Bebas Bukan Berarti Tanpa Batas

Pancasila 6

Oleh: Dian Sulistiani / 2010110027

Apa yang terlintas di benak Anda ketika mendengar atau membaca kata “BEBAS”? Pasti akan begitu banyak definisi. Ya, seperti yang saya pikirkan saat ini. Jika terbesit kata “BEBAS” di otak, saya segera teringat dua kata “tidak terikat”. Menurut Kamus Bahasa Indonesia Online, bebas dapat diartikan sebagai (1) lepas sama sekali (tidak terhalang, terganggu, dsb sehingga dapat bergerak, berbicara, berbuat, dsb dng leluasa; (2) lepas dr (kewajiban, tuntutan, perasaan takut, dsb; (3) tidak dikenakan (pajak, hukuman, dsb); (4) tidak terikat atau terbatas oleh aturan dsb; (5) merdeka (tidak dijajah, diperintah, atau tidak dipengaruhi oleh negara lain atau kekuasaan asing); (6) tidak terdapat (didapati) lagi.

Seyogyanya setiap manusia memiliki keinginan untuk bebas. Ya, bebas, kalau dalam bahasa gaul “ya semau gue!”. Bahkan manusia akan cenderung tertekan jika dirasa kebebasannya direnggut oleh pihak lain. Sebagai contohnya pengalaman yang pernah saya alami. Suatu hari, saya memasuki lingkungan baru yang secara latar belakang dan perilaku sosial saya sebelumnya. Kebiasaan yang dilakukan oleh orang-orang yang saya temui saat itu sedikit mengurangi ruang gerak dan pendapat saya. Saya tidak dapat leluasa untuk mengungkapkan ide-ide saya. Setiap kali saya ingin berpendapat, selalu saja dipotong dan tak didengar. Ditambah lagi sikap beberapa orang yang cenderung sulit mengontrol egonya, itu pun menambah beban saya di lingkungan baru. Entah itu mereka tahu atau tidak kalau sebenarnya sikap mereka telah membuat orang lain merasa tertekan. Kadangkala manusia memang perlu sebuah penghargaan diri dan pengakuan dari masyarakat untuk menyatakan keberadaan dirinya. Mungkin ini sudut permasalahannya ada di model penyesuaian diri saya yang kurang maksimal. Namun seharusnya, kita sendirilah yang bisa mengontrol kebebasan kita.

Saya suka dengan ungkapan yang mungkin sering kita dengar “bebas bukan berarti tanpa batas”. Ya, saya setuju. Kita boleh bebas sesuka hati melakukan semua hal, tapi sejatinya kita harus ingat bahwasanya kebebasan kita juga dibatasi oleh kebebasan orang lain. Salah satu fenomena yang bisa kita jadikan bahan refleksi yaitu kejadian lampu merah di jalanan. Jika dari setiap arah, orang-orang bebas sesuka hati menggunakan jalanan itu, lalu apa yang akan terjadi? Tanpa lampu merah, banyak kemungkinan yang akan terjadi bukan? Misalkan saja, semua pihak berebut untuk menyebrang duluan. Apa yang akan terjadi? Bisa dibayangkan, berapa puluhan korban lalu lintas? Kemungkinan lain, taka da satu pun yang berani menyebrang karena takut dihantam oleh pihak lain. Betapa sepinya jalanan itu jika ini terjadi? Ya, semua itu banyak kemungkinan lain pastinya. Nah, di sinilah terlihat bahwa sebenarnya kebebasan seseorang itu dibatasi oleh kebebasan orang lain.

