PEMBELAJARAN MATEMATIKA BERDASARKAN KURIKULUM BERBASIS KOMPETENSI DI SMK

Oleh : Dr. Marsigit MA
FMIPA Universitas Negeri Yogyakarta
Review by:
Syahlan Romadon
09301241041
Syahland.blogspot.com

Mathematics teachers generally have difficulty dealing with their students' mathematical ability differences. Broadly speaking, problems of learning mathematics can be distinguished by the due implementation of the different sources of between mathematics learning practices that are traditional and progressive. Six basic principles must be considered in the development of mathematics syllabus based on competencies, namely: (1) learning opportunities for all students without exception subjects, (2) curriculum is not merely a collection of teaching materials, but may reflect a coherent mathematical activities, (3) learning mathematics requires understanding of student learning needs, readiness to learn and learning facilities services, (4) opportunities for students to learn mathematics actively to build the structure of concepts through knowledge and experience, (5) the need for assessment activities to improve the quality of learning from time to time, and (6) utilization of a variety of strategies and methods dynamically and flexibly in accordance with the material, students and the learning context.

Teach math is not easy, because the facts show that students experiencing difficulties in learning mathematics. Necessary to distinguish between mathematics and school mathematics. In order to meet the demands of learning mathematics in general educational innovation, school mathematics is defined as:
1. Mathematics as search activity patterns and relationships
2. Mathematics as a creativity that requires imagination, intuition and invention
3. Mathematics as problem solving activities (problem solving)
4. Mathematics as a tool to communicate

So that potential students can be optimally developed, assumptions about the characteristics of students towards learning mathematics subjects are given as follows:
1. Pupils will learn math if they have the motivation
2. Pupils learn mathematics in its own way
3. Pupils learn math either independently or in collaboration with his friend
4. Pupils need the context and the different situations in the study of mathematics

Hierarchy of categories covering aspects of affective state to receive, respond to, the formation of values, organization and characterization. Aspects of attitude appears when there is commitment, preference value, receiving the value, satisfaction and willingness to respond to respond to the person. Aspects of interest arise when a preference value, receiving the value, satisfaction of responding, willingness to
responding, willingness to respond, the attention is concentrated, and the willingness to accept from a person's consciousness.

In addition to aspects of cognitive and affective aspects, aspects of motor skills also have a role that is not less important to know the students' skills in solving problems. In this activity students are asked to demonstrate abilities and skills do physical activities such as drawing a triangle, square painting, painting circles, etc.. To determine the skill level of students, evaluators can use the observation sheet.