PENDIDIKAN KARAKTER
DALAM PENDIDIKAN
MIPA
Dipresentasikan pada
Pelatihan Pendidikan Karakter dalam Pembelajaran MIPA
Di FMIPA Universitas Ahmad Dahlan (UAD)
Sabtu, 11 Februari 2012
Oleh:
Marsigit
Dosen 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
Dunia Barat
Dunia Timur
Obyek Material
Ontologi
Epistemologi
Aksiologi
AUGUSTE COMPTE (Positivisme)
(Western Character)
Modern/Industry
Philosophy
Religious
Traditional
Ideal/Relevant/Realistic/Survive
Rethoric/Go to Hell
Irrational/Not Relevant
Uncivilized
CAPITALISM/POWERNOW
Western Character
POST MODERN
Survive/Utility
MODERN
Realistic/Scientific
FEUDAL
TRADITIONAL/RELIGIOUS
Rethoric/Irrational
TRIBAL
Uncivilized
ARCHAIC
Stone
Eastern Character
God/RELIGIOUS/Transcendent
Qualitative/Complex/Abstract
Philosophy of Life
Philosophy of Mathematics/Science
Ways of Thinking
Mathematics/Science
Physical Dimention of Life
Quantitative/Simple/Concret
Physical Dimention of Non-Life
Hermeneutics of life
Iceberg Approach in Realistics Mathematics
(Moerlands, 2004 in Sutarto, 2008)
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West
ICEBERG
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Indonesia
VOLCANO
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TSUNAMI
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MOUNT OF KRAKATAU
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Mount of M E R A P
I
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Disaster
Pheno
menon
Entertain
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Disaster
MATHEMATICS
/SCIENCE
Entertain
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Phenomenology
(Husserl)
Idealized
Abstracted
Math
Epoche
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Phenomena
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Character of KNOWLEDGE
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David Tall, 2010
Marsigit, Indonesia
David2/11/2012
Tall (2010): The child’s development of conceptual embodiment
Marsigit, Indonesia
Problem of Math/SCIENCE
Teaching
Traditional
Innovative
Teacher
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Students
Constructive Teaching Marsigit, Indonesia
Problem of Math/Science Teaching
In Indonesia
FORMAL
MATH
SCHOOL
MATH/Science
Teacher
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Students
Constructive Learning Marsigit, Indonesia
The Nature of School
Math/Science
Inside your
MIND
(Superserve)
Outside your MIND
(Subserve)
3
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The Nature of Math/Science
Inside Your
MIND
(Unique)
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Outside your MIND
(Plural)
Marsigit, Indonesia
The Nature of School
Math/Science
Inside your
MIND
(analytic/coher
ence)
Outside your MIND
(synthetic/
Correspondence)
3 book + 2 book = 5 book
3+2=5
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3 pencil + 2 pencil = 5 pencil
3 book + 2 pencil = 5
?
3 book + 2 pencil = 5
?Marsigit, Indonesia
The Nature of School Math/Science
Inside your
MIND
(abstract)
Outside your MIND
(concret)
X=30
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The Nature of School Math/Science
Inside your MIND
(Realistic Math:
Vertical)
Outside your MIND
(Realistic
Math:Horizontal)
1
½
¼
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Hermeneutics of
The ICEBERG Approach
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Industrial
Trainer
Technologica
l Pragmatist
Old
Humanist
Progressive
Educator
Public
Educator
Radical
right
Conservat
ive
Conserv
ative/
liberal
Liberal
Democracy
Mathemat
ics
Body of
Knowle
dge
Science of
truth
Structure of
truth
Process of
Thinking
Social
Activities
Moral
Value
Good vs
Bad
Pragma
tism
Hierarkh
ies
Paternali
stics
Humanity
Justice,
Freedom
Politics
Industrial
Trainer
Technologica
l Pragmatist
Old
Humanist
Progressive
Educator
Public
Educator
Theory of
Society
Hierarchy,
Market
Orientation
Hierarchy
Hierarchy
Well-fare
Un-justice
need a reform
Genesis of
Students
Empty
Vessel
Empty Vessel
Character
Building
Student
Orientation
To
develop/grow
seed plant
Theory of
Students’
Ability
Talent and
Effort
Talent
Talent
Development
Need
Aspect of
culture,
Relatives
Industrial
Trainer
Technologic
al
Pragmatist
Old
Humanist
Progressive
Educator
Public
Educator
Aim of
Mathemat
ics/Scienc
e
Education
Back to
Basic
(Arithmetics)
Certification
Transfer of
knowledge
Creativity
To develop
people
comprehensi
vely through
math.
