Filsafat Matematika

Salah satu tujuan dari filsafat adalah menemukan pemahaman dan tindakan yang sesuai. Filsafat erat kaitannya dengan ilmu, karena bagaimana pun, tujuan dipelajari ilmu adalah untuk dapat dipahami kemudian direalisasikan ke dalam kehidupan yang nyata. Tanpa pemahaman, ilmu tidak akan mungkin dapat dikuasai.

Kontes Literasi Matematika

Sumber : Prof. Dr. H. Sutarto Hadi, M.Si., M.Sc.

Unlam bekerjasama dengan Balitbang Kemdikbud akan mengadakan Kontes Literasi Matematika (KLM) dan Semiloka tentang PISA (Programme for International Student Assessment). KLM dilaksanakan serentak di 7 kota: Jakarta, Yogyakarta, Surabaya, Palembang, Medan, Makassar, dan Banjarmasin. KLM di Banjarmasin terbuka bagi siswa SMP dan MTs di Kalsel, Kaltim dan Kaltim. Sementara semiloka tentang PISA terbuka untuk umum, dosen, guru, mahasiswa, dan pejabat dinas pendidikan dan kebudayaan. Pendaftaran mulai sekarang hingga 16 November 2011 di Prodi Pendidikan Matematika FKIP Unlam atau Rektorat Unlam lantai 2 (Kantor Purek IV). Pelaksanaan KLM dan Semiloka PISA hari Sabtu, 19 November 2011.

Learning math by online

Most of the students’ primary and secondary schools only spend about 5-7 hours in school. Outside school hours, whether the student? Are they learning?

One way to entice students to learn mathematics at home is through an online game. In the online game site there are some games (applets) that are created using Java applications. Math games are related to number theory, measurement, geometry, and algebra.

This is some website of applet that can help children to learn about math.

• http://www.walter-fendt.de/m14id/- Java Applet matematika
• http://www.ies.co.jp/math/java/- Manipula math with Java Applet
• http://www.fi.uu.nl/wisweb/en/Wiskunde Website
• http://math.hws.edu/javamath/java applet download etc
• http://www-groups.dcs.st-and.ac.uk/~history/Java/index.htmlfamous applet curve
• http://www.dmoz.org/Science/Math/mathematics software – applet
• http://www.cut-the-knot.org/Curriculum/1000 Interactive applet java cut-the-knot
• http://www.fi.uu.nl/rekenweb/en/rekenweb- applet matematika SD
• http://oneweb.utc.edu/~Christopher-Mawata/Teaching& learning math with java

source : http://p4mri.net

Beasiswa S2 Matematika

Pendaftaran Beasiswa S2 IMPoME (International Master Program on Mathematics Education) 2012

Sumber http://p4mri.net/new/?p=441

Pendaftaran beasiswa IMPoME angkatan tahun 2012 telah dibuka. Bagi sarjana pendidikan maematika dan sarjana matematika yang berminat untuk mendaftar, silakan mempersiapkan syarat-syarat sebagai berikut:

1. Mengisi aplication form dengan lengkap, download di sini: stuned_form_impome 2012

2. Mengisi CV dengan lengkap, download di sini: cv-form-neso_2012

3. Fotocopy Kartu Tanda Penduduk (KTP)

4. Pas Photo 4 x6 (1 lembar)

5. Ijazah S1

6. Transkrip nilai dengan nilai IPK minimal 3, 00

7. Sertifikat TOEFL dengan score minimal 500

8. SK CTAB (Surat Keputusan Calon Tenaga Akademik Baru) dari Rektor

Persyaratan di atas dibuat dengan rangkap 3 ( 1 asli, 2 fotokopi) menggunakan kertas A4 di bundel berdasarkan nomor urut di atas dan di jilid menggunakan plastik mika warna putih (bening).

Mohon tidak melampirkan dokumen yang tidak kami cantumkan di atas.

Semua berkas harap dikirimkan ke:

Martha Metrica, S.E

PMRI – PPPPTK IPA Bandung

Jalan Diponegoro No.12

Bandung

Telp/Fax: 022-4213950/022 -4213949

Paling lambat tanggal 31 Desember 2011, berkas sudah kami terima.

Terima kasih.

Learning to think and thinking to learn

Summary

Learning to think and thinking to learn

I.    Facilitating whole-group discussions

Addressing Diversity of thinking

When there is a discussion in the classroom, consider that is differences in the ways in which students process information called extroverts and introverts. Extroverts characterized as outgoing and gregarious and tend to process and think while they are talking or they able to think out aloud. Introverts characterized as shy and taciturn and they must think carefully before speaking. Every student is likely to process aspects of both introversion and extroversion. The way that can be used by the teacher to deal with diversity in processing information is to encourage the class to work collaboratively. Teachers suggest giving quieter students more time to process their thoughts for a whole group discussing. They are expected to share their solution method or idea.