Lantas, menyoal siapa yang seharusnya menegakkan kebebasan? Menurut saya, kita sendirilah yang seyogyanya bisa mengontrol kebebasan diri sendiri. Kita seharusnya menyadari bahwa kita hidup bersosial, kita tidak hidup seorang diri. Oleh sebab itu, dapat dikatakan bahwa kita harus menyadari bahwa orang lain juga memiliki kebebasan sendiri. Coba bayangkan bila setiap manusia mementingkan egonya masing-masing. Ketika berbicara, setiap orang menggebu-gebu ingin pendapatnya didengarkan, tapi kenyataannya? Tak ada yang bersedia mendengarkan. Semua berebut dan memaksakan kehendak dan ide-idenya. Silakan ditebak apa yang terjadi?

Nah, di saat-saat seperti inilah, perlu diberlakukan sebuah peraturan. Di sini, peraturan bukan untuk semata-mata menekan kebebasan, melainkan untuk mengatur kebebasan untuk kepentingan bersama. Walaupun sebenarnya, ada beberapa pihak yang dirugikan kebebasannya. Ya, pastinya ini akan terjadi dan tak semua orang sesuai yang dinginkannya. Saya suka kalimat seorang guru saya, beliau berkata, “Kita tidak bisa membahagiakan setiap orang karena dunia memang seperti itu.” Nah, setiap orang pastinya ingin berjalan sesuai rencananya. Dengan demikian mereka akan merasa puas, tapi kita tak bisa seperti itu. Ya, karena kita bukanlah alat pemuas. Pasti ada hal-hal yang akan dikorbankan untuk kepentingan lain yang lebih diprioritaskan. Di sinilah seharusnya peraturan berperan untuk menyelaraskan kebebasan bersama.

Seperti yang telah diungkapkan oleh John S. Mill, kebebasan dapat dikelompokkan menjadi tiga kategori, yaitu kebebasan kekuasaan batiniah, kebebasan kekuasaan individu, dan kebebasan kekuasaan orang lain. Baiklah, untuk kebebasan kekuasaan batiniah, kebebasan ini bersumber pada hati nurani yaitu, kebebasan untuk berpikir dan merasakan. Kebebasan ini memberi kesempatan kepada setiap individu untuk berpendapat dan bermoral. Kemudian kedua adalah kebebasan kekuasaan individu. Kebebasan ini mengindikasikan bahwa setiap individu bebas membawa dirinya ke pilihannya sendiri. Hal ini berarti mengimplikasikan bahwa masing-masing individu bertanggung jawab atas tindakannya sendiri. Lalu, ketiga adalah kebebasan kekuasaan orang lain. Dalam kasus ini, kita harus sadar bahwa kita sebagai makhluk sosial akan terus berinteraksi dengan orang lain yang juga memiliki kebebasan. Oleh karena itu, setiap individu juga memiliki pertanggungjawaban secara kolektif.

Dengan adanya kepentingan bersama ini, secara tidak langsung telah membatasi kebebasan setiap individu. Lantas, apa peranan peraturan untuk kepentingan bersama? Sebenarnya, peraturan dibuat bukan untuk dilanggar, melainkan untuk dijalankan. Mirisnya, kondisi saat ini berkebalikan. Malah ada celetukan bahwa “peraturan dibuat ya untuk dilanggar”. Inilah pernyataan yang salah kaprah. Seharusnya kita bisa menengok kembali apa tujuan pertama kali peraturan dibuat? Jika itu masih berlaku dan masih sesuai masanya, maka peraturan itu masih perlu dipertahankan untuk kepentingan bersama. Lantas, kalau peraturan itu ternyata sudah tak layak untuk digunakan, kita perlu merevisi sesuai keputusan bersama. Sebagai manusia yang memiliki hati nurani, seharusnya mereka bisa berpikir dan mengkaji ulang mana tindakan yang patut dilakukan dan mana yang tidak patut dilakukan?

Negara pun turut andil dalam mengatur kebebasan. Seperti yang termaktub dalam Pasal 28E ayat (3) UUD 1945 yang menyatakan, “Setiap orang berhak atas kebebasan berserikat, berkumpul, dan mengeluarkan pendapat”. Di sini, setiap individu diberikan jaminan konstitusional untuk berorganisasi dan mengajukan pendapat, bukan hanya warga Negara Indonesia saja, melainkan warga Negara asing yang tinggal di Indonesia juga.

