ABSTRACT

Parta, I Nengah. 2009. Developing Inquiry Teaching Model for Refining Mathematics Knowledge Pre-service Mathematics Teacher via Posing Question. Dissertation. Promotor: Prof. R. Soedjadi, Co-Promotor: Prof. I Ketut Budayasa, Ph.D

Key Words: Developing, Inquiry Teaching Model, Refining Knowledge, Posing
Question

The reasearch question is “How the developing and the developing result of the Inquiry Teaching Model that are valid, practical, and efective to refine mathematics knowledge pre-service mathematics teacher via posing questions”? Based on the research question, the aim of this research is to obtain valid, practical, and effective Inquiry Teaching Model.
The development is based on the “General Model of Educational Problem Solving”: Plomp, but the implementation phase is not under taken. In order to identify the criteria has been fulfiled, then validation and field trial are done.
To support for developing the model, learning devices and instruments are developed. Learning devices consist of students worksheet (abbreviated as LKM) and lesson plan (abbreviated as RP) and instruments consist of ; (1) Validation Sheet of Model and Learning Device, (2) Observation Sheet of Model Feasibility, (3) Observation Sheet of Students Activities, (4) Questionnaire of Students Response, and (5) Test of Subject Matter Comprehension (abbreviated as TPBA).
Prototype of validation sheets are validated by two validators and the result show that the prototype satisfy the validity criterion. The reliability of validation sheet of Model and Learning Device are tested based on the validation result. The test result show that validation sheet of Model and Learning Device has high reliability, since the score differences of each indicator from both validator no exceed than 1. Observation Sheet of Model Feasibility and Observation Sheet of Students Activities were not validated, and only discussed with colleagues who have done development research.
TPBA is validated by two validators and also discussed with Calculus lecturer. Validation result shows that the test satisfy the validity criterion but some terms need to be revised.
The Teaching Model is developped for pre-service mathematics teacher and the main issue that characterized this model is “possing questions with argument” by students. The syntax of the model contains of six phases and all of these phases are devided into three groups, i.e; preliminary, core activity, and conclusion activity. In core activity students build knowledge, refine knowledge, and internalize the knowledge. This core activity is devided into four phase, these are; (1) Displaying Information and Inquiry Activity, (2) Posing Questions, (3) Doing Group Discussion, and (4) Internalizing Exercise.
Prototype of Teaching Model and Learning Device are validated by five validators and the result shows that the prototype satisfies the validity criterion.
Prototype of Teaching Model and Learning Device that has been validated are tested via field trial. The objective of the field trial is to measure the practicality and effectiveness. In first trial, model feasibility has high category, so it satisfies the practicality criterion. Although practicality criterion attained, core phase in this model, i.e “Questioning” and Group Discussion and Internalizing Exercise are executed is only in the middle category. Furthermore, students persentage that did not make question is high, i.e 44%, the written question was not completed by argument, and problem solution in group discussion just narrated using declarative sentences. Based on this result, then the model need to be revised and retrial.
In the second trial, model feasibility has high category, but “mean feasibility” of questioning phase is 2.89. This result indicate that the feasibility level of this phase is still do not support the model practicality. Therefore, the revision based on this trial is centered on “questioning” phase.
In the third trial, “mean feasibility”, of all phase more than three, i.e , so model feasibility has high category. Therefore all phases feasibility support the model practicality.
Model effectiveness is measured based on four indicators, i.e; (1) comprehending subject matter, involving inquiry result and comprehension subject matter test result; (2) refining knowledge involving posing written question with argument and investigating of solution in group discussion, (3) students activities, and (4) students respon.
The result of the first trial shows that the model is not yet effective, since only ˝subject matter comprehension˝ indicator is achieved. In the second trial, ˝refining knowledge˝ indicator is still do not support model effectiveness, since the persentage of logic question completed by argument is 42,65% (less than 50%, the minimum limit for depth examination) and problem solution in group discussion just narrated using declarative sentence. In the third trial was obtained that model and the learning device are effective since all the effectiveness indicators achieve effectiveness criterion.

