some english for u.....

Ratio and It’s Teaching and Learning

In mathematics learning, we need model and method to learn mathematics. So, we must know all about mathematics and it’s learning.  The majority of students thinking about mathematics that it is scary, it is very difficult to learned moreover they also thinking that mathematic’s teachers are killer, so that we have to try teach mathematics with fun and joyfull condition then students can study mathematics with enjoying. Make a joyfull learning need any factor such that we know about management of classroom. It is main of efective organize class.  Manage of classroom is a skill where a teacher teach and students learn. Teacher need it to make efective learning, minimalize mistakes in teaching, and also to achieve purpose of learning mathematics. In classroom management have three compenens like first how to make students active in class. This part is how a teacher make students activity in study process. Command students to do task is important in learning and classroom management. Students who pay attention material of teacher will not see out window, will not sleep in the class, and will not joke with other friends. Classroom management and students have corellation in teaching activity.

Second compenen is some interuption. Classroom management also to purpose make an invention safe area to study. So that teacher don’t stop teaching and students don’ stop studying. In class usually students make some interuption, so a teacher have to try to make class always enjoying and joyfull. Third compenen is used efective time to study. This part show that requirement of efficiently used time in learning. Maybe many time what castaway in teaching math. So that a teacher must make a lesson plan before teach, so maybe we can maximility used time.

            Arthur C in his book “the management of a city school”, identification about characteristics and skill in classroom management who have a efective teacher. A characteristics a teacher can influence behavior of students positive or negative. Some characteristics of teacher are calm, a calm teacher not make students stress and give impression that teacher have powers so they feel more better to study hard. Solid and Firm, students admire to the teacher who have this characteistics. They will previous thinking before doing deviate something with firm teacher. Diligent and Strong, students will not be wary to doing tasks because they see a good teacher. Other them guru must have Cheerful, sympathy, patient, on guard, fair, opened, orderly, competent, and intelectual.

            In lesson mathematics a teacher must have teacher support. This is needed to make students feel safe and enjoy to learn mathematics. Five item teacher support :

• The teacher shows an interest in every student’s learning (interested).
• The teacher gives extra help when students need it (extra help).
• The teacher helps students with their learning (helps learning).
• The teacher continues teaching until students understand (understand).
• The teacher gives students an opportunity to express opinions (opinions).

In learning mathematics, one thing important to noticed, it is a motivation. Motivation is important prerequiste in learning.  A good teacher have to give motivation to students so they can learn mathematics with well and enjoyment. Usually students will enthusiastic in learning if a teacher give them reinforcement such some words that can spirit student in the class. Example “ good idea”, “i like your answers”, but if a student can not answer the question, a teacher don’t give excoriation but give spirit and show him to thruth. Motivation was divided two part, ektrinsic motivation and instrinsic motivation.

Ekstrinsic motivation is motivation that pusposed by eksternal like grades, money, or prizes. And instrinsic motiavation is motivation that purposed by personal factor like satisfication or desire tobe a winner. In learning mathematics a teacher can give ekstrinsic motivation with give prize to students, give two thumbs to them or give them special words. But given this motivation must be careful because this motivation usually temporary in students. So that a teacher must try to increase the instrinsic motivation. Because instriinsic motivation is how students interest to study, to find, and to learn about something. This curiosity can take along them in succes. The literature on students’ motivation to learn often makes a distinction between intrinsic and extrinsic motivation, commonly holding that intrinsic motivators are more effective than extrinsic ones in engendering engagement and performance.

Research of Programme for InternationalStudent Assessment (PISA) views interest in the subject matter as an intrinsic motivational preference which affects intensity of engagement with the subject. The report uses the index variable interest in and enjoyment of mathematics to represent this construct. This variable derives from a series of questionnaire items on how much students enjoy and look forward to doing mathematics. The report considers subject-matter interest to be an aspect of student learning strategies, especially if interest in the subject flows in some way out of or from the teaching. This type of positive motivation might be expected to result in increased achievement. In contrast to the intrinsic nature of interest and enjoyment, students may be motivated to study mathematics by its perceived importance to future education or to careers. To analyse this possibility, the report uses the PISA measured by a series of questionnaire items on the perceived value of studying mathematics for these external reasons.

To learn sebject lesson mathematics need about classroom management, motivation, and method. For example if choose subject mathematics ratio. In teach it, we can use many models and method. First we can use contextual teaching and learning (CTL) in inception. CTL is a phenomenological of learning that measure student process to find material and corellation with their life. A teacher give sample what something in life that connect about ratio. To start about definition about ratio a teacher can give sample that available in class. A teacher can give question to student about something in them lifes that connect with ratio. This dialog is a example of it :

Teacher            : “ which older??me or you??

Student 1        : “yours!!

Teacher            : “ok that is true, so we can say that “ a teacher is older than    pupil”.

Teacher            : “which taller between Tono and Harry??

Student 2        : “Hary”..

