HOW TO IMPLEMENT DESIGN INSTRUCTIONAL INTO INOVATIVE TEACHING LEARNING OF MATHEMATICS

Innovative teaching learning process is a teaching learning process based on constructivism learning theory, which is people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. (http://www.thirteen.org/edonline/concept2class/constructivism/index.html).

This constructivism learning theory also has big differences with traditional teaching theory. They are (http://www.thirteen.org/edonline/concept2class/constructivism/index_sub1.html):

Traditional Classroom	constructivist classroom
Curriculum begins with the parts of the whole. Emphasizes basic skills.	Curriculum emphasizes big concepts, beginning with the whole and expanding to include the parts.
Strict adherence to fixed curriculum is highly valued.	Pursuit of student questions and interests is valued.
Materials are primarily textbooks and workbooks.	Materials include primary sources of material and manipulative materials.
Learning is based on repetition.	Learning is interactive, building on what the student already knows.
Teachers disseminate information to students; students are recipients of knowledge.	Teachers have a dialogue with students, helping students construct their own knowledge.
Teacher's role is directive, rooted in authority.	Teacher's role is interactive, rooted in negotiation.
Assessment is through testing, correct answers.	Assessment includes student works, observations, and points of view, as well as tests. Process is as important as product.
Knowledge is seen as inert.	Knowledge is seen as dynamic, ever changing with our experiences.
Students work primarily alone.	Students work primarily in groups.

Based on constructivism idea, teacher should motivate, support and facilitate student to construct their own knowledge of mathematics. In fact, most of teacher in Indonesia still can’t facilitate the students. They develop a design, but they don’t use it actually. Here I will try to explain some aspects of teaching learning process that very crucial on developing innovative learning based on Mr.Marsigit course on Instructional Design of Mathematics.

A.    CURRICULUM

The kind of curriculum that can support the design of teaching learning process is curriculum that can facilitate students to construct their own knowledge. Curriculum includes such matters as (Bruce Wilson, 2002:2):

1.      Curriculum policy documents, such as paper prepared to indicate to the public what values underlie the curriculum, or the relationship of the curriculum to the economy.

2.      Document specifying the curriculum, including competencies or outcomes, curriculum content and advice on teaching and learning. All education systems have some kind of curriculum framework.

3.      Support materials, such as advice on course development or sample units of work, and professional development activities. It is an essential part of curriculum reform and improvement to provide resources which will assist teachers and schools in taking up the challenge of the new curriculum approach.

There are two kinds of curriculum:

1.      Instrumental Curriculum

Instrumental curriculum is curriculum that dominated by teacher as the executor of government’ goals. It means that teacher never think to facilitate students, but teacher only teach without carry about students’ knowledge.

This curriculum usually used in developing countries and also partial countries, because by using instrumental curriculum government can make the system still in their control.

The example of this curriculum is Indonesia in 1975. In 1975 Indonesia use behaviorism philosophy on its education system. It is caused by the rebellion of PKI. So, the minded of Indonesian’s government is top down, that is teacher to student.

Now, Indonesia use KTSP as it’s educational system. But actually this system is also instrumental curriculum, since KTSP is consist of based competency and standard competency, which is 80% of its curriculum is come from government.

The evidence of this instrumental curriculum is Indonesia still use national examination as its assessment. National examination is the soul of centralized curriculum. So, we can conclude that from the start of Indonesian education system, Indonesia still use instrumental curriculum as the philosophy of its system. It is caused by the use of national examination as its assessment. So, the teaching learning process doesn’t need any educational theories, experiments, and also educational study because it only needs exercises to solve many problems.

2.      Individual / Interactive Curriculum

Individual or interactive curriculum is curriculum that will facilitate students to construct their own knowledge. So, if teacher will use individual curriculum they should understand the aspects that will effect the educational system to be instrumental system.

B.     LESSON PLAN

In instrumental curriculum, lesson plan is lesson plan that already made by our curriculum developer during these days. This lesson plan has the same components and formats. So, between one teacher and other teachers have same lesson plan.

But in interactive curriculum, lesson plan is teachers’ rights. It belongs to teacher because lesson plan is like teacher’s outfit

In Japan, there are not same lesson plan. They only get some escorts from government to develop lesson plan, but the teacher will develop it by their self. The most important thing is the lesson plan must be in the same way with the paradigm, which is to facilitate students to construct their own knowledge. They also use port polio as their assessment. So, they don’t use national examination, but only use some recruitment to joining a class.

C.     LEARNING EQUIPMENT

There are three kinds of learning equipments:

1.      Lesson Plan

The most important think is if teachers still can buy any lesson plan or they can copy any lesson plan, it means the lesson plan is not innovative. Because a good lesson plan only used in one class, one material, and one time.

2.      Students’ Worksheet

The most important think is if teachers still can buy any students worksheet, it means the students’ worksheet is not innovative. Since students’ worksheet is based on the situation in the class. Most of teacher also thinks that students’ worksheet is a collection of problems. This is also a traditional students’ worksheet.

An innovative students’ worksheet is media or facility in such away student can construct their own knowledge

These are some aspects of how to construct mathematical knowledge:

a.       To break down the procedure into the component

b.      The rational of each component

c.       Contribution of each component

d.      Relationship among the component

e.       Heretical structure of whole component

f.       Direct logical implication to the conclusion

Those six aspects must be contained in a students’ worksheet.

3.      Module

D.    ASSESMENT

The example of innovative assessment is port folio, which can be collected by teacher or students. In Australia, the port folio is collected by both of teacher and students, so students are also have keeping report to collect their tasks.

Not all objective assessment can be used in many lessons, for example in religion lesson. Since religion is a process, so we can’t use objective assessment to evaluate the skill of students. Objective assessment is only used to determine the knowledge of students, but it’s not use to determine the skill of students.

Teachers can develop their own teaching design to facilitate them on teaching learning process. The instructional design that I’ve made is:

From the explanation above, we can conclude that nowadays Indonesia is going to go to capitalism system. It is very dangerous because it’s irrelevant with the culture of Indonesia. Now, the future of Indonesia depends on the youth of Indonesia. If they can do the best, Indonesia will become a develop country, and vice versa.

And the most important thing is the lesson of instructional design for Indonesian people is just idealism, ambition, and also utopia, because the possibility of Indonesian education system becoming innovative is very rare. But this lesson is necessary to enrich our knowledge of innovative teaching learning process

REFERENCES:

Bruce Wilson. 2002. Inovative Curriculum.

Concept to Class Room.

http://www.thirteen.org/edonline/concept2class/constructivism/index.html

Accessed on 29 May 2012