Lalu, Negara juga telah mengatur kebebasan beragama, yaitu dalam Pasal 29 ayat (2) yang berbunyi, “Negara menjamin kemerdekaan tiap-tiap penduduk untuk memeluk agamanya masing-masing dan untuk beribadat menurut agamanya dan kepercayaannya itu”. Sayangnya, masih ada pihak-pihak yang tidak terima atas kebebasan beragama. Masih banyak kasus cekcok atas sebuah perbedaan agama. Jika kita bahas berbagai kasus yang terjadi, hal tersebut akan sangat panjang. Jadi untuk kesempatan kali ini, kita hanya berefleksi saja dalam hati masing-masing, bagaimanakah kita menghargai orang lain yang berbeda agama?

Oleh karena itulah, kita sebagai bagian dari masyarakat seharusnya dapat berefleksi bahwa sikap saling menghargai begitu penting di dalam masyarakat. Jika kita tidak mau menghargai, mengapa kita mendesak orang lain untuk menghargai kita? Ini tidak fair, kalau kita hanya menuntut hak namun kita melupakan kewajiban. Jika ingin dihargai, maka hargailah terlebih dahulu diri sendiri. Walaupun kita memiliki kebebasan, jangan lupa bahwa kebebasan kita pun dibatasi oleh kebebasan orang lain. Mari ikut serta mewujudkan sikap saling menghargai dan bersolidaritas. J

Referensi:

http://indonesia.ahrchk.net/news/mainfile.php/Constitution/22/
http://kamusbahasaindonesia.org/bebas#ixzz2YkJt9x5t

http://jimlyschool.com/read/analisis/274/mengatur-kebebasan-berserikat-dalam-undangundang/

http://www.referensimakalah.com/2012/10/pengertian-kebebasan-manusia.html

Belajar dari Praktik

Microteaching 6

Oleh: Dian Sulistiani / 2010110027 / Section B

“Mathematics... is more than a collection of problem-solving procedures; it is in essence a system of relations, and it will become increasingly important for children to understand it as a system as their education progresses.” (Resnick, 1992)

            Ya, saya mendapatkannya ketika saya mempelajari matematika. Bagi saya, matematika sangat mengasyikkan dan seru. Apalagi kalau sudah materi geometri, itu hal yang saya suka. Nah, sebenarnya saya lebih menyukai geometri daripada aljabar. Namun, tak mungkin saya hanya memilih geometri saja bukan? Pastinya, harus mencoba menyukai hal yang tak disuka juga.

            Sebenarnya, sebelum memilih undian penentuan topik, saya berharapnya untuk mendapatkan materi geometri. Sayangnya, harapan itu tertunda sementara sebab saya mendapatkan topik aljabar. Ya, mungkin itu sebagai media pembelajaran saya. Walau saya lebih menguasai materi geometri daripada aljabar, mau tak mau saya harus belajar bagaimana saya mengajarkan aljabar itu sendiri? Ya, ini kesempatan untuk meningkatkan pengetahuan tentang matematika. Tak mungkin pula, suatu hari nanti kalau sudah menjadi guru kita hanya memilih untuk mengajarkan materi yang kita kuasai bukan? Itu namanya statis. Tidak berkembang. Dan saya tak ingin seperti itu.

            Baiklah, Microteaching course telah memberi banyak pengajaran buat saya, khususnya untuk kemampuan mengajar. Pada kesempatan ini saya mengambil standar kompetensi: Memahami bentuk aljabar, persamaan dan pertidaksamaan linear satu variable. Sedangkan kompetensi dasar: Melakukan operasi pada bentuk aljabar. Tiga puluh menit praktik mengajar di kelas, lalu diberi feedback. Itu hal sudah menjadi kebiasaan kami di kampus USBI-SSE. Saya sangat berterima kasih kepada para pemberi masukan yang membangun untuk saya. Itu sangat membantu. Beberapa yang saya ingat, ada beberapa masukan untuk pengajaran saya.

