By : Dr. Marsigit, M. A.
Reviewed by: Resti Safitri (09301241012)
Reviewed by: Resti Safitri (09301241012)
The development of mathematics education can be done at two levels ie at the macro and micro. At the macro level, the development of mathematics education should be able to renew the vision and develop as well educational paradigm of education while maintaining and improving the quality and professionalism and empowerment of communities towards the New Indonesia Indonesia is an open, democratic and united. For a practitioner of education (teachers), educational development on a macro level for a few things are beyond the scope of his thinking and his ability. But considering teacher education is a critical success, then teachers can play a role object and subject of the development of education by increasing the ability to educate and manage the classroom. But reality is not easy because it educates students find that learning is not easy. There are still a considerable gap between educational ideals and practices in the field.
Math scores can be seen from the context of ontological, epistemological and axiological within the limits of intrinsic value, extrinsik and systemic. For a self-learner of mathematics then the lowest value of mathematics is that if only his own use, a higher value if math can be used for public interest. But the highest math scores is if it can be used systemically for wider interest. But the values of mathematics that is developed should be coupled with critical thinking because mathematics is none other than critical thinking itself. The sharpness of the future of mathematics can wander through the concept of teleology that what happens in the future at least be photographed through the present.
Nevertheless there are still other values are related to levels of quality. At first the quality of math scores only appear on the outside, but on the quality of the second and third and so on then nilaimatematika is metaphysical. This is then known people with hermenitika method.
In the field of education, teachers need to continually evaluate deficiency or excess of teaching in order to obtain information for improvement of teaching; kalauperlu learn new techniques are more attractive and effective (Alexander, et al, in Bourne, 1992). For that teachers need to receive encouragement and assistance from relevant parties, especially the principal and school inspector, so that they can realize a good teaching; but it is important to the role and functions of the Principal,
In the field of education, teachers need to continually evaluate deficiency or excess of teaching in order to obtain information for improvement of teaching; kalauperlu learn new techniques are more attractive and effective (Alexander, et al, in Bourne, 1992). For that teachers need to receive encouragement and assistance from relevant parties, especially the principal and school inspector, so that they can realize a good teaching; but it is important to the role and functions of the Principal,
Supervisors and Supervisors redefined return to conditions more conducive to the educational environment teachers and students to develop themselves. A teacher can reflect the style of teaching is good and flexible if the teacher is concerned to master the ways of organizing the classroom, teaching use of resources, achievement of the goal of teaching students according to ability, development of evaluation systems, the handling of individual differences, and the realization of a particular teaching style according to the needs .
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