PENDIDIKAN KARAKTER DALAM PENDIDIKAN

MIPA

Dipresentasikan padaPelatihan Pendidikan Karakter dalam Pembelajaran MIPA

Di FMIPA Universitas Ahmad Dahlan (UAD)Sabtu, 11 Februari 2012

Oleh:

MarsigitDosen Jurusan Pendidikan Matematika,FMIPA Universitas Negeri Yogyakarta

ANEKA PEMIKIRAN TENTANG KARAKTER

Sampel 1 Sampel 2

Sampel 3 Sampel 4

Sampel 5 Sampel 6

The Nature of CHARACTER

SPIRITUAL Heart

NORMATIVE Thinking/Mind

FORMAL Written

MATERIAL Concreet

Bared Purified

Radical Therapy for Change

Character of Mathematics..?

KARAKTER

Obyek Formal Obyek Material

Dunia Barat Dunia Timur Ontologi Epistemologi Aksiologi

AUGUSTE COMPTE (Positivisme)(Western Character)

Modern/Industry Ideal/Relevant/Realistic/Survive

Philosophy Rethoric/Go to Hell

Religious Irrational/Not Relevant

Traditional Uncivilized

CAPITALISM/POWERNOWWestern Character

POST MODERN Survive/Utility

MODERN Realistic/ScientificFEUDAL

TRADITIONAL/RELIGIOUS Rethoric/Irrational

TRIBAL Uncivilized

ARCHAIC Stone

Eastern Character

God/RELIGIOUS/Transcendent

Philosophy of LifePhilosophy of Mathematics/Science

Ways of ThinkingMathematics/Science

Physical Dimention of Life

Quantitative/Simple/ConcretPhysical Dimention of Non-Life

Qualitative/Complex/Abstract

Hermeneutics of life

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Iceberg Approach in Realistics Mathematics (Moerlands, 2004 in Sutarto, 2008)

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ICEBERG VOLCANO

West Indonesia

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T S U N A M I

2/11/2012 Marsigit, IndonesiaMOUNT OF KRAKATAU

2/11/2012 Marsigit, IndonesiaMount of M E R A P

I

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Phenomenon

Entertain

Disaster

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MATHEMATICS/SCIENCE

Entertain

Disaster

Phenomenology(Husserl)

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Idealized

Abstracted

MathPhenomenaEpoche

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Character of KNOWLEDGE

2/11/2012 Marsigit, IndonesiaDavid Tall, 2010

2/11/2012 Marsigit, IndonesiaDavid Tall (2010): The child’s development of conceptual embodiment

Problem of Math/SCIENCE Teaching

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Traditional Innovative

Teacher

Students Constructive Teaching

Problem of Math/Science TeachingIn Indonesia

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FORMALMATH

SCHOOLMATH/Science

Teacher

Students Constructive Learning

The Nature of School Math/Science

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Inside your MIND(Superserve)

Outside your MIND(Subserve)

3

The Nature of Math/Science

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Inside Your MIND(Unique)

Outside your MIND(Plural)

The Nature of School Math/Science

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Inside your MIND(analytic/coherence)

Outside your MIND(synthetic/

Correspondence)

3+2=53 book + 2 book = 5 book

3 pencil + 2 pencil = 5 pencil

3 book + 2 pencil = 5 ?

3 book + 2 pencil = 5 ?

The Nature of School Math/Science

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Inside your MIND(abstract)

Outside your MIND(concret)

X=30

The Nature of School Math/Science

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Inside your MIND(Realistic Math: Vertical)

Outside your MIND(Realistic

Math:Horizontal)

1½¼

Hermeneutics of The ICEBERG Approach

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Industrial Trainer

Technological Pragmatist

Old Humanist

Progressive Educator

Public Educator

Politics Radical right

Conservative

Conservative/liberal

Liberal Democra-cy

Mathematics

Body of Knowledge

Science of truth

Structu-re of truth

Process ofThinking

Social Activi-ties

Moral Value

Good vsBad

Pragmatism

HierarkhiesPaternalistics

Humani-ty

Justice, Freedom

Industrial Trainer

Technological Pragmatist

Old Humanist

Progressive Educator

Public Educator

Theory ofSociety

Hierarchy,Market Orientati-on

Hierarchy Hierarchy Well-fare Un-justice need a reform

Genesis ofStudents

Empty Vessel

Empty Vessel Character Building

Student Orientation

To develop/grow seed plant

Theory ofStudents’Ability

Talent and Effort

Talent Talent Develop-ment

Need Aspect of culture,Relatives

Industrial Trainer

Technological Pragmatist

Old Humanist

Progressive Educator

Public Educator

Aim of Mathematics/Science Education

Back to Basic (Arithme-tics)

Certification Transfer of knowledge

Creativity To develop people comprehensively through math.