Using incorrect solution

One of the most powerful ways to make an impact in young children’s thinking is by accepting incorrect answers or ideas as a natural part of doing mathematics and pursuing them in the same ways as correct solutions. The teacher began the discussion with an incorrect solution but did not indicate her own thought about it. Rather, she used the discussion to encourage students to think more deeply about problem’s meaning. Using incorrect solution allowed the teacher to begin a discussion that would deepen children’s understanding in ways that may not had been possible had she simply asked a student to share a correct solution.

Questioning one another’s solution

The most productive discussions around mathematical ideas seem to happen in classrooms where questioning is an almost spontaneous part of the way children talk to one another about their work. At the beginning of the year teacher should model behavior by questioning students each time they share a solution method. Then she asks other students if they have additional questions. She then discusses with them the value of this questioning and how it helps everyone more deeply understand one another’s methods. Gradually, students take over this responsibility and become questioner without much prompting.

Introduction to Research

HOW TO DESIGN AND EVALUATE RESEARCH IN EDUCATION

Jack R. Fraenkel and Norman E. Wallen

Part 1

Introduction to Research

 

The Nature of Research

Some Examples of Educational Concerns

-  A high school principal in San Francisco wants to improve the morale of her faculty.

-  An elementary school counselor in Boise wishes he could get more students to open up to him about their worries and problems.

-  A physical education teacher in Tulsa wonders if ability in one sport correlates with ability in other sports.

Each of the above examples, although fictional, represents a typical sort of question or concern facing many of us in education today.

Why Research Is of Value

The scientific method provides us with another way of obtaining information—information that is as accurate and reliable as we can get. Let us compare it, therefore, with some of the other ways of knowing.

Ways of Knowing

SENSORY EXPERIENCE: Sensory knowledge is undependable; it is also incomplete. The data we take in through our sense do not account for all of what we seem to feel is the range of human knowing. To obtain reliable knowledge, we cannot rely on our senses alone but must check what we think we know with other sources.

AGREEMENT WITH OTHERS: One such source is the opinions of others. Not only can we share our sensations with others, we can also check on the accuracy and authenticity of these sensations. There is great advantage to checking with others about whether they see or hear what we do. It can help us throw away what is untrue and manage our lives more intelligently by focusing on what is true.

EXPERT OPINION: There are particular individuals we should consult—expert in their field, people who know a great deal about what we are interested in finding out. All any expert can do is give us an opinion based on what he or she knows, and no matter how much this is, it is never all there is to know.

LOGIC: We also know things logically. Our intellect—our capability to reason things out—allows us to use sensory data to develop a new kind of knowledge.

THE SCIENTIFIC METHOD: The general order of the scientific method is as follows:

• Identifying a problem or question
• Clarifying the problems
• Determining the information needed and how to obtain it
• Organizing the information
• Interpreting the results

Daftar Nama Peserta Calon Mahasiswa IMPoME 2011

Sumber: http://p4mri.net/new/

DAFTAR NAMA Peserta Calon Mahasiswa IMPoME 2011

Yang Diterima Dan Akan Mengikuti Les Bahasa di Dik.Tendik

 

No	Nama
1	Adri Nofrianto
2	Afifatul Muslikhah
3	Agnita Siska Pramasdyahsari
4	Bustang
5	Christi Matitaputty
6	Dewi Hamidah
7	Dwi Afrini Rizma
8	Elika Kurniadi
9	Evangelista Lus Widiana Palupi
10	Evi Febriana
11	Farida Nursyahida
12	Febrian
13	Hermina Disnawati
14	Ishariyadi
15	Ismi Ridha Asy-Syifaa
16	Matius Pai’pinan
17	Mawarni
18	Moch. Lutfianto
19	Muhammad Ridhoni
20	Mulia Putra
21	Navel Oktaviandy Mangelep
22	Novita Sari
23	Puji Astuti
24	Rindu Alriavindrafunny
25	Shahibul Ahyan
26	Shofan Fiangga
27	Susilahudin Putra Wangsa
28	Sylvana Novilia Sumarto
29	Weni Dwi Pratiwi

Bandung, 11 Maret 2011

Ketua Tim PMRI

R.K.Sembiring

 

PENGUMUMAN DAFTAR CALON MAHASISWA S2 IMPoME YANG LULUS SELEKSI BERKAS TAHUN 2011

Sumber: http://p4mri.net/new/

Selamat, kepada semua calon mahasiswa IMPoME 2011 dari berbagai daerah di seluruh Indonesia yang telah lulus seleksi tahap pertama, yaitu seleksi berkas. Selanjutnya akan mengikuti tes wawancara yang akan ditentukan kemudian.