Theory of
Learning
Work
Hard,
Exercises,
Drill,
Memorize
Thinking
And
practice
Understand
ing and
Application
Exploration
Discussion,
Autonomy,
Self,
Theory
Of
Teaching
Transfer
of
knowledge
(transmition)
External
Motivation
Expository
Construction,
Development
Discussion,
Investigation
Industrial
Trainer
Technologica
l Pragmatist
Old
Humanist
Progressive
Educator
Public
Educator
Resources
White
Board,
Chalk,
Anti
Calculator
Teaching Aid
Visual
Teaching
Aid for
motivation
Various
resources/envi
ronment
Social
Environtment
Evaluation
External
Test
External
Test
External
Test
Porto-folio,
Assessment
Porto folio,
Social
Context
Diversity
Monocult
ure
Desentralisation
Competent
Based
Curriculum
Multiple
Solution,
Local Culture
Heterogonom
ous
THE NATURE OF LEARNING
MATHEMATICS/SCIENCE
(Ernest, 1991)
FEEDBACK, CRITICS
REFORMULATION
PUBLICATION
SUBJECT.
KNOWLEDGE
NEW CONCEPT
SOCIAL
INTERACTION
NEW CONCEPT
OBJECT.KNOWL.
REPRESENTATION
REFORMULATION
HAKEKAT SISWA BELAJAR
MATEMATIKA/SCIENCE
(Ebut And Straker, 1996)
MOTIVASI
UNIK
SOSIAL
KONTEKSTUAL
Instrumental
Curriculum
Packages (subj.
discipline)
Berorientasi Kerja
Interactive
Curriculum
Problems
(interdiscip. enquiry)
Kesejahteraan Masy
Individualistic
Curriculum
Personal
eksploration
Kebahagiaan Hidup
Materi sangat terstruktur
Struktur materi
longgar
Materi tak
terstruktur
Guru Mendominasi
Guru sbg Manager
Teachers as passive
recipients
Teacher as represent.
Participants
Guru melayani
kebut belaj siswa
Teacher as
developers
Attain. of specif. goal
Anthropological
studies
Indiv. casehistories
MANUSIA DAPAT
DIREKAYASA
MANUSIA SBG
MAKHLUK SOSIAL
MANUSIA
SEBAGAI
PRIBADI
DUNIA NYATA
DUNIA YANG
DUNIA YANG TIDAK
CHARACTERISTIC OF
INDONESIAN (MATHEMATICS) TEACHING
PRACTICE
1. Topik saling terpisah
2. Guru sebagai distributor ilmu
3. Murid pasif
4. Guru tidak punya peran dalam pengemb. kurikulum
5. Menekankan pada ingatan dan latihan
6. Motivasi external
7. Teachers give highest priority to academic attainment
8. Regular testing
9. Accent on competition
10. Teaching confined to classroom base
11. Little emphasis on creative expression
ONTOLOGY OF CHARACTER
1. ACTIVITIES : Teacher/Students activities in the class
2. MEANINGS :
Teacher’s explaining and questioning
Student’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, the
specific 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 the
people will be able to develop themselves and take joint responsibility
for
the development of the nation;
(e)Ensuring that all children are literate and able to communicate well in
Bahasa Indonesia, the national language, while preserving and
enhancing
local 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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Marsigit, Indonesia
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 dan
muslimat.
Kedua, Pengembangan Ilmu Pengetahuan. Ilmu yang telah dikuasai
harus diberikan dan dikembangkan kepada orang lain.
Ketiga, penekanan pada nilai-nilai akhlak dalam penguasaan dan
pengembangan ilmu pengetahuan.
Keempat, penguasaan dan pengembangan ilmu pengetahuan, hanyalah
untuk 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 menghasilkan
ilmu-ilmu sekular yang cenderung
menjauhkan manusia dengan agamanya,
maka Islamisasi ilmu justru mampu
membangunkan pemikiran dan keseimbangan
antara aspek rohani dan jasmani pribadi
muslim yang akan menambahkan lagi
keimanannya kepada Allah SWT. Wallahu
a’lam bishawab