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SEAMEO QITEP in Mathematics Indonesia. SEAMEO QITEP in Mathematics Indonesia What is a Quality Education? A clear educational standard Government Regulation.

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Presentation on theme: "SEAMEO QITEP in Mathematics Indonesia. SEAMEO QITEP in Mathematics Indonesia What is a Quality Education? A clear educational standard Government Regulation."— Presentation transcript:

1 SEAMEO QITEP in Mathematics Indonesia

2 SEAMEO QITEP in Mathematics Indonesia What is a Quality Education? A clear educational standard Government Regulation No. 19 Year 2005 on Education National Standard 2005 Before After A Quality education is unclear Indonesia

3 SEAMEO QITEP in Mathematics Indonesia 3 Government Regulation no. 19 Year 2005 It is an Educational National Standard It comprises eight minimum standards, namely Standard of Content Standard of Graduate Competency Standard of Educational Assessment Standard of Process Standards of Teacher and Educational Personnel Standard of Management, Standard of Funding Standards of Equipment and Infrastructure

4 SEAMEO QITEP in Mathematics Indonesia Focus on Standard of Teacher and Educational Personnel It is elaborated in several Regulations of the Minister of National Education (Permendiknas). One of those is Permendiknas no. 16 year 2007 about Standards of Academic Qualification and Competence of Teachers. Teacher must have a minimum academic qualification diploma four (D-4) or bachelor (S1). Teacher is required to have four competences, i.e. personality, social, pedagogic, and professional.

5 SEAMEO QITEP in Mathematics Indonesia Pedagogic Competence mastering learners characteristics in physical aspects, moral, social, cultural, emotional, and intellectual. mastering the learning theories and principles of learning. developing curriculum related to subject matters taught. organizing learning. utilizing information and communication technology for learning purposes. facilitating the development of learners' potential. doing an effective communication by showing empathy and courteous to students. conducting assessment, evaluation processes and learning outcomes. utilizing the results of assessment and evaluation for learning purposes. doing reflective action to improve the quality of learning.

6 SEAMEO QITEP in Mathematics Indonesia Professional Competence mastering contents, structure, concepts, and patterns of scientific thought that supports subject matter taught. mastering standard of competence and basic competence of subjects taught. developing teaching materials creatively. developing a sustainable professional with reflective action. utilizing information and communication technology for communication and human development.

7 SEAMEO QITEP in Mathematics Indonesia Developing Teaching Materials Creatively Using numbers, relationships among numbers, number systems and measurement theory. Using measurement and interpretation. Using mathematical logic. Using concepts of geometry. Using statistical concepts and probability. Using patterns and functions. Using concepts of algebra.

8 SEAMEO QITEP in Mathematics Indonesia Contd Developing Teaching Materials Using concepts of calculus and analytic geometry. Using concepts and processes of discrete mathematics. Using trigonometry. Using vector and matrices. Explaining the history and philosophy of mathematics. Having capability to use teaching aid, instruments of measurement, calculators, computer software, mathematical models, and statistical models.

9 SEAMEO QITEP in Mathematics Indonesia How do Indonesian teachers develop their pedagogic and professional competences?

10 SEAMEO QITEP in Mathematics Indonesia The History of Lesson Study in Indonesia In 1998, IMSTEP (Indonesian Mathematics and Science Teacher Education Project) started in three Institutes of Teacher Training and Education (IKIP) Bandung, Yogyakarta and Malang, in collaboration with Japan International Cooperation Agency (JICA). Later, the three IKIPs changed their names to Universitas Pendidikan Indonesia (UPI), Yogyakarta State University (UNY) and Malang State University (UM). The purpose of this project was to improve the quality of mathematics education and science

11 SEAMEO QITEP in Mathematics Indonesia The History, contd Innovative teaching models using hands-on activity, real-world context and local materials were developed and tested in the piloting activity at several secondary schools. IMSTEP ended in 2003 and was considered successful in enhancing mathematics and science education. In 2003 – 2005, a project called IMSTEP Follow-up continued the previous project.