Pertama, masalah konten. Ya, saya menyadari konten aljabar saya lemah sehingga ketika mengajar, saya sempat bingung mencari cara untuk menyampaikan konten dengan baik. Alhasil, untuk materi ini, saya mengalami kesulitan untuk mengajarkan kepada siswa cara melakukan operasi pada bentuk aljabar.

Kedua, masalah praktis pengajaran. Ada beberapa masukan mengenai suara, classroom management, time management, lalu mengontrol siswa. Menurut saya, itu semua masih tahap belajar dan sebagai guru kita harus bersedia belajar dan terus belajar agar lebih kreatif lagi. Selain itu, guru juga harus bersedia dikritik untuk menjadi lebih baik lagi. Di sini, saya pun belajar untuk mengungkapkan pendapat dan menerima pendapat dengan lapang dada. J

Ada satu hal yang sempat mengejutkan saya mengenai sebuah komentar: kondisi kelas terlalu dibuat-buat. Sebenarnya, ini bukan hal baru lagi, tapi mungkin masih bisa dibahas. Jujur, kondisi kelas section B memang seperti itu, apa adanya. Mungkin bagi orang yang jarang masuk kelas kami, akan berkata, “Sedikit lebay, sangat ramai kelas ini.” Ya, saya menyadari kelas ini ramai, tapi saya mencoba ambil hal positifnya saja, sewaktu-waktu kita bisa mendapatkan kelas semacam ini. Jadi, kita bisa lebih persiapan lagi untuk mengatasinya karena kita sudah terbiasa. J

Dalam perkembangan kemampuan saya mengajar, satu hal yang masih menjadi ciri khas saya adalah jargon di kelas. Bagi saya, ini hal yang masih memungkinkan untuk dilakukan di kelas. Saya sangat berharap hal ini dapat membantu untuk meningkatkan motivasi dan semangat belajar siswa. Kemudian, kelemahan yang harus dihilangkan adalah kemampuan bahasa verbal yang belum lancar apalagi bahasa Inggris. Saya masih kesulitan untuk berbicara lancar, tapi saya tetap berjuang untuk hal ini menjadi lebih baik.

Jika dulu saya begitu takut untuk berbicara di depan kelas, kini sudah mulai ada pencerahan, ada kemajuan, saya berani tampil di depan kelas. Lalu, dengan cara mengambil topic yang belum begitu dikuasai akhirnya saya bisa belajar untuk bisa menguasainya lebih. Peru ada penekanan konsep kembali di bagian inti pembelajaran. Untuk opening dan closing sudah cukup bagus. J

Microteaching? OK!

Microteaching 6

Oleh: Dian Sulistiani / 2010110027

“Yeyyy, kelas Microteaching hampir berakhir di semester ini. Itu berarti tanggung jawab di semester depan semakin besar. Semoga lebih matang lagi pembelajaran yang telah diterima.”

            Well, pembelajaran yang saya terima di SSE selama ini terasa sekali manfaatnya ketika menjalankan School Experience Program (SEP)  tahun ini. Jika dulu begitu awam tentang seluk-beluk guru, kini sudah mulai ada pencerahan. Ya, belajar di SSE pun menjadi sangat penting dan sangat perlu untuk digeluti dengan baik. Saya merasa sangat beruntung bisa mengolah pengetahuan di kampus ini dan semoga menghasilkan produk yang bernilai tinggi pula.

Khusus kelas Microteaching, bagi saya mata kuliah ini sangat bermanfaat. Setiap mahasiswa diberi kesempatan untuk melakukan pembelajaran di kelas dengan teman sendirilah yang menjadi siswa. Bagi saya, ini adalah tantangan. Mengapa tantangan? Bagaimana tidak? Kelas dengan siswa-siswanya adalah teman sendiri kadangkala membutuhkan ekstra kerja keras. Menganggap para siswa tersebut adalah murid SMP/SMA. Perlu imajinasi tinggi bukan?

