Make question and answer the solve of disaster

Berliyanti Handayani

10305144029 / Matematika Swadana 2010

(ntiberliiy.blogspot.com)

In 2010, in the city of Cirebon flood that hit some of the town, one of his is a town in Tangkil affected by the flooding the worst. Not a few residents in the affected Tangkil diarrhea diseases and skin diseases caused by floods. After the data turned out there were 240 people are exposed to diarrhea disease, 180 people were exposed to diseases of the skin and 150 people were exposed to diarrhea diseases and skin diseases. From this data, specify:

1. population in Tangkil affected diarrhea diseases and skin diseases
2. population which is only exposed to diarrhea disease
3. population which only exposed skin disease
4. If in Tangkil has 550 inhabitants, what is the population which does not fall diarrhea diseases and skin diseases?

Answer:

suppose the affected diarrhea disease: D

the affected skin diseases: K

which is only exposed to diarrhea disease: a

disease that only affected skin: b

affected diarrhea diseases and skin diseases: c

Which does not fall diarrhea diseases and skin diseases: e

• D∪K=a+b-c=240+180-150=270

So, the number of inhabitants in the affected Tangkil diarrhea diseases and skin diseases there are 270 people.

• a=D-c=240-150=90

So, the number of people exposed to diarrhea diseases is only 90 people.

• b=K-c=180-150=30

So, the only population exposed to skin diseases there are 30 people.

• S-D∪K=550-270=280

So, the population does not fall diarrhea diseases and skin diseases there are 280 people.

Strategi Menyiapkan SDM Menuju Sekolah Dasar Berstandar Nasional dan Internasional

By : Marsigit

Concluded Remark : Berliyanti Handayani / 10305144029 / Matematika Swadana 2010

(ntiberliiy.blogspot.com)

Social interaction between students and teachers in the SBI will be able to provide critical activities creatively for correction of concepts, so that students will gain improved concepts, so that his subjective knowledge was equal to his objective knowledge. Critical power and creativity of students in the SBI could be developed through learning activities creatively. Learn in school can be creatively emphasize the relationships between human beings in his dimension and appreciate the existence of individual differences in ability and his experience. If seen as absolute truth, but the individual's role is very important in his work. Revitalizing education in SBI containing his business sense there needs to be to formulate a model of learning which is considered the international standard with our conditions and in accordance with the demands of the development of the era.

Advice for teachers who might be useful in the study, such as:

a. the preparatory stage of teaching

plan learning environment,

planned activities.

b. stage of learning

develop the role of the teacher,

set the time to whom and when to undertake activities jointly or not with students.

c. stage of evaluation

observe the activities of students,

evaluate yourself,

judging process, understanding, skills, facts and results,

assess results and monitor the progress of students.

In order to be able to develop learning that encourages critical thinking and creative then there are some basic assumptions that should be understood. First, viewed in a more humane, among others, can be thought of as a language, human creativity. My personal opinion is highly valued and emphasized. Second, the theory of learning based on the assumption that every student is different between each other in the control. The student is considered to have the mental preparedness and different abilities in learning. Therefore each individual need, opportunity, treatment and different facilities in learning. Development of Learning power are creative, critical thinking and creativity in the SBI situational to function at their best in order for the teacher as a facilitator of student can learn optimally. Learn creatively at SBI are seen not to be taught by teachers but to be developed by the students. Students are placed as a point of learning center. Teachers in charge of creating the atmosphere, providing the facilities and more and more teachers are role as Manager of the faculty. Study on the SBI conducted in an atmosphere that is conducive atmosphere not so the formal.

Gerakan Reformasi Untuk Menggali dan Mengembangkan Nilai-Nilai Matematika Untuk Menggapai Kembali Nilai-Nilai Luhur Bangsa Menuju Standar Internasional Pendidikan

By : Dr. Marsigit, M.A.

