Salah satu aktivitas yang diikuti oleh mahasiswa IMPoME adalah kunjungan di beberapa sekolah di kota Utrecht. Dalam kesempatan tersebut, mereka melakukan observasi proses belajar mengajar di beberapa kelas di tingkat “Primary School” yaitu di Paulus School dan di tingkat “Secondary School” yaitu di kelas 1, 2 , dan 3 di CGU (Cristelijk Gymnasium Utrecht).

Pembelajaran matematika yang dilaksanakan di tingkat “Primary School” lebih menggunakan pendekatan realistik, dimana pembelajaran diawali dengan konteks yang sesuai dengan konsep dan pembelajaran yang menggiring siswa untuk mengkonstruk sendiri pengetahuannya. Sedangkan di CGU, proses belajar mengajar matematika pada umumnya lebih menggunakan de Wageningse Methode, suatu bentuk “formal approach”. Dimana pembelajaran diawali dengan pemberian latihan – latihan soal dengan level yang berbeda dari hari ke hari.

Persamaan dalam pembelajaran matematika di kedua tingkat sekolah tersebut bahwa siswa menerapkan kelompok belajar dimana mereka bekerja satu sama lainnya  dan pembelajaran yang aktif dimana mereka berani untuk mengemukakan pendapatnya. Namun demikian, beberapa anak yang belajar dengan menggunakan pendekatan formal merasa kesulitan ketika dia harus menterjemahkan  suatu soal matematika (contohnya: 3y +1 = y +5) ke dalam bentuk soal cerita yang sebenarnya bisa dikaitkan dengan kejadian – kejadian yang dialaminya setiap hari. Menurut Jaap Den Hertog, hal ini terjadi karena mereka tidak dibiasakan untuk belajar matematika dengan menggunakan konteks yang dianggapnya perlu untuk membangun pengetahuan siswa. _(yk)

Dalam hal tempat tinggal, 6 orang mahasiswa bermukim di Oudegraacht dan 7 orang lainnya berada di Zeist. Hari pertama di Utrecht, ketigabelas mahasiswa disambut oleh perwakilan pelajar Indonesia yang tergabung dalam Persatuan Pelajar Indonesia (PPI) di kota Utrecht. Dalam pertemuan itu, mahasiswa PPI berbagi banyak hal berkaitan dengan pengalaman belajar dan hidup di kota Utrecht.

Di periode pengenalan kampus yang sangat singkat, ketiga belas mahasiswa diwajibkan untuk mengurus izin tinggal di kota Utrecht. Kemudian mereka mengikuti workshop dengan mahasiswa PhD di Freudental Institute diantaranya: Fenna van Nes, Mirte van Galen, Marjolijn Peltenburg, Angeliki Kolovou, dan Aldine Aaten. Workshop tersebut berisi presentasi para mahasiswa PhD diselingi tanya jawab seputar penelitian yang mereka lakukan.

Dalam minggu yang sama, para mahasiswa IMPoME melakukan kunjungan ke salah satu sekolah di Paulus kota Utrecht. Dalam kunjungan tersebut para mahasiswa melakukan observasi terhadap proses belajar mengajar siswa Belanda di tingkat “Kindergarden” dan “Primary School”. Hari – hari berikutnya, mereka telah memulai aktivitas perkuliahan di kelas. Mata kuliah yang diikuti oleh mereka diantaranya: Historical Aspects of Classroom Mathematics (instructor: Steven Wepster), Mathematical Workgroup (tutor: Martin Kindt, Jan van Maanen, Roelef Bruggemen, Paul Drijvers, dan Theo van den Bogaart), Domain Specific Education (instructor: Jaap Den Hertog), dan Research Methodology (instructor : Dolly van Eerde)._(yk)

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In one lecture, Professor Zulkardi showed us many different ropes. With those ropes, he asked us what lessons could be taught to students. Then, we discussed in each group.  The rope can be used to teach the material even field.

For example :

With a rope divided into 12 parts, teacher had students to form some rectangulars in different sizes.

Several triangles can be formed by using that rope such as: equilateral triangle, isosceles, and right triangle

equilateral triangle                                       right triangle                     icosceles triangle

After discussing, one of students explained how he or she answered the problem. The student made solution based on their knowledge.

I.Introduction

This report is written as a duty of Mathematic Classroom Observation (MCO) subject. The main aim of this report is to describe the implementation of PMRI in SDN 98 that have been done since 2004.

II.Result of Observation

SDN 98 Palembang, one of PMRI school partner, has located in Jl. KH. Azhari 14 Naga Swidak Plaju. Going there, we need transportation three times and it surrounded by cemeteries. Observation was done by 4 observers (Meryansumayeka, Nenden Oktavarulia Shanty, Nasrullah, and Fidgo Tasman). In SDN 98, we was received by Sri Multiyanti,S.Pd., The headmaster of SDN 98. Then we met the teachers who have implemented PMRI in their class. Such as: Mari Ani (teacher in 2b), Maryani (teacher in 5b), and Ratna (teacher in 1b). This school have 5 teachers who have known PMRI. Most of them had been interviewed by us except Nurlela (teacher in 1a) and Raihana (teacher in 6b). They had a job that had to do at the moment. Most of students SDN 98 are from economy group in under income.

Based on interview with the headmaster, we know that the students will take examination. May 11th- May 16th, Students in the sixth grade take examination named UN and students in the first until the fifth grade will have day off. They will study as usual in May 18th – May 30th except May 21th,  it is day off. In June 1th – June 6th, the first and the second grade will take examination named UUS. Questions for the examination was made by their teacher. In June 8th – June 13th, the third until the fifth grade will take examination. Students that have no examination given day off. The complete schedule of teaching and learning activity is described as following :

Schedule of Teaching and Learning Activity in SDN 98 Naga Swidak Plaju

(Source : SDN 98)

From the schedule above, observation will be done 2 times later. Next observation will be done in May 28th for grade 1 or 2. In June 4th, Observation will be done for grade 3 – 5. After that students have holiday for 2 – 3 weeks.

In SDN 98, we interviewed 3 teachers: Mari ani, Ratna, and Mariyani. Ms. Mari Ani, the teacher in the second grade, said that it is very fun to teach the students using PMRI approach. When she teach addition lesson using beads as model, students look happy and enjoy studying mathematics. PMRI made students actively learn. In the other hands, it needs creativity from teachers to design models that have suitable with lesson. However, making models always needed money. So, it might be a problem for them. They make solution by asking the students bring the things from their house or buying it from the store without earning much money, it is about Rp. 1000,-. She also state that teachers have not contradicted the students. They should listen and guide their student.

Ms. Ratna, the teacher in the first grade, told that in teaching about number. She used straw as models. When students knew what number looks like then teacher gave how many straw needed. She admitted that classical teaching is still used in the class.

Ms. Maryani, the teacher in the fifth grade, said that she is anthusiastic with implementation of PMRI. Teacher create their learning situation, design models for teaching, and design lesson material by themselves in order they could guide the student to reach the competences. However, those need more time. The competence could be reached by 3 – 4 times meeting. Certainly, those were not effective way to reach all of lesson in curriculum. Therefore, teacher sometime use PMRI approach in their class.

III.Conclusion

Generally, teachers have implemented PMRI approach in their class. Most of them have positive responds. In other hands, the implementation needs more time and teacher’s creativity in order their student can be guided to reach basic competences in curriculum.

OBSERVATION 1