Di sinilah, role play pembelajaran yang sering saya lakukan di kampus begitu berarti buat saya. Walaupun kenyataan di lapangan jauh berbeda dengan kondisi di kelas kampus. Mengapa berbeda? Kalau di kelas kampus, kadangkala kita sudah menganggap siswa-siswa, di sini teman-teman menjadi siswa, sudah mengerti konsep dan bahkan lihai. Hal ini sering terlupakan bahwa kelas sebenarnya, kita akan dihadapkan pada siswa-siswa yang sedang belajar atau bahkan belum mengerti sama sekali. Sedangkan kita sebagai guru dituntut untuk membuat siswa paham dan menguasai konsep. Inilah yang terkadang membuat tumpang-tindih pembelajaran.

            Menyoal kondisi kelas yang sedemikian rupa, saya sangat terbantu dengan kondisi natural section B. Mungkin banyak pihak yang menyatakan bahwa kelas kami super-duper ramai, “jungle”, atau kelas paling rebut sampai terusir-usir, tapi bagi saya, kelas ini adalah spesial. Saya belajar bagaimana mengatur siswa yang ramai seperti itu. Mereka juga saling mendukung.

            Sebuah refleksi saya, ketika saya melakukan role play dan saat itu salah seorang dosen berkomentar bahwa kelas kami terasa dibuat-buat dan tidak natural, mungkin itu hanya sekadar judgement. Sulit dijelaskan memang, mungkin kami terlalu menikmati hal tersebut apa adanya.

            Proses kelas Microteaching, setiap minggunya bergantian untuk mengajar, ini sangat bermanfaat. Saya bisa memperbaiki kekurangan dan bisa belajar dari teman lain. Selain menambah pengetahuan, kita juga bisa mempersiapkan diri kalau sewaktu-waktu kita mendapat kondisi yang sama atau materi yang sama. Kita sudah ada gambaran singkat untuk hal tersebut.

            Proses penilaian adanya dosen tetap, dosen lain, dan teman-teman observer. Ini sangat membantu. Kita bisa mendapat banyak komentar, masukan, dan refleksi untuk perbaikan dari berbagai sumber. Saya sangat beruntung bisa tampil pertama, tapi ada beberapa hal yang membuat saya kurang puas terhadap cara dosen memberi komentar. Jujur, dan saya mohon maaf, saya harus menuliskan hal ini di refleksi saya yaitu tentang keobjektifan dosen memberi komentar. Jujur, saya sempat down, ketika seorang dosen yang mungkin “kurang mengenal saya”, menurunkan semangat saya saat pemberian komentar. Sedangkan untuk mahasiswa lain yang cukup dikenalnya, beliau menyanjung-nyanjung berlebihan dan mungkin kurang cocok untuk dikatakan di kelas. Jujur saya sedikit shock, ketika dosen tersebut memberi komentar kepada saya dan memanggil saya dengan sebutan “anda”. Sedangkan dengan teman-teman yang lain memanggil dengan nama atau “kamu”. Dalam persepsi saya, kata “anda” terasa ada jarak yang sangat jauh. Padahal mungkin hubungan kami antara orang tua dan anak didik. Hal tersebut sedikit kurang bisa saya terima.

            Bukannya iri atau sakit hati, tapi seyogyanya pendidik juga bisa mengondisikan diri sebagai penilai. Sebenarnya, ini refleksi saya pribadi. Mungkin nanti kalau seandainya saya menjadi guru, hal-hal yang tak saya sukai dan tak bisa saya terima, jangan sampai saya lakukan kepada murid-murid saya.

