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# Task 1 PPM - Group 4 - Skill Development

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• I’m Pipin Devi Erasanti from second group, I would like to give comment for fourth group,,,
I think your working is good, but according to me in activity 1, cognitive aspect “ to analyze, synthesize “ it’s will be better if given explanation “what part of the activities that show analysis, synthesis”. Because according to me that statement “to analyze, synthesize” too general. I think it will be better if you can write the examples based on learning process in activity 1. Thank you…

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### Task 1 PPM - Group 4 - Skill Development

1. 1. MATHEMATIC TEACHING PLANNING SKILLS DEVELOPMENT Group Four: Pika Purnama Sari (A1C010010) Eva Yulinda Lubis (A1C010006) Ernesty Dameyani (A1C010031) Tia Titi Afsah (A1C010029) Yusefdi(A1C010002) Course Lecture: Dewi Rahimah, S. Pd, M. Ed Mathematics Education Study ProgramDepartement of Math and Science EducationFaculty of Teacher Training and Education University of Bengkulu 2012
2. 2. Activity 1 Teachers using mathematical methods realistic and fun approachfor student.Teacher give a question about circle to student to makestudent think about circle in elementary school, so they use their brainto use long term memory and teacher give ocassion to student answerthe question and teacher give example and show the prop to studen ,student can make experiment about circle and they make a group anddiscussion about circle , the area of circle and they explain their opinion,and then student’s opinion discussion together with teacher and ,techer and student make conclusion together.Teacher give example andstudent do the excerciseActivity 2 Teacher bring cone and silinder and bring to class to show in reallife to explore about shape and componen about cone and silindertogether with student, with the real object student can use their opinioand make conclusion abaout cone and silinder ,and teacher can explainabout function and study togerther about cone and silinder , teachergive excercise and experiment with cone andsilinder how they can getvolume and area of one and component.Student divided by group andthey try to make a model abaot cone and silinder by teirself and they tryto count the area and volume from the model that they make , teachergive explanation and excercise to student , and then teacher givehomework to student.
3. 3. Explanition of actiity 1In the example above shows that teachers make efforts to develop thecognitive, affective and psychomotor the studentActivity1a.Cognitive aspects To train the ability to know and understand the children,theteacher gives a question about the circle so that children can improvethe ability to remember what they have learned and the ability to graspthe meaning of the materials.After children know and understand aboutthe question,the child can apply exactly a theory,means,methods,principles and others who have them understand the new situation intomore concrete.To analyze,synthesize and evaluate the teacher asks thestudents working on exercises and draw conclusions that can enhancechildrens cognitive aspects.b.Affective aspects From the example above teachers affective improve child byforming small groups, so that children actively participate as child daredto express opinions within the group or to the class of learning materials,respect and independent personality.From above example the childaffective abilities was receiving, responding, valuing, formingpersonality.c.Psychomotor aspects In the example above how teachers develop the psychomotoraspects of a child by encouraging kids to bring real objects in theirenvironment in the form of a circle.So that children can observation andchildren were instructed to follow the teachers at the practice in theclassroom.So that children can improve the childs psychomotor skills.
4. 4. Activity 2a.Cognitive Aspects In the second example of how teachers improve studentscognitive abilities is to bring the cone and cylindrical into the classroomand relate course material to real life that can Increase the ability toknow, understand and apply the material.Besides, teachers also exploresthe shape and components of the cone and the cylinder so that theability to analyze,and evaluate student could be improved.The ability toanalyze the child as they are able to differentiate,Organize, and be ableto identify the elements contained in the cone and silinder.Example:they can determine the extent of the cone if knowncircumference.Next, in evaluating the students were able to comment,add,subtract or rearrange a mathematical proof that they havelearned.Eventually they were able to draw a conclusion from what theyalready know.b.Affective Aspects Affective ability students can be seen from the attitude of thestudents in the group.As the students ability to pay attention to theexplanation of another friend about silinder and cone material.Theirability to respond to the explanation if the student is less agree with theother students so that they can be active and participan in the theirgroup.And also student are able to appreciate each other.And them inthe group are also able to organize, integrate all these different things,resolve conflicts that exist in the process of group work on the cone andcylinder.In the end they were able to form a good personality.
5. 5. c.Psychomotor Aspects Psychomotor ability developed by teachers instruct students toexperiment within the group about the cylinders and cones.When thepractice of teachers instruct students to follow so that students canmimic the ability of teachers development.Its also motivates students toexpress opinions in a group or in class.