantuan demonstrasi optimal untuk menjelaskan konsep, ide, definisi atau prosedur tertentu.
Pembudayaan Matematika di Sekolah Untuk Mencapai Keunggulan Bangsa
- Oleh : Drs. Marsigit MA kesimpulan membaca oleh : Siti Dwi Habibah Puji Lestari(10305144024) http://helloimpujiapuji.blogspot.com For developing mathematics needs comprehension of its meaning in its various dimensions. They can be seen at their side for real and mind object. Communication of Mathematic includes the material communication, formal communication, normative communication, and spiritual communication. It is related to mathematic learning, so we definite mathematics as school mathematic, however for college degree, we definite mathematic as formal mathematics or axiomatic. Developing mathematics can give some contributions for nation superiority by mathematics learning innovation in doing continually. It is related to get nation superiority so we can think of mathematics, mathematics learning and mathematics education in various hierarchy ranks or intrinsic level, ekstrinsic or systemic.
PEMANFAATAN VIDEO TAPE RECORDER (VTR) UNTUK PEGEMBANGAN MATEMATIKA REALISTIK DI SMP
- Oleh Dr. Marsigit, M.A. kesimpulan membaca oleh : Siti Dwi Habibah Puji Lestari(10305144024) http://helloimpujiapuji.blogspot.com doing observation and analysis of VTR about learning mathematic, when was recorded by a teacher who was done in learning mathematic with real phenomenological, so other teacher can examine and search alternative envolve to obtain draft or idea about the real things and object of arround area can used as mathematic learning context for build relation of mathematic with society interaction. Use VTR learning mathematic with the real phenomenological can give some multiple benefits, such as : 1. Teacher gets chance for the real learning’s drafts reflection 2. Teacher gets chance for change their experiences with other teacher about envolving the real learning mathematic. 3. Teacher gets chance for exchanging process in learning mathematic at Junior High School is suitable with PMRI priciple 4. Teacher gets chance to reflect the teaching and learning process at Junior High School that suitable with PMRI principle. 5. Teacher gets chance to reflect envolve activity asessment for lerning mathematic process at Junior High School that suitable with PMRI principle.
KEGIATAN PENELITIAN SEBAGI USAHA UNTUK MENINGKATKAN PROFESIONALISME GURU MATEMATIKA
- Oleh: Dr. Marsigit kesimpuln membaca oleh : Siti Dwi Habibah Puji Lestari(10305144024) http://helloimpujiapuji.blogspot.com Teacher or candidate of mathematic teacher as a researcher can change intentionally in learning mathematic at school for doing various experiments, so the method of scientific can be appeared. Doing research in mathematic by teachers, lectures, or candidate lectures will give many benefits. In research mathematic learning, we can know some differences of individual or group when learning mathematic,we can determine position of student in group, can compare the result of grouping, we also can do investigation the suitability of purpose and study’s results,the standard competence or source competence was accieved or not. The result of the research can be used to perfect the programme, guidance, and give information for society. In details, before processing learning mathematic, the teachers should do some preparing steps : 1. Planning learning subject of mathematic circle Determine the sources of learning is needed,some activities, physical range of mathematic, to engage the student creativity. 2. Envolving student society’s circle Planning activity for collaborating, lead the student for appreciating, research student’s feeling about mathematic, envolve design of mathematic. 3. Planning activities in mathematic Planning balance activities in material, times, difficultie, etc. Planning activity appropriate with student’s ability, envolve the topic, build way of thinking, when and how to help student, applying some sources of learning (multiple books).
Pembelajaran Matematika Berbantuan Kalkulator: 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) kesimpuln membaca oleh : Siti Dwi Habibah Puji Lestari(10305144024) http://helloimpujiapuji.blogspot.com In several advance countries, calculator has an important play role in studying mathematic’s process. It’s showed in using calculator for education sources from primary education to university. This calculator has two kinds type ,they are ordinary calculator and scientific calculator. However graphic calculator is usually used by student for studying mathematic. Calculator graphic is more be superiority than the other kind of calculator because it can solve mathematic’s problem quickly and it can showed by graphic. The other superiority is graphic calculator,it can make a program for solving mathematic’s questions. After doing a survey at SMK Muhammadiyah IV Yogyakarta, in actually some student are confused and got difficulty to operate the calculator. For example is for conceiving the questions, input the questions to calculator, translette,make analisys, and conclude calculator’s answer. To solve this problem they usually ask to their teacher or friend who can do it. Utilization of calculator for helping device give another effect for the student. • Positive effects - Solve the matter easier - With calculator, lesson will be attractive in the class - Calculator as arithmetic’s auxiliary device - Studying mathematic with calculator will be increase - Matching the question • Negative effects - High depends percentation - Missing confidently - Lazy think - Facing more difficult matter
- November 24, 2011 9:17 PM
Memanfaatkan Microsoft Word 2007 Sebagai Media Pembelajaran Geometri di SMP
- Oleh : Dr. Marsigit M.A. kesimpuln membaca oleh : Siti Dwi Habibah Puji Lestari(10305144024) http://helloimpujiapuji.blogspot.com Recent time, using computer has introduced at schools . Utilization of computer, especially Microsoft Word 2007 is one of the teacher’s effort for the lesson source in studying. With using every facilities in it,we can develop geometry’s media for studying at school especially for Junior High School. It can be easier because the software of it can be found out in every generation computer recently. Studying geometry with Microsoft Word 2007 as the auxiliary media helps the student to solve their problems in mathematics. They can draw shapes geometry using it,for example 2 dimension is moreover draw for complex geometry shapes, for example 3 dimension shapes. It can will increase motivation and pleasant to study geometry. This utilization is as the auxiliary media for studying geometry at Junior High School will give positif contribution for teacher or student.
- November 22, 2011 6:13 AM
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