RSS

Class Observation

PREVIEW

Class observation or design product is a coursein my first semester in IMPoME. The course that is taught by Bu Ratu Ilma (lecturer in Unsri) is about how to observe class, teaching and leaarning process, and students’ thinking. Through this course we also learn how to write an observation report. This course is important to make us common with observation, research and writing report. So, we will be easy and common to do our thesis or final research.

—————————————————————————————————————————————————————-

posted on Monday, 5 September 2011

OBSERVATION REPORT 1: Instructional Process of Class 1E, Primary School “SD YSPP PT. Pusri, Palembang”

Evangelista Lus Windyana Palupi1
Elika Kurniadi2
International Master Program on Mathematics Education (IMPoME 2011), Sriwijaya University
(1evangelista.palupi@yahoo.com, 2elikakurniadi@yahoo.co.id)

1. Introduction
Nowadays, Realistic Mathematics Education (RME) has been disseminated and has been implemented in some primary schools in Indonesia. One of those schools is elementary school Yayasan Sosial Peduli Pendidikan PT. Pusri (in this paper it is called as SD Pusri), Palembang, South Sumatra-Indonesia which also has partnership with Sriwijaya University (Unsri) in implementing RME. To understand and learn more about implementation of RME in the school, during a semester, observers will do observations in a class of SD Pusri. This report is a report of first observation and in this report observers will start out by briefly describing about pre and observation activities. Next, we will describe about teaching and learning process included its relation to RME theory. Then we move on to the Findings related to students’ thinking, and problems occur in the class.

Read More (download)

obsevation report 1 sd pusri english verse (evangelista-elika)

OR 1 SD pusri indo verse (evangelista-elika)

—————————————————————————————————————————————————————–

Posted on Wednesday, 21 September 2011

2nd Observation Report: SD Pusri Palembang, Sumatera Selatan

TRANS MUSI AND LEAVES TO TEACH NUMBER ADDITION FROM 1 TO 20 IN PRIMARY SCHOOL GRADE 1 SD PUSRI, PALEMBANG

Written by: Evangelista L. W. Palupi

1. Introduction

Numbers addition is the basic material in mathematics which is taught in grade 1 primary school (Depdiknas, 2006). This material is very important to be mastered by students because it is a prerequisite material for other materials such as addition of numbers more than 20, multiplication of numbers, and so on. In addition, this topic/material is also closely related and often found and used in everyday life.

Due to of the importance of the topic of numbers addition up to 20, then this material should be taught in more meaningful way for students. However, teaching and learning process that often occurs in the classroom is teacher oriented in where teacher become a center of learning process while students only become passive listeners. This statement is recognized by one of teachers in SD Pusri which stated that during teaching and learning process teacher tend to use direct method to transfer the knowledge.

Mathematics instruction which was developed based on the realistic belief that students should not be regarded as passive receivers of ready-made and based on the views of mathematics: mathematics as human activities and must be linked with the reality (Hadi, Sutarto, 2005) is one of innovations in instructional/teaching and learning process which can be done by teacher (Fauzan, Slettenhaar, & Plomp, 2002).

In this study, researchers and teacher try to design a lesson plan with topic of numbers addition up to 20 using realistic mathematics education approach (RME) in the context of Trans Musi (a kind of ground transportation in Palembang, Indonesia) and try to implement that lesson plan in the class. Details of how this research was done are described in the methodology.

……….

If you want to read more about that report, you have to download it through this links below:

  1.  laporan observasi 2 SD pusri-penjumlahan 1-20 english version-evangelista
  2. laporan observasi 2 SD pusri-penjumlahan 1-20 indo version-evangelista

——————————————————————————————————————————————————–

2 November 2011

CLASS OBSERVATION: Teaching and Learning Process of Great Common Divisor (GCD) and Least Common Multiplication (LCM) in Elementary School Grade 5

Evangelista Lus Windyana Palupi

International Master Program on Mathematics Education (IMPoME 2011)

e-mail : evangelista.palupi@yahoo.com

1. Introduction

Our interest in mathematics especially in how it is delivered leads us (My friend Elika Kurniadi and I) as researcher and observer to do mathematics class observation. After doing observation in Grade 1, now as there is an opportunity, it’s our turn to observe mathematics teaching and learning process in Grade 5. The topic at that time is about great common divisor (GCD) and least common multiplication (LCM).

In this observation report, observers will start out by briefly describing about teaching and learning process included its relation to RME theory. Then we move on to the Findings related to students’ thinking, and problems occur in the class. But before that, we will describe the details of how this observation was done in the observation activity.

Read more/download: laporan observasi 3 SD -FPB dan KPK kelas 5E english version-evangelista

—————————————————————————————————————————————————————–

Mengurangkan Tiga Bilangan Berturut-turut dengn Bermain Tepuk Bergambar/Ambulan

                                                  Oleh: Evangelista Lus Windyana Palupi

International Master Program on Mathematics Education (IMPoME 2011)

e-mail : evangelista.palupi@yahoo.com

A.    Pendahuluan

Indonesia merupakan suatu bangsa yang kaya akan budaya lokal. Salah satu budaya lokal yang sering dimainkan anak usia sekolah dasar khususnya di Palembang adalah permainan tradisional ‘Ambulan’ (dalam bahasa indonesia biasa disebut tepuk bergambar).

Permainan tepuk bergambar/ambulan biasa dimainkan oleh 2 atau lebih siswa. Aturan yang mengharuskan mereka (yang kalah) membayar/memberikan sejumlah kartu sesuai dengan kesepakatan awal kepada pemenang secara tidak langsung mengajarkan kepada siswa pengurangan dan penjumlahan bilangan secara informal.

