Asumsi Dasar
Karakteristik Matematika, Subyek Didik dan Belajar Matematika
Sebagai Dasar Pengembangan Kurikulum Matematika Berbasis
Kompetensi Di SMP
Oleh :
Marsigit
FMIPA UNIVERSITAS NEGERI YOGYAKARTA
Reviewed by: Felisitas Sayekti Purnama U (09301241007)
Student of Mathematics Education 2009 in Yogyakarta State University
(http://felisitassayekti.blogspot.com)
Student of Mathematics Education 2009 in Yogyakarta State University
(http://felisitassayekti.blogspot.com)
The basic concept of competency-based mathematics curriculum development is a basic assumption of the characteristics of mathematic, the subjects were students, and learning of mathematics as a basis for development of competency-based mathematics curriculum in junior high. The basic assumption of the characteristics of mathematics, the subject of learners, and learning of mathematics that is used as the basis for the development of competency-based curriculum in middle school mathematics refer to the results of research conducted by practitioners of mathematics education.
Competency-based mathematics education emphasizes on the ability to be possessed by graduates so that the curriculum was developed based on the elaboration of competence standards into basic competencies. Center of the CBC is the development of children's learning experiences, contextual teaching and learning (CTL), meaningful teaching, with attention to life skills in the form of generic skills personal skills, social skills, academic skills and proficiency skills.
Experiences and learning activities are activities that students need to be done in order to achieve the basic competencies and learning materials. Judging from the competencies to be achieved, the experience can learn to memorize, use, and find. Judging from the material side, the learning experience can be associated with acquired facts, concepts, principles, and others. The learning experience can be obtained both inside and outside the classroom. The learning experience students need to be supported by the availability of source material, either a direct object and indirect object that is contextual. Thus, learning strategies can be developed: emphasis on problem solving, learning in different contexts of daily life, encouraging students as active Learners, students appreciate the uniqueness of self and pay attention to the diversity of student differences, learning through cooperative learning, and develop the assessment in the system the test. Development and learning experiences is the essence of mathematics competency-based curriculum, where it includes the study of the characteristics of mathematics, the subject of students, and learning of mathematics.
Experiences and learning activities are activities that students need to be done in order to achieve the basic competencies and learning materials. Judging from the competencies to be achieved, the experience can learn to memorize, use, and find. Judging from the material side, the learning experience can be associated with acquired facts, concepts, principles, and others. The learning experience can be obtained both inside and outside the classroom. The learning experience students need to be supported by the availability of source material, either a direct object and indirect object that is contextual. Thus, learning strategies can be developed: emphasis on problem solving, learning in different contexts of daily life, encouraging students as active Learners, students appreciate the uniqueness of self and pay attention to the diversity of student differences, learning through cooperative learning, and develop the assessment in the system the test. Development and learning experiences is the essence of mathematics competency-based curriculum, where it includes the study of the characteristics of mathematics, the subject of students, and learning of mathematics.
