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MATEMATIKA
BAB II
Karakteristik
Matematika
BAB I
Pendahuluan
Latar
Ruang
Belaka
Tujuan
Lingku
ng
p
Sasara
Tujuan
n
BAB V
Model Pembelajaran
Matematika SMP
Modelmodel
Pembelaja
ran
Pemilihan
Model
Pembelajra
n
Rasion
al
Tujuan
PBM
Ruang
Lingku
p
Kerangka
Struktur
Dasar
Kurikulu
Kurikulu
m SMP
m Kompeten
si
Matematik
a
BAB VI
Penilaian
Strategi
Penilaian
BAB IV Desain
Pembelajaran
Matematika SMP
BAB III
Kurikulum 2013
matematika SMP
Pelaporan
Pencapaian
Kompetensi
BAB VII
Media dan Sumber
Belajar
Media
Pembelajaran
Matematika
Sumber
Belajar
Matematika
Pemanfaata
n Sumber
Be;ajar
SKL
Kerangka
Pembelajar
an
Strategi
dan
Metode
Pendekatan
Pembelajar
an
Rancangan
Pembelajar
an
BAB VIII
Guru Sebagai Pengembang
Budaya Sekolah
Pengertian
Budaya
Sekolah
Pengemban
gan Budaya
Sekolah
CHAPTER I
INTRODUCTION
BACKGROUND
The curriculum was developed with the
competency-based indispensable as an instrument
to direct learners to be:
(1) the human quality that is able to proactively
respond to the challenges and changing times;
(2) a well-educated man of faith and fear of God
Almighty, noble, healthy, knowledgeable, skilled,
creative, self-sufficient;
(3) citizens of a democratic and responsible.
BACKGROUND
Mathematics Subject Guidelines for SMP /
MTs is expected to be a reference tool for
educators in planning, developing, and implementing
process-based learning process of science
(scientific approach) as well as authentic
assessment (authentic assessment) on the subjects
of mathematics and the importance of a shift in
perspective (mindset) teachers MatematikaSMP /
MTs in learning Mathematics SMP / MTs
Curriculum
2013.
PURPOSE
PURPOSE
PURPOSE
TARGET
Guidelines
for
the
development
and
implementation of the curriculum in the subjects of
mathematics education SMP / MTs destined for
educators, heads of schools / educational unit,
supervisors, department of education, the parents /
guardians of students, and other educational
personnel in order to support the implementation of
educational programs and in particular in planning and
implementation of learning and classroom assessment
system that is effective, efficient, and qualified in
accordance with national education standards.
SCOPES GUIDELINES
CHAPTER II
CHARACTERISTICS OF
MATHEMATICS
RATIONAL
NRC (National Research Council, 1989) of the
United States have expressed the importance of
Mathematics
with
the
following
statement:
"Mathematics
is
the
key
to
opportunity."
Mathematics is the key towards opportunities. For a
student's success will open the door to learn a great
career. For citizens, the math would support making
the right decision. For a country, the math will
prepare its citizens to compete and compete in the
field
of
economics
and
technology.
RATIONAL
RATIONAL
CHAPTER III
SUBJECT MATHEMATICS
CURRICULUM 2013 SMP / MTs
MATHEMATICAL COMPETENCE
as mathematical competence in supporting the achievement of the
competence of junior high school graduates emphasis on :
1) shows the logical attitude, critical, analytical, meticulous and
conscientious, responsible, responsive, and does not easily give in
solving the problem
2) Having a curiosity, confidence, and interest in mathematics as well
as a sense of trust in the power and usefulness of mathematics,
which are formed through learning experiences
3) Having an open attitude, polite, objective within group interaction
and activities of daily living, as well as the ability to communicate
mathematical ideas clearly
4) Identify patterns, sequences, series and use it to formulate
perumuman / general rules and give predictions
5) Understand the concepts, relations order, and the operations of
rational numbers, sets and functions in the various forms of
presentation (diagrams, tables, graphs)
MATHEMATICAL COMPETENCE
6) Understand the description and visualization of the percentage
proportion, ratio, and rate of
7) Know and use various manipulation / transformation algebra
(squaring, factoring) in resolving issues such as equality and
inequality
8) Know the simple algebraic expressions (linear, quadratic), the
interpretation of the geometry and the concept quadratic
discriminant function to identify the existence and solve equations
9) Understanding the wake flat, relationship and transformation
geometry based on the properties or elements (many sides,
regularity, size, similarity)
10) Giving estimate using mental computation and algebraic properties
in the resolution of problems and compare it with the calculated
11) Understanding the empirical and theoretical opportunities, as well
as compare the various offerings and provide interpretation of the
data
12) Using symbols in modeling, identifying information, to select and
use the most effective strategies that is accompanied by descriptive
statistics
CHAPTER IV
DESIGN OF LEARNING
MATHEMATICS SMP / MTs
LEARNING FRAMEWORK
1. Directly learning
2. Indirectly learning
Deskripsi
langkah
pembelajaran
LESSON PLAN
LESSON PLAN
Stages, considerations and procedures in developing
lesson plans are :
1) review the syllabus;
2) identification of learning materials within reach KD;
3) determine the indicator;
4) developing the learning activities;
5) the translation of assessment: geared to measure the
achievement of KD-KD on core competencies (KI-3 and
RIC-4), using the reference criterion, sustainable, ie all
indicators billed, were analyzed to determine the KD has
been reached, determine the follow-up process
improvement learning, remedial programs, and
enrichment programs;
6) determine the allocation of time and learning resources
CHAPTER V LEARNING
MATHEMATICS MODEL SMP /
MTs
1.
2.
3.
4.
5.
6.
Direct instruction
Cooperative learning
Contextual learning
Discovery learning
Problem based learning
Project based learning
CHAPTER VI IN LEARNING
MATHEMATICS ASSESSMENT
SMP / MTs
LEARNING RESOURCE
CHAPTER VIII
TEACHER AS DEVELOPER OF
SCHOOL CULTURE