SEAMEO QITEP in Mathematics Indonesia. SEAMEO QITEP in Mathematics Indonesia What is a Quality...

SEAMEO QITEP in Mathematics

Indonesia


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What is a Quality Education?

A clear educational standardGovernment

Regulation No. 19 Year 2005 on

Education National Standard

2005Before

AfterA Quality education is unclear

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Government Regulation no. 19 Year 2005

It is an Educational National Standard It comprises eight minimum standards,

namelyStandard of ContentStandard of Graduate CompetencyStandard of Educational AssessmentStandard of ProcessStandards of Teacher and Educational

Personnel Standard of Management, Standard of Funding Standards of Equipment and Infrastructure


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Focus on

Standard of Teacher and Educational Personnel It is elaborated in several Regulations of

the Minister of National Education (Permendiknas).

One of those is Permendiknas no. 16 year 2007 about Standards of Academic Qualification and Competence of Teachers. Teacher must have a minimum academic

qualification diploma four (D-4) or bachelor (S1).

Teacher is required to have four competences, i.e. personality, social, pedagogic, and professional.


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Pedagogic Competence mastering learner’s characteristics in physical

aspects, moral, social, cultural, emotional, and intellectual.

mastering the learning theories and principles of learning.

developing curriculum related to subject matters taught.

organizing learning. utilizing information and communication technology

for learning purposes. facilitating the development of learners' potential. doing an effective communication by showing

empathy and courteous to students. conducting assessment, evaluation processes and

learning outcomes. utilizing the results of assessment and evaluation

for learning purposes. doing reflective action to improve the quality of

learning.


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Professional Competence mastering contents, structure, concepts, and

patterns of scientific thought that supports subject matter taught.

mastering standard of competence and basic competence of subjects taught.

developing teaching materials creatively. developing a sustainable professional with

reflective action. utilizing information and communication

technology for communication and human development.


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Developing Teaching Materials Creatively

Using numbers, relationships among numbers, number systems and measurement theory.

Using measurement and interpretation.

Using mathematical logic. Using concepts of geometry. Using statistical concepts and

probability. Using patterns and functions. Using concepts of algebra.


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Cont’d

Developing Teaching Materials Using concepts of calculus and analytic

geometry. Using concepts and processes of discrete

mathematics. Using trigonometry. Using vector and matrices. Explaining the history and philosophy of

mathematics. Having capability to use teaching aid,

instruments of measurement, calculators, computer software, mathematical models, and statistical models.


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How do Indonesian teachers develop their pedagogic and professional competences?


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The History of Lesson Study in Indonesia In 1998, IMSTEP (Indonesian Mathematics

and Science Teacher Education Project) started in three Institutes of Teacher Training and Education (IKIP) Bandung, Yogyakarta and Malang, in collaboration with Japan International Cooperation Agency (JICA). Later, the three IKIPs changed their names to Universitas Pendidikan Indonesia (UPI), Yogyakarta State University (UNY) and Malang State University (UM).

The purpose of this project was to improve the quality of mathematics education and science


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The History, cont’d

Innovative teaching models using hands-on activity, real-world context and local materials were developed and tested in the piloting activity at several secondary schools.

IMSTEP ended in 2003 and was considered successful in enhancing mathematics and science education.

In 2003 – 2005, a project called IMSTEP Follow-up continued the previous project.

In 2003 – 2005, a project called IMSTEP Follow-up continued the previous project.


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The History, cont’d In 2006 – 2008, a new joint project with JICA

named SISTTEMS (Strenghtening In-service Teacher Training in Education of Mathematics and Science) started in three regencies, i.e. Sumedang, Bantul and Pasuruan.

the project involved teachers from 92 Junior High Schools (SMPs) and 45 Religious Junior High Schools (MTs) in Sumedang regency, 83 SMPs and 17 MTs in Bantul regency, and 116 SMPs and 107 MTs in Pasuruan regency, (http://www.jica.go.jp/project/Indonesia).

Through this project, UPI, UNY, UM with JICA helped mathematics and science teachers in enhancing their professional capabilities.


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The Connection Between Lesson Study and TIMSS

Lesson Study spread to many countries after the release of TIMSS 1995 eight grade mathematics videos from Germany, Japan, and the United States.

The Video Study attempted to reveal the mathematics lesson characteristic in Japan, one of the countries with relatively high scores in eighth-grade mathematics as measured by TIMSS.

Japan and Germany have a system to improve the quality of education on ongoing basis.

The system in Japan is Lesson Study and is studied and developed by The United States.


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A curiosity: do students’ mathematics achievements get improved by implementing

lesson study? In case of the US for its eight grade in TIMSS: In 1995, the US ranked 28th of the 41 countries

with average score of 500. In TIMSS 1999, the US ranked 19th of 38

countries with average score of 502 while TIMSS 1995’s international average score was 487.

In TIMSS 2003, the US was in the 15th position of 46 countries with a score of 504.

in TIMSS 2007, the US was in the position 9th of the 48 countries with average scale score of 508, above the average TIMSS scale, 500.


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What about Indonesia?

In 1999, Indonesia in the 34th position of 38 countries with the average score of 403, while the international average score of 487.

In 2003, Indonesia in the 34th position of 46 countries with average score of 411, while the TIMSS 2003 average score was 467.

