review 4

PEMANFAATAN VIDEO TAPE RECORDER (VTR) UNTUK

PEGEMBANGAN MATEMATIKA REALISTIK DI SMP

Dr. Marsigit, MA

Universitas Negeri Yogyakarta

Realistic Mathematics emphasizes the construction of the context of concrete objects as a starting point for students to acquire mathematical concepts. Concrete objects and the objects surrounding environment can be used as a context for learning mathematics in building mathematical connections through social interaction. Concrete objects manipulated by the student within the framework of efforts to support students in the process mathematicstation concrete to the abstract.

According to Hans Freudental in Sugiman (2007) mathematics is a human activity (human activities) and must be linked to reality. Thus, when students do activities to learn math so in her place mathematicstation process. There are two kinds mathematicstation, namely mathematicstation mathematicstation horizontal and vertical. Mathematicstation horizontal proceeds from the real world into mathematical symbols. The process occurs when he is faced with the problems of life / real situations. While the vertical mathematicstation is a process that occurs within the mathematical system itself, for example: the discovery of a matter menyelesaiakn strategy, linking the relationship between concepts or applying mathematical formula / formulas findings. The third type is the type that has realistic characteristics buttom-up approach in which students develop their own models and then the model is used as the basis for developing formal mathematics. There are two kinds of models that occur in the process ie the model of the situation (a model of situation) and for the mathematical model (a model for formal mathematics).
Benefits VTR by Isoda, M (2006) as follows:  "VTR (Video Tape Recorder) for teacher education and reform movements in Mathematics Education, specifically for developing lesson study has some benefits as:

a)              short summary of the lesson with emphasis on the major problems in the lesson,

b)              components of the lesson and main events in the class, and,

c)              possible issues for discussion and reflection with teachers observing the lesson "

By observation and analysis on the VTR on learning mathematics, which has recorded a teacher who has been carrying out a realistic approach to learning mathematics with, then the other teacher can test and find alternatives for the development of acquired concepts or ideas about concrete objects and the objects surrounding environment can be used as a context learning of mathematics in building mathematical connections through social interaction. mathematical learning model that has been recorded in the VTR certainly has its advantages and disadvantages. VTR itself also has drawbacks, such as: the limited point of view, not all aspects can be recorded, image quality, image capture moments that are not appropriate.

review by : Purwoko Wahyu Hutama