Hongki , Julie (2011) Development Guided Reinvention Principle In PMRI Approach In Use The Teacher Guide In Elementary School. PROCEEDINGS International Seminar and the Fourth National Conference on Mathematics Education. ISSN 978-979-16353-7-0
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Abstract
Since 2001, four teacher education institutes (LPTK) are developing a localized, Indonesian version of realistic mathematics education. It is known as PMRI, Pendidikan Matematika Realistik Indonesia. PMRI is an adaptation of Realistic Mathematics Education (RME) as it has been developed by the Freudenthal Insitute in Netherlands. Since 1968, Dutch researchers, developers and educational designers have been working on the ongoing development of RME. Considering the number of schools in the country, the scale of the pilot project is small. For a large scale implementation of PMRI, the PMRI movement goes into a new phase while maintaining the basic principles. The pilot model uses close cooperation between teacher educators and teachers and a bottom-up approach, meaning teachers, principals, and to some extent parents, are involved in the various stages of development. However, in large scale dissemination, sustainable top-down support is required. The challenge then is to find a dissemination strategy that keeps the principles of the movement. The partners agreed upon two strong pillars under the dissemination strategy,i.e a. Establishment of an expanding network of local PMRI resource centers at each participating LPTK (later, called P4MRI) as starting points for further dissemination. b. Developing teaching materials based on classroom experience and classroom research. As far as I know, PMRI team does not do a research about teacher guide. So, as a writer for the PMRI book (the student and teacher book), I have two questions for teacher that can the teacher book help teachers to teach mathematics with PMRI approach? and can the teacher book help teachers to develop the PMRI characteristics? I want to know how students in grade 1 to solve problems about addition, subtraction, and mixed between addition and subtraction. Because of that reason, I made a student sheet. The content of the student sheet are problems about how many passenger in a train which moves from one station to another. I used the PMRI approach to develop the student sheet. I develop a teacher guide which help the teacher to use the student sheet and to do the teaching learning process with the PMRI approach. The content of the teacher guide are teaching learning goals, mathematics concepts, tools and materials, time, and student and teacher activities. At 8 October 2010, I get an opportunity to try out the student sheet and the teacher guide on class II C, Kanisus. Based on my observation, there are two strategies which are used by students to solve the problems in the student sheet, that is 1. Stacked to bottom (almost every students used this strategy); 2. “Menghitung ke samping” (only one student used this strategy). One of indicators from the guided reinvention principle in PMRI approach is that students can find a new concept or strategy from a teaching learning process which is followed by the students. Base on my observation in the classroom, the indicator from the guided reinvention principle in PMRI approach does not appear on the lesson of that day. So, I can say that in the teaching learning process on that day the guided reinvention principle in PMRI approach does not appear. From my explanation, there are some problems which are solved by the research, i.e. 1. How is a teacher’s understanding about the guided reinvention principle in PMRI approach on a primary school which is used PMRI approach? 2. How the guided reinvention principle in PMRI approach can be appeared by a teacher on a primary school which is used PMRI approach? 3. What are indicators that a teacher can appear the guided reinvention principle in PMRI approach on a primary school which is used PMRI approach? 4. How is a teacher understanding about the mathematics concepts which are found by students in the teaching learning process which uses PMRI approach? 5. How is the process to design a teacher guide which helps teachers to appear the guided reinvention principle in PMRI approach on a primary school which is used PMRI approach? If I will answer those research questions, then I will do a qualitative and design research. I will develop a valid, practice, and effective teacher guide which helps teachers to appear the guided reinvention principle in PMRI approach on a primary school which is used PMRI approach when I do a design research. Key words: student book, teacher book, PMRI,and a guided reinvention principle.
| Item Type: | Article |
|---|---|
| Subjects: | Prosiding > KNPM 2011 |
| Divisions: | Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) > Pendidikan Matematika > Pendidikan Matematika |
| Depositing User: | Jurusan Pendidikan Matematika |
| Date Deposited: | 02 Jul 2012 05:55 |
| Last Modified: | 02 Jul 2012 05:55 |
| URI: | http://eprints.uny.ac.id/id/eprint/1339 |
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