DEVELOPING HIGH SCHOOL MATHEMATICS’ CURRICULUM AND HAND-OUT WITH INTEGRATING CONTRUCTIVISMS, CONTEXTUAL AND COLLABORATIVE APPROACH IN A LEARNING MODEL CALLED ‘MATEMATISASI BERJENJANG’
By: M. Andy Rudhito and Susento
In general, the research aims to develop High School Mathematics’ curriculum and handouts which integrating constructive, contextual and collaborative approach in a learning model called ‘Matematisasi Berjenjang’. Special purpose of the research in the year I (2007) is firstly to identify teachers’ problems and needs in the application of Curriculum 2006 particularly those related to constructive, contextual and cooperative approach. Secondly, it is to write a guidebook for developing and designing curriculum and handbooks (students’ guides and teachers’ manuals) in which the problems and needs as mentioned before to be addressed by integrating constructive, contextual and cooperative approach in a learning model, namely ‘Matematisasi Berjenjang’
This research belongs to development research. For year I this constitutes a design research consisted of two stages. First stage is an identification process of problems and needs. The resulted data are qualitative, i.e. descriptions of Syllabus and Learning Design, learning activities in classes, feedback from questionnaires and topics resulted from focus group discussion. The data are collected from taking sample of syllabus and learning design, recording class activities, completing questionnaires and focus group discussions. Second stage will be a design process based on results of the identification. The design includes a writing of curriculum developing handbook and students’ guide and teachers’ manuals.
Problems faced and related to the implementation of principals in Curriculum 2006 are that (i) teachers tend to explain step by step in solving problems and believe that mathematical competency can be achieved effectively through instrumental understanding development. (ii) students could not connect concepts to solve problems. (iii) teachers use learning methods which emphasize on explainations of general form at first and they give formal examples along with solving steps and then students imitate them. (iv) teachers are the only main source of learning and have not taken various media to facilitate of students’ knowledge construction process. (v) that teachers evaluate only from written formal mathematical problems solving and do not use other sources.
To deal with the problems above, (i) teachers need to give students opportunities for exploring and discussing problem solutions in their own ways. (ii) teachers need to develop students’ relational understanding in reaching mathematical competency. (iii) teachers need to start learning with contextual problem solving activities and in stages lead to formal mathematics. (iv) it is necessary to have alternative sources of learning that fit with constructivism, contextual and collaborative principles. (v) it is necessary also to have various ways of evaluation, for example written tests, project assignments and products and portfolios.
The guidebook for developing curriculum is composed to elaborate standard and basic competency handbook to be learning programmes covering main topics, sequences, and strategies. Mathematics learning strategies are applied to a learning model called ’Multistages Mathematics’.
Students’ guides play a role as students’ sources of learning so that they have materials and at once get motivations and guidances in the stage of mathematical understanding process facilitated by teachers. The structure of the guides follow a ’Matematisasi Berjenjang’ learning model. Teachers’ manuals are written as supplements to students’ guides in order for being teachers’ handbooks. They contain hints to be facilitators in mathematical learning process. These books also follow a ’Matematisasi Berjenjang’ learning model.