Concluded Remark : Berliyanti Handayani / 10305144029 / Matematika Swadana 2010

(ntiberliiy.blogspot.com)

In the macro, description of the education system still shows the characteristics of a rigid centralism, with the dominance of the bureaucracy that is very strong, so that at every level of education occurred stagnation. Creativity or improvised towards innovation very hard to do "for the national education system tends to follow the instructions from above. The national education reform should be able to renew and develop their vision of education as well as scrape out paradigm constraints for education by maintaining and improving the quality and professionalism and community empowerment towards new Indonesia that Indonesia open, democratic and unified.

In the practice of educational policies at the micro, Indonesia still resting on the role of teachers as the spearhead of the Government in implementing the policy of its educational policies. However the importance of the role of teachers has not been offset by the awareness of Government to empower them. Teachers can play a role object at the same time the subject of the reform of education by improving the ability of the educating and managing class. But in fact it is not easy because the students are educated get that learning it is not easy. There are still a considerable gap between educational idealism and practice in the field.

Education reform will be achieved if political reform resulted in a phase of a Government that is able to absorb the aspirations and was able to make corrections themselves so that there is an urge to do a restructuring of the education system and implement the ideal-ideal for education.

The value of mathematics can be seen from the context of ontological, epistemological and axiological, within the limits of extrinsic and intrinsic value, systemic. The value of mathematics should be coupled with the critical thinking because the mathematics is nothing other than itself is critical thinking. Mathematical acumen capable dreamy future through the concept of teleologi that what happens in the future will at least be photographed through the present. Nevertheless there are still other values that are related to the level of quality. With analog thinking then what happens to the disclosure of the value of mathematics can be used on the disclosure of the sublime values of the nation. The value of the sublime nation can grasp return nothing other than simply translating method and translated from the context of the passage of time in the past, present and future.

In the field of education, teachers need to continuously evaluate the lack or excess of teach her to get information for improvement to teach; If you need to learn new techniques that are more interesting and effective (Alexander, et al, in Bourne, 1992). For that teacher needs to get encouragement and assistance from related parties primarily Principal and supervisor of the school, so that they can bring about a good teaching; but keep it roles and functions of the principal, Supervisor and Controller defined back so education environment more conducive conditions for teachers and students to develop themselves. A teacher can reflect the style of teaching is good and flexible if a concerned teacher master the ways of organizing the classes, making use of learning resources, the achievement of the purpose of teaching according to the ability of the students, the development of evaluation system, handling individual differences, and embody a particular teaching style according to your needs. Required 'political will' from Government for the returned to put education 'educate' substance in accordance with the substance 'subject' educates and substance 'scholarly ', that education is not only seen to 'obliged ' but something 'needed ' by students, so that education not only viewed the subject matter of the students as 'investment ' development but as a subject that needs to be 'developed '.

Peran Intuisi Dalam Matematika Menurut Immanuel Kant

By : Marsigit

Concluded Remark : Berliyanti Handayani / 10305144029 / Matematika Swadana 2010

(ntiberliiy.blogspot.com)

According to Kant (Kant, i., 1781) was a mathematical reasoning be construct concepts are synthetic a priori in the concept of space and time. Kant (Randall, a., 1998) concluded that the arithmetic and mathematics is geometry disciplines are synthetic and are independent of one another. In his work the Critique of Pure Reason and the Prolegomena to Any Future Metaphysics, Kant (ibid.) concluded that the truth of mathematics is synthetic a priori truths. The truth of logic and truth that is revealed only through the definition of truth is analytic then. The intuitive nature of the analytic truths a priori. But, the truth of mathematics as a synthetic construction of truth is a concept or some of the concepts that generate new information. If the concept of purely derived from empirical data then the verdict obtained was the verdict of a posteriori. Synthesis derived from pure intuition resulted in a verdict of a priori. Kant (Wegner, p.) concluded that intuition and decisions that are ”synthetic a priori” applies for geometry and arithmetic. Geometric concepts are “intuitif spatially“ and arithmetical concepts are ”intuitif time“ and “number“ , and both are ”innate intuitions”. With the concept of intuition, Kant (Posy, c.,1992) wanted to show that mathematics also requires empirical data which is that the nature of mathematics can be found through intuition, sensing but human reason cannot reveal the substance of mathematics as “noumena” but only reveal as “phenomena”. Kant (ibid.) contributed because it gives the middle way that mathematics is synthetic a priori verdict, i.e. the first verdict obtained for a priori, but the concept of experience gained is not empirical nature (Kant, i., 1783) but rather are pure. Knowledge of geometry that are synthetic a priori to be possible if and only if the concept of a spatially understood transcendental and produce a priori intuition.

