Instructional
design can be interpreted from different perspectives, such as discipline, as a
science, as a system, and as a process. As a discipline, instructional design discusses
about various research and theories learning process strategies. As a science, instructional
design is a science that creates the specification development, implementation,
assessment, and management of situations that provide learning facilities in the
macro and micro scale for various subjects at various levels of complexity. As
a system, instructional design is the development of learning system and the implementation
including the properties and procedures to improve the quality of learning. Instructional
design as a process is the development of the specification of learning by
using learning theory and learning theory to guarantee the quality of learning.
Instructional design is the overall process of learning needs and goals as well
as its delivery system, includes development of materials and learning
activities, materials testing and evaluation, and implementation of learning activity(1)
.
Some
definitions of instructional design are:
1. Reigeluth
(1983); instructional design is the abstract of the application of learning
theory and facilitating someone learning process;
2. Rothwell-Kazana
(1992); formulate the design of learning by improving the quality of one's performance
and impact to the organization;
3. Gagne,
et al (1992); developed the design concept of learning by stating that the design
of learning helps the learning process one in which the learning process itself
has immediate and long-term stage;
4. Gentry
(1994); is a process of formulating and determining learning objectives, strategies,
techniques and media in order to achieve common goal;
5. Raiser
(2002); instructional design was a series of procedures to develop a system of education
and training programs with a consistent and proven. (3)
Thus
we can conclude that mathematics instructional design is a practice of creating
students’ mathematical experiences which make the acquisition of knowledge and
skill more efficient, effective, and appealing.
An
instructional design consists of instructional design in general and design of
teaching learning mathematics. The elements of instructional design in general
are various or type; background or the philosophy; and also the example. The
elements of design of teaching learning mathematics are various or type;
background; example; comparison or reach marking; and appropriate design.
Before
a teacher starts to teach in a class, first he must determine the philosophy,
nature; method; and ethic or esthetics, and also the psychology of mathematics.
After that he can teach the students that can be in innovative learning or
traditional learning. During teaching learning processes there are many aspects
that influence it. They are class management, theory or paradigm, context or
culture, assessment, learning resources (textbook), philosophy; pedagogy;
psychology, media or teaching aid, students worksheet, curriculum or syllabi
(lesson plan), method or approach, and also class management. Teacher also must
be pay attention on the references and implementation of the learning process.
The references consist of formal object and mathematics object. For example to
reach an international level, there are some process start from publishing,
objective mathematics, reflecting, subjective mathematics, criticizing, and
back to publishing.
Good
instructional
design takes into account the role the on-screen presentation plays and the
role the instructor plays in the experience for the learner. Good instructional
design will help to avoid what our math student is experiencing as she tries to
grapple with solving linear equations. Good instructional design therefore has
to provide accessible skill attainment. (2)
Hence,
here I will explain developing lesson plan, student worksheet, and learning
resources.
1.
Developing
Lesson Plan
Lesson Plan is teacher’s detailed description of the
course of instruction for one class. In Indonesia, we called lesson plan as RPP
(Rencana Pelaksanaan Pembelajaran). A daily lesson plan is developed by a
teacher to guide class instruction. Detail will vary on the preference of the
teacher, subject being covered, and the need or curiosity of the children.
There may be requirements mandated by the school system regarding the plan.
A well-developed lesson plan reflects interests and
needs of students. It incorporates best practices for the educational field.
The lesson plan correlates with the teacher’s philosophy of education, which is
what the teacher feels in the purpose of educating the students.
Also, when teacher develop lesson plan, the teacher
must know the contents of lesson plan:
-
Identity and
Information of school, class, subject, time allocation, etc.
-
Aim of the material
-
Competency that
will be developed during the learning process
-
Description of
the competency
-
Learning
resources that most used during learning process
-
Teaching
contents or material that will be studied.
So, from explanations above, I think that on developing
lesson plan, teacher must pay attention on the meaning of lesson plan, that
lesson plan developed based on the teacher, students’ needs, and school
mandate. So, it must be different between one teacher and other teachers. Also
teacher must pay attention on the contents of lesson plan. So lesson plan can
be work well to teachers and students.
2.
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.
3.
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.