Teacher            : “yes..that is true”, so we can say that “Hary is taller than Tono”

After scheme of students was formed, then teacher measure about define of ratio with give sample problem. Before do it teacher also give aperseption about ratio that in learn ratio need material about fraction. This is one sample of define ratio :

Riam’s weight is 24kilos. Tono’s weight is 30 kilos. The ratio of Riam’s weight and Tono’s weight can write such as :

1. Riam’s weight less than Tonos’s weight. In this is ratio of weight.
2. Riam’s weight : Tono’s weight = 24 : 30 = 4 : 5. In this ratio, that is compared is divide between Riam’s weight and Tono’s weight.

And then teacher gives conclusion about how to compare between two thing is :

1. With find difference
2. With find result divided.

The next learning material is to form simple ratio of two same quantity . teacher explain this material like this :

A table have size lenght 150 cm and wide 100 cm. Ratio of it can show like two manner are, with find difference, 150 cm-100 cm = 50 cm or can find with result divided is, 150 : 100 = 3 : 2. Lenght and wide are same quantity, because they have same unit is centimetres. But between wide and areaa can not compared because they are’t same unit so can’t compared. Hence, teacher explain about example of that material. He can gives sample like : How to make simple this ratio? 2 : 1 400 cm3 : 1 l Solution : a.       2 : 1            b.      400 cm3 : 1 l = 400 cm3 : (1 x 1000) cm3                       = 400 : 1000                     = 4 : 10 = 2 :5

After explain that, students do the task about aplication of material before. In this section had better a teacher use some methods. And in this material ratio we choose think pair share method. First, teacher gives some problems  mathematics  like this :

a.       75 cm : 90 cm

b.      200 grams : 7 kilos

c.       5 litres : 20 milimeters

d.      20 dozens : 60 seeds

e.       hours : 35 minutes

f.       3,4 ha : 170 ares

In this section, every student doing this task. And finished it, they pair with their seatmate. After it they discussion about task that given teacher and then they share with other pairs groups. In this discussion teacher help students to get conclusion off all material. After it teacher gives individual tasks to every students and make a rate everi them. And tacher announce the result of individual test and gives them reward.

            For this material (ratio) can use other methods and models. And it can modify to motivation student to joyfull learning so they can study mathematics without bad feel. And a teacher must have learning and teaching inovation. And we hope perception student is mathematics is fun.

Reference :

1.      Djiwandono, Sri Esti Wuryani. 2006. Psikologi Pendidikan. Jakarta : PT.Gramedia Widiasarana Indonesia.

2.      Nuharini, Dewi. 2008. Matematika Konsep dan Aplikasinya Kelas 8. Jakarta : Pusat Perbukuan, Departemen Pendidikan Nasional.

3.      Programme for International Students Assesment. 2010. Mathematics Teaching and Learning Strategis in PISA. OECD

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judule wae aneh cah,,,,,,padahal aku mung rep nulis sing gak puenteng e pooolllll.............
"syukur alhamdulilah ya Rabb Engkau berikan orang tua yang begitu hebat, tanpa mereka aku gak akan jadi seperti ini, aku cinta bapak dan ibuku"
teori nya "selalu berharap pada Allah dan tidak terlalu berharap pada manusia"
sooo,,,,,you know me so well......
tetep semangat walau keliatan gak semangat..
tetep bekerja walau keliatan gak bekerja...
tetep berpikir walau keliatan gak berpikir,,,
dan tetep makan-makan bersama om Bondan di trans tv..
hahaa...tulisan yang aneh,,,,

hhmmm......kebingungan yang tak menentu

hiyahhhh.....
bener-bener menjadi bingung dengan kehidupan ini. ternyata banyak sekali tantangan hidup yang harus dijalani. dan aku pun tidak tahu apa yang aku lakukan di masa yang akan datang. tahun ini agak menakutkan buat ku....hhmmmm....mengikuti organisasi yang sarat akan permasalahan...dan aku tak mudeng istilahnya dengan masalah itu. aku sendiri juga gak tahu kenapa permaslah itu bisa muncul. apa karena ketidak percayaan ato karena apa aku juga gak tahu. padahal aku biasa aja dengan itu semua,,tapi yah sudahlah...
untuk urusan kuliah tetep nomer satu. karena memang tujuan awal aku hijrah ke jogja ini untuk kuliah. heheeeee...aku sebenarnya gak biasa ya nulis2 gini tapi ak ingin nyoba nulis,,,,gak mutu bgt ni aku
semoga Allah selalu melancarkan jalanku....amiinnn...

yahh,,,sebenarnya aku takut dengan masa depanku,,,aku ndak tau apa yang akan terjadi dengan masa depanku....tapi aku sih yakin kalo apa yang aku lakukan sekarang akan memberikan dampak pada masa depanku nanti,,,,tak apa lah memilih jalan ini ...aku harus yakin bahwa nantinya akan ada dampak positif dari saat ni yang aku lakukan,,,,muali dari psm, proposal, asistensi, harus dilakukan dengan baik,,,,tetap semangat demi bapak ibu,,heeee

oh bapak ibuku.......

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