No Nama Pendidikan Terakhir Lokasi Wawancara 1 Abdul Manaf Firdaus S1 Pend.Matematika Surabaya 2 Adri Nofrianto S1 Pend.Matematika Padang 3 Afifatul Muslikhah S1 Pend.Matematika Yogyakarta 4 Agnita Siska Pramasdyahsari S1 Pend.Matematika Semarang 5 Alexius Madu S1 Pend.Matematika Kupang 6 Bustang S1 Pend.Matematika Makassar 7 Candra Ditasona S1 Pend.Matematika Padang 8 Christi Matitaputty S1 Pend.Matematika Ambon 9 Dewi Hamidah S1 Matematika Surabaya 10 Dewi Ismiarti S1 Matematika Surabaya 11 Devira Dewi Septiani S1 Pend.Matematika Singaraja 12 Dwi Afrini Rizma S1 Matematika Pekanbaru 13 Elika Kurniadi S1 Pend.Matematika Palembang 14 Evangelista Lus Widiana Palupi S1 Pend.Matematika Surabaya 15 Evi Febriana S1 Pend.Matematika Mataram 16 Farida Nursyahida S1 Pend.Matematika Semarang 17 Febrian S1 Pend.Matematika Pekanbaru 18 France Farma Hendra S1 Pend.Matematika Padang 19 Herjan Haryadi S1 Pend.Matematika Mataram 20 Hermina Disnawati S1 Pend.Matematika Kupang 21 Ishariyadi S1 Pend.Matematika Palu 22 Ismi Ridha Asy-Syifaa S1 Matematika Bandung 23 Joni Ata Belek S1 Pend.Matematika Kupang 24 Lilis Marina Anggraini S1 Pend.Matematika Jakarta 25 Matius Pai’pinan S1 Pend.Matematika Jayapura 26 Mawarni S1 Pend.Matematika Banjarmasin 27 Moch. Lutfianto S1 Pend.Matematika Surabaya 28 Muhammad Ridhoni S1 Pend.Matematika Banjarmasin 29 Muhammad Syawahid S1 Pend.Matematika Mataram 30 Mulhamah S1 Pend.Matematika Mataram 31 Mulia Putra S1 Pend.Matematika Banda Aceh 32 Nelly Rhosyda S1 Pend.Matematika Semarang 33 Novita Sari S1 Pend.Matematika Palembang 34 Nurbaeti Widiasari S1 Pend.Matematika Jakarta 35 Puji Astuti S1 Pend.Matematika Palembang 36 Rindu Alriavindrafunny S1 Pend.Matematika Surabaya 37 Rizki Amalia S1 Pend.Matematika Banjarmasin 38 Sakinah Nurul Fajri S1 Pend.Matematika Padang 39 Shahibul Ahyan S1 Pend.Matematika Mataram 40 Shofan Fiangga S1 Pend.Matematika Surabaya 41 Sri Utami S1 Pend.Matematika Surabaya 42 Susilahudin Putra Wangsa S1 Pend.Matematika Mataram 43 Sylvana Novilia Sumarto S1 Pend.Matematika Surabaya 44 Syukrul Hamdi S1 Pend.Matematika Mataram 45 Ulil Nurul Imanah S1 Pend.Matematika Surabaya 46 Vivi Suwanti S1 Matematika Surabaya 47 Weni Dwi Pratiwi S1 Pend.Matematika Palembang 48 Yunita Oktavia Wulandari S1 Pend.Matematika Surabaya 49 Stenly Ivan Mamanua S1 Pend.Matematika Manado 50 Navel Oktaviandy Mangelep S1 Pend.Matematika Manado 51 Steven Budianto Suharsono S1 Pend.Matematika Manado

 

IMPoME 2011

Telah dibuka pendaftaran program beasiswa S-2 IMPoME (International Master Program on Mathematics Education) untuk tahun ketiga. Calon peserta dapat sarjana pendidikan matematika atau sarjana matematika. Info lengkapnya di sini brosur, CV, formulir IMPoME 2011

Didaktika: Di manakah Si Janggut Merah Menyimpan Harta Karunnya?

Sumber: Majalah PMRI Vol. V No. 3 Juli 2007

Sumber: http://www.google.co.id

Janggut Merah adalah seorang bajak laut yang kejam. Pada zamannya para pelaut dan pedagang sangat takut terhadapnya. Setiap kali bertemu dengannya tidak ada kapal yang lolos. Semua habis dibajaknya. Janggut Merah menyimpan hartanya di sebuah pulau terpencil di Laut Utara, Pulau Maanvis namanya. Dalam bahasa Belanda disebut Maanvis Eiland (Pulau Bulanikan). Selama ratusan tahun cerita Janggut Merah menjadi legenda. Namun, baru-baru ini seorang nelayan secara tak sengaja menemukan Pulau Maanvis, dan menemukan sebuah peta di sana. Peta itu diduga berisi petunjuk tempat Janggut Merah menyimpan harta karun hasil bajakannya.

Dengan menggunakan potongan kertas sebagai pengukur dan petunjuk arah mata angin, tentukanlah titik tempat Janggut Merah mengubur harta karunnya.

Kalau Anda sudah berhasil menemukan titik lokasi harta karun, buatlah petunjuk arah yang baru untuk bisa sampai ke lokasi itu. Petunjuk arah itu diperlukan karena Pulau Maanvis tidak berpenghuni selama ratusan tahun, dan tertutup hutan yang sangat lebat. Yang bisa dilakukan hanyalah menyusuri daerah di dekat pantai. Jangan mencoba berenang di laut di sekitar Pulau Maanvis, karena banyak ikan hiu ganas yang siap menyerang.