Kemampuan Pre-Service Mathematics Teacher
Menginvestigasi Obyek Matematika dalam Benda-Benda Nyata
Dalam Pembelajaran Secara Inquiry

Oleh I Nengah Parta
Jurusan Matematika FMIPA UM
E_mail: nengah_parta@telkom.net


Abstrak:
Paradigma Pembelajaran Matematika Realistik membawa angin segar kepada iklim pembelajaran matematika di Indonesia, karena pembelajaran dirancang menjadi bagian dari aktivitas anak sehari-hari. Tatag menemukan bahwa PMRI salah satu pendekatan pembelajaran yang memanusiakan manusia. Annie Makink mengatakan bahwa Pendidikan Matematika Realistik is a movement to reform mathematics education in Indonesia. Tetapi Marpaung melaporkan bahwa dalam menjawab soal pilihan ganda, siswa di sekolah non PMRI lebih unggul dibandingkan siswa di sekolah PMRI, sedangkan dalam menjawab soal “pemecahan masalah” dan soal non rutin siswa sekolah PMRI lebih unggul daripada siswa sekolah non PMRI. Soal “pemecahan masalah” atau soal non rutin umumnya memiliki tingkat kesulitan lebih tinggi daripada soal pilihan ganda. Karena itu, jika siswa mampu menyelesaikan soal pemecahan masalah, maka semestinya ia mampu mengerjakan soal “standar”. Namun fakta ini menunjukkan bahwa ada aspek yang masih perlu dibenahi dalam pembelajaran yang menggunakan pendekatan realistik. Dalam makalah ini diusulkan suatu langkah alternatif untuk mengatasi kesenjangan itu.

Kata Kunci: investigasi konsep, benda nyata, pembelajaran inquiry

Sebuah Puisi Tentang Logika

Pelajaran logika merupakan pelajaran sulit diantara materi-materi sulit dalam matematika. Tetapi setelah dicermati, ternyata tiap-tiap huruf pada kata "LOGIKA" merupakan huruf yang mempunyai kandungan makna yang sangat dalam. Puisi tentang logika di bawah ini menjadi bukti bahwa "logika" merupakan suatu istilah yang memiliki "magic power"


LOGIKA

Lantunan suara-suara merdu menyeruak keheningan malam
Orkestra dimainkan sekelompok anak
Gambelan ditabuh memberikan suara padu
Instrumen musik melengkapi semaraknya suasana indah
Katakanlah kepada mereka semua
Akulah yang akan memberikan makna semua itu



Adakah yang lebih indah dari keindahan itu sendiri?

Abstrak Makalah

Penghalusan Pertanyaan Mahasiswa
Dalam Pembelajaran Limit
Melalui Pembelajaran Berbasis Masalah

Oleh I Nengah Parta
Jurusan Matematika FMIPA UM
Email: nengah_parta@telkom.net



Abstrak: Menurut Callahan and Clarke (1988), dalam pembelajaran pertanyaan dapat berfungsi antara lain to stimulate thinking, assess student progress, emphasize key points. Gagnon, G.W (2001: 65) mengatakan usually, the best question are those that learner ask themselves, those that are evaluative thinking. Jadi dalam pembelajaran sebaiknya pertanyaan itu dari siswa karena dapat menjadi indikator keterlibatan siswa secara kognitif. Elder, dkk mengatakan a mind with no questions is a mind that is not intellectually alive. Agar dapat berfungsi seperti disebutkan di atas, maka pertanyaan itu perlu memiliki kriteria tertentu. Dalam makalah ini diuraikan penghalusan pertanyaan melalui pembelajaran berbasis masalah.

Kata Kunci: Penghalusan, Pertanyaan, Pembelajaran Berbasis Masalah