12 SEAMEO QITEP in Mathematics Indonesia The History, contd In 2006 – 2008, a new joint project with JICA named SISTTEMS (Strenghtening In-service Teacher Training in Education of Mathematics and Science) started in three regencies, i.e. Sumedang, Bantul and Pasuruan. the project involved teachers from 92 Junior High Schools (SMPs) and 45 Religious Junior High Schools (MTs) in Sumedang regency, 83 SMPs and 17 MTs in Bantul regency, and 116 SMPs and 107 MTs in Pasuruan regency, (http://www.jica.go.jp/project/Indonesia). Through this project, UPI, UNY, UM with JICA helped mathematics and science teachers in enhancing their professional capabilities.

13 SEAMEO QITEP in Mathematics Indonesia The Connection Between Lesson Study and TIMSS Lesson Study spread to many countries after the release of TIMSS 1995 eight grade mathematics videos from Germany, Japan, and the United States. The Video Study attempted to reveal the mathematics lesson characteristic in Japan, one of the countries with relatively high scores in eighth-grade mathematics as measured by TIMSS. Japan and Germany have a system to improve the quality of education on ongoing basis. The system in Japan is Lesson Study and is studied and developed by The United States.

14 SEAMEO QITEP in Mathematics Indonesia A curiosity: do students mathematics achievements get improved by implementing lesson study? In case of the US for its eight grade in TIMSS: In 1995, the US ranked 28th of the 41 countries with average score of 500. In TIMSS 1999, the US ranked 19th of 38 countries with average score of 502 while TIMSS 1995s international average score was 487. In TIMSS 2003, the US was in the 15th position of 46 countries with a score of 504. in TIMSS 2007, the US was in the position 9th of the 48 countries with average scale score of 508, above the average TIMSS scale, 500.

15 SEAMEO QITEP in Mathematics Indonesia What about Indonesia? In 1999, Indonesia in the 34th position of 38 countries with the average score of 403, while the international average score of 487. In 2003, Indonesia in the 34th position of 46 countries with average score of 411, while the TIMSS 2003 average score was 467. In 2007 Indonesia in the 36th position of 48 countries with the average score of 397 while the average TIMSS score was 500.

16 SEAMEO QITEP in Mathematics Indonesia A Homework for Developer of Lesson Study in Mathematics Education Have the lesson designs focused on mathematics? Have teachers promoted students reasoning? Lesson learnt from Japan: in the case of Japan, lesson study usually begins by developing a lesson plan in which teachers solve and pose problems from students perspectives. By analyzing problems, teachers develop good ways of questioning. Why did students say this? Behind their words, there must be so many kinds of ideas Isoda in Marsigit (2007)

17 SEAMEO QITEP in Mathematics Indonesia The Role of SEAMEO QITEP in Mathematics in Developing Lesson Study Lesson study in mathematics education should be disseminated in SEAMEO member countries. Conduct Course on Developing Lesson Study in Mathematics Education.

18 SEAMEO QITEP in Mathematics Indonesia Course had been held: Developing Lesson Study in Mathematics Education, 5 – 30 Oct 2009 The participants were mathematics key teachers at Junior High Schools. Output: lesson plans and an action plan to disseminate the benefits of implementing Lesson Study to other teachers in their countries.

19 SEAMEO QITEP in Mathematics Indonesia No.Components Time allocation AGeneral Components 1 Policy of Ministry of National Education of Indonesia on SEAMEO QITEP in Mathematics2 B Core Component 1 Overview of teaching and learning mathematics in junior secondary school a. Philosophical and theoretical grounds of mathematics education3 b. Empirical evidences and current trends of mathematics teaching practice3

