IDENTIFY DESIGN OF INOVATIVE TEACHING LEARNING PROCESS OF MATHEMATICS

Nowadays there are two kind of teaching methods in Indonesia; they are traditional method and innovative method. Traditional method usually called as formal mathematics. And the teacher who used this method called as the absolutism, the teacher only speaking in front of the class and determines everything that must be done by the students. This method is very old, but there is still some teacher who used this method. It is very uncomfortable for students, since by this method there is no interaction between teacher and students. The second teaching method is innovative learning. This method asks teacher roles as the facilitator for student. Teacher is not as the main source for students anymore. By this method also students can be active and they can promote their own knowledge since they can experiment everything around them.

There are big dipole way of teaching between many teachers, they are traditional—progressive; authoritarian – democratic; classical – individual; transfer of knowledge – cognitive development; structured – unstructured; teacher centered – student centered; teacher directed – student initiative; dependent – independent; grade oriented – process oriented. This big dipole way of teaching makes Cocroft Report (1982:132 in Marsigit) ⁽¹⁾ said that teacher have to get many method for any intelligence level, they are exposition methods, discussion methods, problem solving, investigation, exercise, and application.

When a teacher used traditional way of teaching, it will make students do not like mathematics lesson. So, teacher have to pay attention to the essence of student:

1.      Cognitive aspects

a.       Students will be study when they have their own motivation

b.      Students study by their own way

c.       Students can study by themselves or discuss with another friends

d.      Students need different contexts and situation to study

2.      Affective aspects

3.      Psychomotor aspects

So, to develop the motivation of students to study mathematics, teachers have to change and innovate their way of teaching from traditional teaching into innovative teaching.

There are some characteristics of innovative learning. Some of them are the development of students’ worksheet, learning resources, various methods of teaching, various interactions, various teaching aid, and small group discussion.

1.      Developing Student’s Worksheet

One of the characteristics of innovative learning is developing student’s worksheet. It caused the paradigm of learning is learning mathematics is doing some exercises. So we need teaching aids, and on of teaching aids is student’s worksheet.  Student’s worksheet or LKS is a worksheet that contains the information and command/instruction from teachers to students to do a learning activity in the form of work, practice, or in form of the application of learning outcomes to achieve a goal.

A good student’s worksheet must complete the characteristics of worksheet, which is student’s worksheet can promote students to construct their own knowledge of mathematics. On developing student’s worksheet, teacher can use discovery methods, they are structure guide discovery and unstructured guide discovery. So, a student’s worksheet is not only collection of many exercises.

Then, there are four steps in developing good student’s worksheet:

a.       Determining the instructional aims by analyzing the students by identify who are our students and knowing the character of our students

b.      Collects the materials that we need based on instructional aims

c.       Arranging the students worksheet, at least there are materials, tasks, and exercises

d.      Checking the student’s worksheet is it consistent with the instructional aim or not.

2.      Developing Learning Resources

Learning resources are all good sources of data, people, and the particular form that can be used by learners in learning, either separately or be combined to facilitate learners in achieving learning goals or achieve a certain competence.

There are two types of learning resources:

-          Learning resources are designed (learning resources, by design), the learning resources that are specifically designed or developed as a component of an instructional system to provide facilities directed learning and formal.

-          Learning resources are used (learning resources, by utilization), the learning resources that are not designed specifically for the purpose of learning and its existence can be found, implemented and utilized for the purposes of learning. This learning resources may take from:

a.       Message: information, teaching materials, etc

b.      People: teachers, students, etc

c.       Materials: books, pictures, etc

d.      Tools or equipment : computer, white board, etc

e.       Approaches, methods, techniques of solving problems

f.       Environment: class, library

Thus, we can conclude that learning resources can be come from many ways, not only based on books and teacher’s note like traditional methods.

3.      Developing and Implementing Various Methods of Teaching

During learning process, teachers have to use various methods of teaching, because if teacher only use one method of teaching, they students will be bored and can’t get the materials well.

There are many teaching methods, and some of them are:

a.       Assessment provides educators with a better understanding of what students are learning and engages students more deeply in the process of learning content

b.      Cooperative Learning involves students working in groups to accomplish learning goals

c.       Interactive Lectures provide short activities that can break up a lecture

d.      Jigsaws are an option when you have several related data sets you would like students to explore. In a jigsaw, each student develops some expertise with one data set, then a few classmates about it

e.       Quantitative Writing engages students with numbers by asking them to analyze and use quantitative data in written reports and arguments.

4.      Developing and Implementing Various Teaching Aids

Teaching aids is a tool used by teachers, facilitator, or tutors to help learners improve reading and other skills, illustrate or reinforce a skill, fact, or idea and relieve anxiety, fears, or boredom, since many teaching aids are like games.

The aim of teaching aid is to motivate the students to apply his full attention to materials. There are many kinds of teaching aids; they are mathematics card, interactive presentation, worksheet, etc.

5.      Developing and Implementing Various Scheme Interaction

During learning process, there are many interactions between teacher and students, and between student and student. These interactions must be happened in a class, because except material, students also develop social skills. There are three types of interaction in the class:

a.       Whole class

The teacher gives some problems to the students in class, then the teacher give a chance to students to answer the problems.

b.      Small group

Teacher dividing into some small groups, and then they discuss the problem in groups. Teachers monitor the students and give some clue about the answer.

c.       Individual

Teacher observes each student and gives attention to the students with low ability

So, during learning process, these interactions must be developed by teacher to anticipate students’ boredom.

6.      Developing and Implementing Small Group Discussion

During learning process, teacher can use small group discussion because small group discussion is one of characteristics of innovative learning. In small group discussion, teacher can develop many skills, not only materials, because during small group discussion, students feel freely to presenting their idea to their members.

The steps of small group discussion are: 1) teacher divide the students become some groups consist of 4-5 members; 2) teacher give some problems to students; 3) students discuss the problem together in the groups; 4) teacher monitor the students, are they get some difficulties on solve the problems; 5) teacher gives some clue about the solution; 6) students get the solution.

When teacher used small group discussion, he/she spent half of each mathematics period to let students work in the group. But sometimes, one group has been done the task, and another group has not done it. So, teacher can take other exercises to the group who has been done.

When we identify the constructivism teaching learning process we also must pay attention on the spiritual, philosophy, paradigm, theories, notion and the rules of our environment thus we can determine the culture, system, design, management, and model of teaching learning process in mathematics.