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# Task 1 PPM - Group 5 - Skill Development

## on Sep 21, 2012

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## Task 1 PPM - Group 5 - Skill DevelopmentDocument Transcript

• MATHEMATIC TEACHING PLANNING SKILLS DEVELOPMENT Group Five: Tria Utari (A1C010028) Frenti Ambaranti (A1C010030) Nunung Novisa (A1C010012) Melia Puspitasari (A1C010014) Nasri Ardhiansyah(A1C010007) 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
• SKILLS DEVELOPMENTExample 1:Material: Three dimensional figure- CubeFor Junior High School – 8th gradePurpose: - Student know about the unsure of cube -Student can create the nets of the cubeLearning process:In the last meeting, teacher asked student to bring grid paper, cartonpaper, pencil, and scissors.First: Teacher explains about definition of cube and unsure of cube(face, edge, and vertice). Then, teacher shows the picture and theobjects that represents a cube.Second: Teacher explains about the nets of cube and draw the picture onthe white board. After the teacher draw one picture of the nets, teacherasks student to find the other form of the nets. Student have to draw thenets on the grid paper.Third: After student find all forms of the net, teacher make student intosame groups and ask student to use all things that have been asked to bebrought before(carton paper, pencil, and scissors). The activity thatstudent will do is creating the nets using carton paper.Activity: 1. Student draw the nets on the carton paper 2. Student cut the pattern of nets 3. Student fold the pattern so that the cube performed
• Fourth: Teacher and student conclude that there are 11 nets of cube,cube has six faces, 12 edges, and 8 vertices. Then, they end thelearning.Information: 1. Cognitive In the first step, there is a process when the student try to understand about the lesson, that are understanding about what is the definition of cube, the unsure of cube. In the second step, student try to understand about how to draw the nets of cube. In the other side, student try to analize about how many are there the nets of cube. So, the cognitive development is found in the first and second step, where the teacher help student to understand and analize the material. To know how high the quality of student cognitive, teacher can do evaluation. 2. Affective We can find when the student show their affective in all steps. Teacher can see the attitude of the student. How about their response when the teacher explain and give the task. Also, the cooperation will be shown by the student when they work together. 3. Psychomotor In the second and the third step, student will show the quality of their psychomotor. Because in this step the process is practicing. So, teacher can help student to increase their ability. For example: the skill in drawing the nets of cube on the grid paper, the skill in creating the nets of cube using carton paper.
• Example 2:Material: KiteFor Junior High School – 7th gradePurpose:-Student know about definition and unsure of kite(face, diagonal,vertice)-student can create a kite-student can measure the kite area using the formula triangle areaLearning process:Teacher has prepared the tools and materials that is needed to make akite. They are bamboo, knife, string, onionskin.First step: teacher explain about definition and unsure of kite, speciallyabout angle, diagonal, and face. In explaining, teacher use picture ofkite. Also, teacher explain how to find area of kite using formula oftriangle area. A D B O CArea of kite ABCD= area of AOD+ area of AOB+ area of COD+ area of COBBecause AOD is congruent to AOB, COD is congruent to COB, so,Area of kite ABCD= 2 x area of AOD + 2 x area of COD
• Area of kite ABCD== (OD X OA) +(OD X OC)= OD(OA+OC)=1/2 OB X ACIf OB = diagonal 1(d1)And AC = diagonal 2(d2)So, area of kite = ½ x d1 x d2Second step: teacher demonstrate how to make a kite using the toolsthat have been prepared before.Third step: teacher make the student into some groups and ask them topractice the last demonstration.Fourth step: teacher and student conclude that the kite has right anglein every piece of intersection area, the kite diagonal have differentlength, a pair of side have a different length, and we can find the areaof kite using area of triangle.Information: 1. Psychomotor In the third step we can find how to develop the student psychomotor. Student measure kite diagonal or bamboo length. Student combine bamboo segment become kite diagonal. Student combine every end of the bamboo segment with string to make the kite side. Then student measure every side. Student make the kite using onionskin suitable with the frame
• Student cut the onionskin that have been a kite to be 2 part on part of the longest diagonal, every part is cutted to be 2 part in their diagonal line. Student create the pieces of triangles to be rectangle.2. Cognitive In all step we can find how to develop student cognitive. Student know that the kite has right angle in every piece of intersection area Student know that the kite diagonal have different length Student know that a pair of side have a different length Student know if the kite is cutted base on the diagonal, so will be formed two pair of triangle Student know that piece of triangle of kite can be formed to be rectangle, so student can find formula of kite area3. Affective In all step we can find how to develop student affective. Student learn to cooperate Student learn to be responsible Student learn to be diligent and dicipline