Theory ofLearning

Work Hard,Exercises,Drill,Memorize

ThinkingAnd practice

Understanding and Application

Exploration Discussion,Autonomy,Self,

TheoryOf Teaching

Transfer of knowledge (transmi-tion)

External Motivation

Expository Construction,Development

Discussion,Investigation

Industrial Trainer

Technological Pragmatist

Old Humanist

Progressive Educator

Public Educator

Resour-ces

White Board, Chalk,Anti Calcula-tor

Teaching Aid Visual Teaching Aid for motivation

Various resources/environment

SocialEnviront-ment

Evaluati-on

External Test

ExternalTest

ExternalTest

Porto-folio,Assessment

Porto folio,Social Context

Diversity Monoculture

Desentrali-sation

Competent Based Curricu-lum

Multiple Solution,Local Culture

Heterogonomous

THE NATURE OF LEARNING MATHEMATICS/SCIENCE

(Ernest, 1991)

FEEDBACK, CRITICSREFORMULATION

PUBLICATION NEW CONCEPT

SUBJECT. SOCIAL OBJECT.KNOWL.KNOWLEDGE INTERACTION

NEW CONCEPT REPRESENTATION

REFORMULATION

HAKEKAT SISWA BELAJAR MATEMATIKA/SCIENCE

(Ebut And Straker, 1996)

MOTIVASI

UNIK

SOSIAL

KONTEKSTUAL

InstrumentalCurriculum

InteractiveCurriculum

IndividualisticCurriculum

Packages (subj. discipline)

Problems (interdiscip. enquiry)

Personal eksploration

Berorientasi Kerja Kesejahteraan Masy Kebahagiaan Hidup

Materi sangat terstruktur Struktur materi longgar

Materi tak terstruktur

Guru Mendominasi Guru sbg Manager Guru melayani kebut belaj siswa

Teachers as passive recipients

Teacher as represent. Participants

Teacher as developers

Attain. of specif. goal Anthropological studies

Indiv. case-histories

MANUSIA DAPAT DIREKAYASA

MANUSIA SBG MAKHLUK SOSIAL

MANUSIA SEBAGAI PRIBADI

DUNIA NYATA DUNIA YANG DUNIA YANG TIDAK DIKETAHUI

CHARACTERISTIC OF INDONESIAN (MATHEMATICS) TEACHING

PRACTICE

1. Topik saling terpisah2. Guru sebagai distributor ilmu3. Murid pasif4. Guru tidak punya peran dalam pengemb. kurikulum5. Menekankan pada ingatan dan latihan6. Motivasi external7. Teachers give highest priority to academic attainment8. Regular testing9. Accent on competition10. Teaching confined to classroom base11. Little emphasis on creative expression

ONTOLOGY OF CHARACTER1. ACTIVITIES : Teacher/Students activities in the class

2. MEANINGS : Teacher’s explaining and questioningStudent’s answering and questioning

3. PARTICIPATION : Teacher as the researcher

4. RELATIONSHIP : Researchers ---Teachers; Teachers---- Researcher

5. SETTING : Teaching learning processes

Based on the Five Principles of the national philosophy, PANCASILA, thespecific aims of the education system include :

(a) Enhancing full devotion to God Almighty;

(b) Developing the intelligence and skills of individuals;

(c) Promoting good conduct, patriotism, and social responsibility;

(d)Fostering positive attitudes of self reliance and development, so that thepeople will be able to develop themselves and take joint responsibility

forthe development of the nation;

(e)Ensuring that all children are literate and able to communicate well inBahasa Indonesia, the national language, while preserving and

enhancinglocal and regional languages and culture

Conclusion on Teaching Practice

The teachers need to have clear picture of the NATURE OF

SCHOOL MATHEMATICS & SCIENCE, REALISTICS

MATHEMATICS, and CONSTRUCTIVE TEACHING

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The teachers need to organize presentation, demonstrate and

interconnected relationships between division, fractions, decimals, and percents (e.g., physically divide a

whole into five equal pieces)

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The teachers need to develop skills on using concrete materials (i.e., manipulatives) before proceeding to semi-concrete materials (e.g.,

pictorial representations) before proceeding to abstract problems (e.g., numerical

representation)

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The teachers need to develop methods to uncover the variations of all

problem types lead the students to make generalizations (e.g., that all

fractions represent parts of a whole)

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The teacher need to develop various methods of teaching,

various learning resources, and various

interaction/communication

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Grand Conclusion• Prof. Dr. Azyumardi Azra, Pendidikan Islam mempunyai beberapa

karakteristik yaitu:• pertama, Penguasaan Ilmu Pengetahuan. Ajaran dasar Islam

mewajibkan mencari ilmu pengetahuan bagi setiap Muslim danmuslimat.

• Kedua, Pengembangan Ilmu Pengetahuan. Ilmu yang telah dikuasaiharus diberikan dan dikembangkan kepada orang lain.

• Ketiga, penekanan pada nilai-nilai akhlak dalam penguasaan danpengembangan ilmu pengetahuan.

• Keempat, penguasaan dan pengembangan ilmu pengetahuan, hanyalahuntuk pengabdian kepada Allah dan kemaslahatan umum.

• Kelima, penyesuaian terhadap perkembangan jiwa, dan bakat anak. • Keenam, pengembangan kepribadian serta penekanan pada amal saleh

dan tanggung jawab.

Tim Kajian Dakwah Al Hikmah

Jika Westernisasi ilmu hanya menghasilkanilmu-ilmu sekular yang cenderungmenjauhkan manusia dengan agamanya, maka Islamisasi ilmu justru mampumembangunkan pemikiran dan keseimbanganantara aspek rohani dan jasmani pribadimuslim yang akan menambahkan lagikeimanannya kepada Allah SWT. Wallahua’lam bishawab