Pengembangan Kompetensi Guru Matematika Melalui Model-Model Pembelajaran, Lesson Study dan PTK Melalui Peningkatan Peran MGMP

By : Dr. Marsigit

Concluded Remark : Berliyanti Handayani / 10305144029 / Matematika Swadana 2010

(ntiberliiy.blogspot.com)

Development of learning is the development model to gain knowledge about learning models, certain procedures done that is systematic and backed by a methodology which is a study of the rules in his method. As a teacher or prospective mathematics teacher who always do innovative sued for a discussion of how we gain knowledge about learning math which fit the current trends. Our knowledge of aspects of mathematical learning as desired scientific knowledge that is an understanding of the workings of mind of the individual students in learning mathematics.

Activity Lesson Study can be viewed as an educational research activities which are systemic and other research activities such as the PTK. Class action research (PTK) can be used by teachers to develop and refine the models with learning how to obtain feedback directly from the issue that arises in a class of mathematical learning. PTK is more beneficial to enhance the profession of teachers and its implementation time relatively quickly compared to conventional learning model; and harnessing information technology to develop themselves. and its implementation can be supported by development of MGMP as well as in the framework of professional development of teachers. A few grains of new paradigm (vision) MGMP can be articulated that the MGMP needed to be developed:

1.    the Sense of connectivity: a professional organization that is systemic which can be a liaison between stake-holder education (mathematics).

2.      Sense of services: that is able to respond and cater to the professional development of its members

3.      Sense of innovation: that is a pioneer and implement reform of the educational paradigm.

4.      Sense of mobility: the need for the development of MGMP is supported by the technology of Informatics and communications (ICT)

In particular on the development model of learning math in high school we have to do things as follows:

Planned environmental learning math

·         Developing a learning resource from environmental learning

·         Plan the development of a flexible

·         Engaging students in creating an environment of learning math

·         Engaging students in activities to Develop students ' social environment

Develop social environment student

·         Planned development to work together

·         Encourage students to appreciate each other

·         Browse student feelings about math

·         Developing mathematical models.

Plan the development of mathematical models of learning

·         Plan for a balanced development of mathematics in terms: material, time, trouble, activities, etc.

·         Plan the development of mathematics open (open-ended).

·         Plan the learning of mathematics in accordance the ability of the students.

·         Develop a mathematical topic.

·   Developing mathematical reasoning abilities that include: critical attitude, method study and mathematical ability.

·         Conduct and implement the results of the development model of mathematical learning, reflection.

Pendekatan Matematika Realistik Pada Pembelajaran Pecahan di SMP

By : Dr. Marsigit

Concluded Remark : Berliyanti Handayani / 10305144029 / Matematika Swadana 2010

(ntiberliiy.blogspot.com)

Realistic mathematics stressed to construction of concrete objects context as a starting point for students to obtain mathematical concepts. Concrete objects and environment about objects can be used as the context of learning mathematics in building linkages mathematics through social interaction.

