Kuliah Bahasa Inggris I (1)

Pemanfaatan Video Tape Recorder (VTR) Untuk Pengembangan Matematika Realistik Di SMP

By: Marsigit

Summarized by: Fauzia Rahmawati (09313244001)

Realistic Mathematics Education (RME) is a method of teaching mathematics which emphasize on construction of real object as the starting point of students to get mathematics concept. Real object on student’s environment can be used to develop student’s understanding to mathematics. In this case, teacher gives students chance to manipulate and construct their mathematics knowledge into their own knowledge. They also need to reflect their knowledge with social activity to reinforce the relation between mathematics and their real life.

Analysis about mathematics on Video Tape Recorder (VTR) can be used to combine real object into mathematics model. By VTR teacher can learn about the preparation on learning process, developing the resources on studying mathematics based on RME, developing evaluation activity on learning mathematics, and presenting learning mathematics based on RME.

The use of VTR (Isoda Masami, 2006) said that “VTR (Video Tape Recorder) for teacher education and reform movement in Mathematics Education, specifically for developing lesson study has some benefits as: a) short summary of the lesson with emphasis on major problems in the lesson, b) components of the lesson and main events in the class, c) possible issues for discussion and reflection with teachers observing the lesson”. So, by observing and analyzing on VTR that is recorded by a teacher, another teacher can observe and find another alternative ways to get the concept of real object that can be made as mathematics context. Every mathematics model always has positive and negative aspects. Thus, to get new knowledge, a teacher have to discuss his VTR activity with another teacher.

So, some benefits of using VTR on learning mathematics process based on RME are: (1) teacher gets opportunity to examine some real objects as mathematics context by social interaction; (2) teacher gets opportunity to find and reflect the concepts of RME; (3) teacher gets opportunity to discuss with another teacher about RME; (4) teacher gets opportunity to reflect the mathematics learning process preparation on Junior High School based on RME; (5) teacher gets opportunity to reflect the development of mathematics resource on Junior High School based on RME; (6) teacher gets opportunity to reflect the development of assessment activity on mathematics learning process based on RME.