Asumsi Dasar Karakteristik Matematika, Subjek Didik dan Belajar Matematika Sebagai Dasar Pengembangan Kurikulum Matematika Berbasis Kompetensi di SMP

Oleh: Marsigit

Reviewed by: Syahlan Romadon (09301241041)
http://syahland.blogspot.com

In order to following the movement of education paradigm, Indonesian government has been developing a new kind of curriculum for national education called base competence curriculum. To develop this new kind of curriculum it’s also need to develop some kind of things which is including on the part of curriculum for example is syllabus, at least there are six kinds of things that should be noticed to develop syllabus such as: a chance to all pupils to learn, curriculum not only as a collection of the learning content but also be able to reflect the teaching learning process coherently, the learning of mathematics need an understanding about the needed of student learning, the readiness of the student to learn and serving the learning facilities, give a chance for the student to learn mathematics actively to construct their concept structure through their knowledge and their experience, the needed of assessment to increase the learning quality, the using of various strategy and learning method as flexible and dynamic which is appropriate with the content, the pupil and the context of learning.
The main issues are how to make the plans, the developments and the implementations of curriculum appropriate with the wish of learning activity. To answer this issues so on the section of planning and developing process should be pay attention on: the directive to developing syllabus, the technique hint of curriculum application which was developed, the curriculum supporter such book, learning facilities and the ability of the teacher, the involvement of the teacher on the planning and developing of curriculum process, the needed of socialization about curriculum development to stake holder and also the needed of continue evaluation to the application of curriculum.
In order to produce the innovation demand of education generally, Ebbut and Straker (1995:10-63) define school mathematics as: mathematics as the connection and pattern investigation activity, mathematics as creativity which is need imagination, intuition and invention, mathematics as a problem solving activity, mathematics as communication tools.