In the Guidelines, the development of the learning KTSP mentioned that mathematics can be started with the introduction of the issue in accordance with the situation (contextual problem). By raising the issue contextually, learners gradually guided to master math concepts. The purpose of learning fractions in junior high can be mentioned as follows:

1.      Solve the problem and found a number of contextual concept of contextual issues which broke solved.

2.      Understand the concept of number, description of how intercultural concept and apply the concept of number is supple, broke out, accurate, efficient, and precise, in resolution.

3.      Using reasoning patterns and properties, the performed manipulations and make generalizations about the number of breaks.

4.      Communicating the concept and use of the number of breaks.

5.      Have the attitude of valuing the usability numbers break out in everyday life.

Fractional number it can be inferred through PMRI :

 Students :

1.      Students need to be given the opportunity to explore and reflect on the alternative concept of fractional numbers ideas that influence learning next.

2.      Students need to be given the opportunity to explore and gain new knowledge about fractions by forming knowledge it for himself.

3.      Students need to be given the opportunity to gain knowledge as a process of change that included the addition, modification, creation, feathered, reconfiguring and rejection.

4.      Students should be given the opportunity to gain new knowledge about fractions that are built by students for itself comes from a variety of experience.

5.      Students need to be given the opportunity to understand, work out and implement the fractions.

Teachers need to revitalize itself so that:

1.      As a facilitator.

2.      Able to develop learning interactively

3.      Able to provide opportunities to students to actively.

4.     Being able to develop curriculum and syllabus and actively associate curriculum with real world, either physical or social.

5.      Being able to develop learning scenarios :

a.      scheme of Interaction: Classical, group discussions, Individual Activity,

b.      scheme Achieving Competence: Motivation, attitudes, Knowledge, Skill, and experience

Pendalaman dan Pengembangan Konsep Kurikulum 2004 dan Silabus Berbasis Kompetensi Matematika SMP

By : Drs. Marsigit MA

Concluded Remark : Berliyanti Handayani / 10305144029 / Matematika Swadana 2010

(ntiberliiy.blogspot.com)

Teach math is not easy because the fact remains that the students have difficulty in learning mathematics (Jaworski, 1994). In order for learning mathematics can meet the demands of innovation education in General, Ebbutt and Straker (1995: 10-63) defines the mathematical school is hereafter referred to as mathematical, as follows:

1.      Mathematics as a search pattern and relationship activities

2.      Mathematics as a creativity that requires imagination, intuition and the discovery of

3.      Mathematics as problem solving activities

4.      Mathematics as a means of communicating

To achieve these capabilities developed the learning process that takes into account the context of mathematics and its applications in everyday life.

Ebbutt and Straker (1995: 60-75), gave his view that in order for the potential student can be developed optimally, assumptions about the characteristics and implications of the subject students learning mathematics is given as follows:

1.      Students will learn mathematics if motivation

2.      Pupils learn Mathematics in its own way

3.      Pupils learn Mathematics either independently or in collaboration with his friend

4.      Students need the context and the different situations in learning mathematics

In addition, there is also a systematic syllabus-based format and competence.

The Format is a form of presentation of the contents of the syllabus of basic standards of competence, the competence, indicators, basic materials, learning experience, the media and testing; While the systematic syllabus describe the order of presentation of the parts of the syllabus. Syllabus Format created in such a way so that the teachers or the user can learn and practice the syllabus with ease. Regional and school has the authority to spell out the basic competencies into the learning material, descriptions of learning materials, learning experiences, time allocations, and other teaching and learning. Packaging syllabus is determined based on consideration of practicality in reading, take, use or store. Step preparation of Basic Competency Based Syllabus subjects of mathematics, is a series of events beginning with the philosophical study of the development of mathematics education, including in it is.

There are also terminals in more operational than the syllabus into partial-partial learning activities operationally can be done by a teacher called Learning Units (SP). SP component include the following:

1.      The identity of the two Subjects.

2.      The competence base of

3.      Minister of Education

4.      Learning strategies

5.      Learning Media

6.      Appraisal/Assessment

7.      Source Material