Pendekatan pendidikan matematika realistik Indonesia (PMRI) menekankan untuk mengajarkan matematika dimulai dari hal yang dekat/’riil’ dengan atau bagi siswa. Sehingga pembelajaran menjadi lebih bermakna bagi siswa. (Read more: Mengurangkan tiga bilangan berturut-turut dengan bermain tepuk bergambar)

—————————————————————————————————————————————————————–

                         Learning Area of Planes through Playing Puzzle

Written by: Evangelista Lus Windyana Palupi

International Master Program on Mathematics Education (IMPoME 2011)

Evangelista.palupi@yahoo.com

 

A.    Introduction

Mathematics is often seen as a difficult and uninteresting subject to learn by students. Students often face difficulties in learning mathematics. For example, a teacher in Grade 6 in where this design will be implemented, ever said that her students have a difficulties to divide a n-side irregular plane into some another planes like triangle, square, rectangle, and so on.

To make a students understand and interested in mathematics then teacher should engage them into the teaching and learning process itself. This means that teacher should not only deliver the knowledge directly but also have to involved students in learning and teaching process. Not only that, teacher should transfer the knowledge in such meaningful way which connected the lesson with the students ‘real’ word which ever be experienced by students, so that students will be able to catch up and understand the subject/lesson. Those things can be done by help of Realistic Mathematics Education (RME) approach.

Realistic Mathematics Education (RME) approach not only focuses on the formal or abstract knowledge, but it is started from the ‘real’ (something near and have been experienced by students) to the abstract/formal one). And to bridge that, there is a use of manipulative in RME. Furthermore, RME give a chance to contribute and involved in teaching and learning process.

Read more: Learning area through playing puzzle

________________________________________________________________

DESAIN PEMBELAJARAN PMRI: Menentukan Keliling Jajar Genjang dan Menemukan Rumus Luas Jajar Genjang

Written By: Evangelista Lus Windyana Palupi (IMPoME 2011)

A.    Pendahuluan

Selama bertahun-tahun pembelajaran di Indonesia berorientasi pada guru. Dan selama itu pula, siswa dididik menjadi pendengar yang pasif. Mereka tidak terlibat dalam proses pembelajaran itu sendiri. Sebagai contoh ketika mereka belajar mengenai luas dan keliling jajar genjang dimana guru memberikan rumus, contoh soal, dan latihan.

Akibat dari sistem/model pembelajaran yang seperti itu, kemampuan berpikir kritis siswa tidak terbentuk, begitu pula dengan kemampuan mereka dalam menemukan sesuatu (reinventing).

Fokus penelitian/pembahasan dalam laporan ini adalah megenai proses pendesainan rencana/skenario pembelajaran luas dan keliling jajar genjang menggunakan pendekatan pendidikan realistik matematika (PMRI). Dalam penelitian ini, siswa diberi kesempatan untuk menemukan/reinvent rumus luas jajargenjang dengan bantuan persegi panjang dan menghitung keliling suatu jajar genjang.

Rincian bagaimana guru dan tim peneliti mendesain pembelajaran, mengimplementasikan rancangan tersebut dan melakukan analisis retrospektif dijelaskan dalam bagian desain pembelajaran di bawah ini.

Read More/download: 8th design keliling dan luas jajargenjang indo ver-evangelista

____________________________________________________________________________________________

DESAIN PEMBELAJARAN PMRI: “Mengajarkan Hubungan Kecepatan, Jarak, dan Waktu melalui Lomba Lari”

Written by: Evangelista Lus Windyana Palupi (IMPoME 2011 Student)

A.    Pendahuluan

Salah satu hal yang membuat siswa sulit dalam belajar/memahami matematika adalah adanya gap antara pengalaman kehidupan sehari-hari siswa dan matematika formal (Gravemeijer, 2000). Padahal, secara tidak langsung siswa telah melakukan dan/atau belajar matematika informal melalui permainan sehari-hari mereka. Sebagai contoh dengan bermain petak umpet secara tidak langsung mereka belajar vision of geometry (Moor, 1991), mereka juga belajar pengukuran panjang tidak baku ketika bermain patok lele (Wijaya, 2008).

Oleh karena itu, peneliti mencoba mendesain kegiatan pembelajaran untuk mengajarkan hubungan kecepatan dan jarak serta kecepatan dan waktu (Kelas 5 sekolah dasar/SD) melalui lomba lari dengan menggunakan pendekatan Pendidikan Realistik Matematika Indonesia (PMRI).

Penggunaan PMRI sebagai pendekatan yang dipakai dalam pembelajaran dikarenakan PMRI mengajarkan matematika ke siswa dari konteks riil (matematika informal) ke matematika formal (Hadi, 2005). Dengan kata lain, pendekatan PMRI dapat digunakan untuk menjembatani gap antara matematika informal dengan matematika formal.

Rincian bagaimana guru dan tim peneliti mendesain pembelajaran, mengimplementasikan rancangan tersebut dan melakukan analisis retrospektif dijelaskan dalam bagian desain pembelajaran di bawah ini.

 

2 responses to “Class Observation

  1. syarif hidayah tulloh

    March 22, 2012 at 2:46 pm

    can you give me the fungtion of the fildnote.

     
    • evangelista89

      November 5, 2012 at 8:37 am

      one of the function of fieldnote is to record what we as researcher and observer see in the field (class) during the lesson. it can give us the data about students’ behaviour and attitude, students’ thinking and reasoning, how they work in group etc. hope it helps ^^

       

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

 
%d bloggers like this: