Kuliah Bahasa Inggris I (2)

Pembelajaran Matematika Berbantuan Kalkulator: Studi Kasus Penggunaan Kalkulator Texas Instrument TI 89 pada PBM Matematika di SMK MUHAMMADIYAH IV YOGYAKARTA

By: Marsigit

Summarized by: Fauzia Rahmawati (09313244001)

Calculator is a learning tool. Based on Electronic Dictionary (Wasito; 1996:83-94) calculator is a specific tool to do counting by input data on it. Most of this tool needs hand interventions to do logic and digit. Benefits from the using of calculator in Strategi Pembelajaran Matematika Kontemporer (2001,241-224) are a) supporting to understand mathematics concepts; b) supporting computation skill; c) developing high level way of thinking; d) increase problem solving skill; e) make problems become more realistic.

The types of calculator develop very fast, thus there are two kinds of calculator; general calculator and scientific calculator. General calculator is calculator that usually used in our daily life. And the example of scientific calculator is graph calculator. Graph calculator can solve mathematics problem and present it into a graph. It also can make a program that can solve mathematics problem.

The steps of using calculator as mathematics learning tool in SMK Muhammadiyah IV Yogyakarta are: a) Understanding the importance of graph calculator; b) Understanding the theory and the used of graph calculator on solving qualities and inequalities. In this step included understanding command, symbolic manipulation, and graph to solve qualities and inequalities; c) Input data to graph calculator; d) interpret calculator’s screen appearance and making conclusion. This process will be done repeatedly by students, so it’s a inductive process. 

From the research, it’s noted that there are some aspects of graph calculator utilization in mathematics learning: a) Graph calculator can be used to find and check graph picture; b) graph calculator can be used to find and check solution set; c) Graph calculator as a real experience about graph; d) Solve qualities and inequalities problem only using command, symbolic manipulated, and graph; e) By using graph calculator, we need less time to solve mathematics problem than count manually; f) The constrains of students on using graph calculator is interpret mathematics sentence into calculator sentence and vice versa; g) By using graph calculator, mathematics learning becomes more fun and the process of solving mathematics problem is easier than before; h) If the utilization of graph calculator is not balanced by understanding procedure ability, it will make high dependence, losing confidence, and the laziness of study.