20 SEAMEO QITEP in Mathematics Indonesia 20 3 Implementation of Lesson study ( Plan ) a. References for teaching material:12 b. Producing material for lesson study12 c. Presenting and refining material for lesson study6 4 Implementation of Lesson study ( Do and See ) 30 5 Publishing the report and Designing the follow-up program a. Publishing the report ( Monitoring and Evaluation ) 8 b. Designing the following program6 6 ICT for Mathematics Teachers a. The Use of Computer for Mathematics Teachers2 c. Mathematics Mobile Learning1 7 Enjoy Mathematics with Problem Solving Approach: Beyond the lesson study as a style for professional development managed by administrators 3 C Supporting Test 1 Pre-test & Post-test 2 2 Orientation3 3 Group Dynamic3 Total120

21 SEAMEO QITEP in Mathematics Indonesia Enjoy Mathematics with Problem Solving Approach: Beyond the lesson study as a style for professional development managed by administrators delivered by Dr. Masami Isoda

22 SEAMEO QITEP in Mathematics Indonesia The Implementation of Lesson Study Plan: Designing lesson plans for 4 day implementation in group of four for mathematics grade 8 at SMPN 5 (high achievers) and SMPN 4 Pakem (normal) Do: each participant implemented the lesson plan See: reflection, how did the teacher feel when s/he present the lesson? Did teacher think s/he teach as planned in lesson plan? why did students do that? Why did students ask that? Why did students say this? Based on input and suggestions at the reflection, the lesson plan for the next lesson was adjusted.

23 SEAMEO QITEP in Mathematics Indonesia Participants' Evaluation on The Course Course Evaluation: From 20 aspects measured, the mode of each aspect fell at the scale 4 on a scale 0 to 5.20 aspects 0 = not applicable, 1 = strongly disagree, 3 = disagree, 4 = agree, 5 = strongly agree The mean of all aspect was or 83.59% It can be interpreted that the participants support the implementation of the course.

24 SEAMEO QITEP in Mathematics Indonesia Contd Content Evaluation: From 9 contents measured, the mode of each content fell at the scale 4 on a scale 0 to 5.9 contents 0 = not applicable, 1 = strongly disagree, 3 = disagree, 4 = agree, 5 = strongly agree The mean of all contents was It can be interpreted that the participants agreed with the contents of the course.

25 SEAMEO QITEP in Mathematics Indonesia The Follow-up Action SEAMEO QITEP in Mathematics will conduct Course on Lesson Study in April 2010, but the participants will be mathematics teachers of Senior High Schools. Delivery strategy will be face to face, collaborate with SEAMOLEC (SEAMEO Regional Open Learning Centre) in term of using ICT and connection points in SEAMEO Member Countries

26 SEAMEO QITEP in Mathematics Indonesia

27 SEAMEO QITEP in Mathematics Indonesia 27 No.Aspects 1. The duration of this course is reasonable 2. The Course activities/assignment/ project are useful learning experience 3. The level of intellectual activity required by this course is appropriate 4. Evaluation procedure have allowed me to demonstrate adequately what I have learned 5. The teaching in this course has motivated me to study more interested about the subject 6. As a result of taking this course, I have become more interested about the subject 7. The difficulty level of this course seems appropriate for me 8. My knowledge and skills have increased as a result of taking this course 9. This course stimulated my critical thinking 10. There was a balance between theoritical discussions and practical considerations 11. The pace of the class was appropriate to the content of the course 12. Requirement were communicated clearly at the beginning of the course 13. The activities/assignment/projects encouraged thinking Back

28 SEAMEO QITEP in Mathematics Indonesia The workload was reasonable 15. The activities/assignment/projects were adequate to the course objectives 16. This course has increased my analytical skills 17. This course has stimulated my intellectual curiosity in the ares specified 18. Course activities encouraged teamwork and active participation 19. Time allocation for different topics was adequate 20. Every participant strives for excellence in his/her work Back

29 SEAMEO QITEP in Mathematics Indonesia 29 No.Contents 1. Relevance of content to the course 2. Appropriateness of readings suggested 3. Suitability and quality of material used 4. Appropriateness and quality of audio visual materials used 5. Appropriateness and quality of laboratory sessions 6. Appropriateness and quality of laboratory materials 7. Appropriateness and quality of instructional materials 8. Appropriateness and quality of instructional support provided 9. Overall quality of course content/ material provided Back


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