Mathematics Teaching Planning Skills Development Group II Name NPM Pipin Devi Erasanti A1C010018 Nia Winiarti A1C010004 Risnanda Arifin A1C010027 Alif Aditya A1C010022 Hapni Puspita Sari A1C010037 Semester : V Teacher : Dewi Rahimah, M. Ed Program Study of Mathematics Education Mathematics and Natural ScienceFaculty of Teachersip and Education Science Bengkulu University 2012
The Examples Of Skills Development1. Do an experiment for counting the appears probability of each dice in six times throwing, twelve times throwing, eight teen times throwing and thirty six times throwing. Firstly, the teacher explains the usage of the props, then teacher divide students into 7 groups and each group consist of 4 students. After that, the teacher gives each of group one props. Every group begins to do first experiment, they throw the die as many as six times, then they record the result of each throwing in the table, such as the example below, Dice 1 2 3 4 5 6 Throwing 1 2 0 3 0 0 Then students do the experiment for twelve times throwing, eight teen times throwing, and thirty six times throwing. After get all the results, students determine the probability each of dice by comparison. Finally, students conclude the result of all experiments that has been got . Development of cognitive aspect: The process of students in counting the probability each of dice according to the experiment results using formula of comparison, between the quantity of each appear dice with the quantity of throwing. Process when students think the conclusion of all experiments that they have done. Development of affective aspect: Cooperation means team work that done by students in the experiment such as student do task division exactly. In a group there is a student that’s throwing the die, seeing and writing the experiment results then counting the results.
Accurateness means the carefulness of students to see the sum of dice face that is appears whether for, five or six. Honesty means the students write the result base on the experiment that they have had. Development of physicomotor aspect: Students activities when they throw the die. Students activities when they write the experiment result in the table. Students activities when they collect the discussing results.2. Make rectangular prism frame by using wire, known the measure of rectangular prism frame 15 cm in length, 10 cm in height, 5 cm in width and wire is provided 2 meters in length. The teacher explains the concept of rectangular prism frame. After that, students are divided into 5 groups and each of group consist of 5 students. The teacher provides the equipments for making rectangular prism frame, they are wire, ruler, scissors and yarn. Teacher asks student to make rectangular prism frame by wire that’s provided. After that, teacher asks student to conclude their discussion result and present their works. Development of cognitive aspect: Students think how long wire that they need to make a rectangular prism frame. In here, student will count the length of wire by using formula of rectangular prism circumference. Process when student think how many wire that‘s left. In here, they will do mathematics operation such as division, multiplication, subtraction. The process when they think what conclusion that should be in that task .
Development of affective aspect: Cooperation means the students cooperation in team, for instance the division of the task, there is student that measure the wire length, cut the wire, splice the wire. Accurateness means the students carefulness when they use ruler to measure the length of wire that’s needed, cutting and splicing the wire.Development of physicomotor aspect: Students activities when cut the wire by using scissors. Students activities when measure the length of the wire using ruler. Students activities when bind the wire for making rectangular prism frame. Students activities when present their discussion results.