International Level of
Indonesian Mathematics Education
International level is a highest level in education,
include in mathematics education. If a mathematics education in a country
success in international level, it proof that the mathematics in that country
is good and better than another countries. But actually, international level is
not measure by international achievement, but also the important things are
development of religious culture to students that learn mathematics. In other
hand, international level in mathematics education is also not measure by the language
that used. As evidence, mathematics education in Japan always using Japanese
language not English but the content of mathematics education is international
level. It is also happen in Korea and China. It is contrast with mathematics
education in Indonesia. In our country, international mathematics education is
just teaching in technique. It using English as a universe language but the
content is still far from international level.
Point of view of international level
depends on person. It will different when a scientist and an Indonesian
blue-collar workers and craftsmen employed overseas. In education, international
level take universal basic pillars (basic philosophy), they are essence, method,
and benefit from everything. Achievement in international level of Indonesian
mathematics education is not too low. There are some Indonesian young people
that get golden medal in international olympiad. But all of this achievement
can’t to measure all of mathematics education level in Indonesia. It because known
that education in Indonesia is not spread evenly. A research shows that 76.6%
Indonesian student in junior high school are blind in mathematics. It is
contrast with achievement of some Indonesian students that get golden medals in
international level. Students who get medals in international olympiads get
special treatment from some institutes such as Surya Institute etc. One of some
factors that make mathematics still low in Indonesia is because it is not be a
culture in Indonesian people.
Improving
international level of mathematics education in Indonesia, there are steps that
is taken by schools in Indonesia. They are :common school -> national standard school -> pionering of international bassis school -> international bassis school
When a common
school had been national standard school it must complete eight pillars in
national standard to be pioneering of international basis school. They are:
1.
Content standard
2.
Process standard
3.
Graduate competency standard
4.
Educators standard
5.
Facilities standard
6.
Managing standard
7.
Expense standard
8.
Education assessment standard
After 6 years, pioneering
of international basis school is assessment again to be international basis school.
Formula to determine is SSN + X, where X is plus value in each standards like
social support, continuous expense, standards accountability and standards sustainability.
Teachers’ accountability can be seen from teachers’ ability in English and in
lesson study that can be seen by other teachers to make learning be better in
the future. But in Japan, language is not accountability but the system is
accountability. In another hand, sustainability is a continuously innovation.
Reaching
international level in mathematics education can’t be cut from teachers role,
they are:
1.
Changing teachers and
students mindset to be international standard
2.
Learning new paradigms
(teachers as facilitators, teachers as motivators, etc).
3.
Promoting innovations
that have backbones education innovations
A
philosopher that came from England said that there is not the best way to
teaching, but the best way is combine some ways appropriate
context the expectation of competences. A big research in England gives the recommendation
learning in school, they are:
1.
Teacher must using exposition
but in limited times
2.
Promoting discussion
3.
Promoting investigation
4.
Promoting problem
solving
5.
Promoting use learning
aids and laboratory tools
A teacher’s problem to change to be
innovative teachers is because they are still teaching formal mathematics/axiomatics/pure mathematics.
Changing to be international level, teachers must promote and teaching using
school mathematics. Based on Ebot and Strakker is also have an argument that
used to improve international level of Indonesian mathematics education, they
are:
1.
Mathematics as search
for patterns and relations
2.
Mathematics as investigation
3.
Mathematics as problem
solving
4.
Mathematics as a mean
of communication
Today,
not only in Indonesia, but also in all country in this world, there is not the
best way to teach mathematics or mathematics education. It because depend on
each culture in their countries. So, which the best methods that can be apply in
Indonesia to improve Indonesian mathematics education can’t be given.
References
Marsigit.
____. Asumsi Dasar Karakteristik
Matematika, Subyek Didik dan Belajar Matematika Sebagai Dasar Pengembangan
Kurikulum Matematika Berbasis Kompetensi Di SMP. FMIPA Universitas Negeri Yogyakarta.
Nurfuadah, Rifa Nadia. 2011. Waduh...76,6% Anak Buta Matematika!.
online, http://kampus.okezone.com/read/2011/02/01/373/420273/waduh-76-6-anak-buta-matematika,
accessed on Thursday, Mei 3th 2012 at 07:00 P.m.
Peraturan
Pemerintah Republik Indonesia. 2005. Standar
Nasional Pendidikan Pasal 19.
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