In 2007 Indonesia in the 36th position of 48 countries with the average score of 397 while the average TIMSS score was 500.


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A “Homework” for Developer of Lesson Study in Mathematics Education Have the lesson designs focused on

mathematics? Have teachers promoted students’ reasoning?

Lesson learnt from Japan: “in the case of Japan, lesson study usually

begins by developing a lesson plan in which teachers solve and pose problems from student’s perspectives. By analyzing problems, teachers develop good ways of questioning. Why did students say this? Behind their words, there must be so many kinds of ideas”

Isoda in Marsigit (2007)


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The Role of SEAMEO QITEP in Mathematics in

Developing Lesson Study Lesson study in mathematics

education should be disseminated in SEAMEO member countries.

Conduct Course on Developing Lesson Study in Mathematics Education.


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Course had been held: Developing Lesson Study in Mathematics Education, 5 – 30 Oct 2009 The participants were mathematics

key teachers at Junior High Schools. Output: lesson plans and an action

plan to disseminate the benefits of implementing Lesson Study to other teachers in their countries.


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No. ComponentsTime allocation

A General Components

1 Policy of Ministry of National Education of Indonesia on SEAMEO QITEP in Mathematics 2

B Core Component

1 Overview of teaching and learning mathematics in junior secondary school

a. Philosophical and theoretical grounds of mathematics education 3

b. Empirical evidences and current trends of mathematics teaching practice 3


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3 Implementation of Lesson study (Plan)

a. References for teaching material: 12

b. Producing material for lesson study 12

c. Presenting and refining material for lesson study 6

4 Implementation of Lesson study (Do and See) 30

5 Publishing the report and Designing the follow-up program

a. Publishing the report (Monitoring and Evaluation) 8

b. Designing the following program 6

6 ICT for Mathematics Teachers

a. The Use of Computer for Mathematics Teachers 2

c. Mathematics Mobile Learning 1

7 Enjoy Mathematics with Problem Solving Approach: Beyond the lesson study as a style for professional development managed by administrators

3

CSupporting Test

1 Pre-test & Post-test 2

2 Orientation 3

3 Group Dynamic 3

Total 120


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Enjoy Mathematics with Problem Solving Approach: Beyond the lesson study as a style for professional development managed by administrators delivered by Dr. Masami Isoda


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The Implementation of Lesson Study Plan: Designing lesson plans for 4 day

implementation in group of four for mathematics grade 8 at SMPN 5 (high achievers) and SMPN 4 Pakem (normal)

Do: each participant implemented the lesson plan

See: reflection, how did the teacher feel when s/he present the lesson? Did teacher think s/he teach as planned in lesson plan? why did students do that? Why did students ask that? Why did students say this?

Based on input and suggestions at the reflection, the lesson plan for the next lesson was adjusted.


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Participants' Evaluation on The CourseCourse Evaluation: From 20 aspects measured, the mode of each

aspect fell at the scale 4 on a scale 0 to 5. 0 = not applicable, 1 = strongly disagree, 3 =

disagree, 4 = agree, 5 = strongly agree The mean of all aspect was 4.1797 or 83.59% It can be interpreted that the participants

support the implementation of the course.


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Cont’dContent Evaluation: From 9 contents measured, the

mode of each content fell at the scale 4 on a scale 0 to 5.

0 = not applicable, 1 = strongly disagree, 3 = disagree, 4 = agree, 5 = strongly agree

The mean of all contents was 4.1787

It can be interpreted that the participants agreed with the contents of the course.


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The Follow-up Action SEAMEO QITEP in Mathematics will conduct

Course on Lesson Study in April 2010, but the participants will be mathematics teachers of Senior High Schools.

Delivery strategy will be face to face, collaborate with SEAMOLEC (SEAMEO Regional Open Learning Centre) in term of using ICT and connection points in SEAMEO Member Countries


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No. Aspects1. The duration of this course is reasonable2. The Course activities/assignment/ project are useful learning experience3. The level of intellectual activity required by this course is appropriate4. Evaluation procedure have allowed me to demonstrate adequately what I

have learned5. The teaching in this course has motivated me to study more interested

about the subject6. As a result of taking this course, I have become more interested about the

subject7. The difficulty level of this course seems appropriate for me8. My knowledge and skills have increased as a result of taking this course9. This course stimulated my critical thinking

10. There was a balance between theoritical discussions and practical considerations

11. The pace of the class was appropriate to the content of the course12. Requirement were communicated clearly at the beginning of the course13. The activities/assignment/projects encouraged thinking

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14. The workload was reasonable15. The activities/assignment/projects were adequate to the course objectives16. This course has increased my analytical skills17. This course has stimulated my intellectual curiosity in the ares specified18. Course activities encouraged teamwork and active participation19. Time allocation for different topics was adequate20. Every participant strives for excellence in his/her work

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No. Contents1. Relevance of content to the course2. Appropriateness of readings suggested3. Suitability and quality of material used4. Appropriateness and quality of audio visual materials used

5. Appropriateness and quality of laboratory sessions6. Appropriateness and quality of laboratory materials7. Appropriateness and quality of instructional materials

8. Appropriateness and quality of instructional support provided

9. Overall quality of course content/ material provided

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