            Kalaupun saya saat ini tak begitu bagus di mata para pengamat, tapi saya akan buktikan suatu saat nanti saya lebih baik dari masa lalu. Biarpun komentar itu terasa pahit saat ini, tapi inilah belajar. Kita harus bisa menerima kritikan yang mungkin sangat menyakitkan demi kebaikan kita sendiri dan untuk masa depan. Banyak batu kerikil di sini dan siapa yang mampu bertahan dalam kompetisi, dialah pemenangnya. Dan saya akan terus belajar, belajar, dan belajar.

Learn and Do It!

CLS 6

By: Dian Sulistiani / 2010110027

School Experience Program on this semester, I got SMAN 71 Jakarta. I was leader in this group. I did not believe that I can finish this job on time. I am so happy for this semester. I learned so many experiences. I can apply the material that I got in some courses. Yes, I believe what we learn today, it will be useful on the future. J

***

            In this SEP, I became observer for Deshinta’s performance. We got XI.IPA.2 class from 08.10 am to 09.40 am. This class is consists of 40 students. In here, we had the topic: application of derivative in daily life. I think that is interesting. Yes, Deshinta delivers this topic creatively and clearly. First time, she gave good information about the students’ assignment. She also prepared some gifts for the winner game of last meeting. The students pay attention and enthusiastic in this lesson. After that, she used JIGSAW: home group and expert group. The students were divided into several groups. Each member of group had one problem to be solved. This problem will be solved in the expert group. It was so interesting. Each student will work into group. It helped student, if he or she got problem to solve the question. They can discuss it together. Deshinta also gave lecturing. She invited the students to discuss into the class discussion. Finally, she gave reinforcement about the topic. In the closing, the students were asked to make reflection about the lesson.

            Well, in my observation, I think the students pay attention to the teacher. Maybe, it is caused by Deshinta’s character. She can manage classroom well. Sometimes, the students were noisy, but Deshinta can solve the problem. For example: when Deshinta explained the material, some students that sat in behind made a noisy situation. She was quiet in some seconds, and then reminds the students to focus again. I think that the students felt happy and they enjoyed the lesson. It was seen by students’ enthusiastic. When Deshinta proposed the problem, the students gave idea. They responded correctly and energetic. The students also joined the lesson well.

            I like this class. The agenda of lesson completed. This is a big class, I think. In my experience, I often failed if I applied the teamwork that needs movement. It will be noisy. Moreover, I did not manage the classroom well. I have difficulties to control the classroom situation. But, in this class, JIGSAW can be completed well. I give applause for this meeting. I can learn everything from this class. I also had opportunity to interview the teacher, Mrs. Etty, she told that she habituates the students to work in group, drill and practice, come forward in front of class to solve the problem, and learn together in the group. Maybe, those influenced this meeting. The discussion in group was worked well.

            In this topic, the teacher prepared well. She gave the gift for the winner group. She also reminded the students about the classroom agreement: if the student wants to eat something, she or he has to give each other too. Then, she also did not forget to tell the lesson objective to students. Then, she guided the students to review about the last lesson. She gave the question, “How to find the maximum and minimum values from the function?” I think that is a good question to know students’ prior knowledge. The students will answer their knowledge about the topic. It can help the teacher to explore the students’ idea. The teacher can know the students’ answer is correct or wrong. So, the teacher can determine the next step. If the students still feel confused, the teacher will review deeply again. But, if the students can explain clearly, so the teacher can continue the next material.

This first question can attract the students’ attention to follow the lesson. Almost the students joined to answer the question. I think that the answer of the question is more than one answer. I mean that can be evolved. For example from the transcript, we get some dialogs.

***

…

Guru     : “Oke sudah siapkan buat besok, kalo kita mau mencari nilai maksimum atau minimum dari suatu fungsi apa yang kita lakukan?”

Siswa    : “Diturunin.”

Guru     : “Abis diturunin itu diapain?”

Siswa    : “Difaktorin, turunannya sama dengan nol.”

Guru     : “Ok, turunannya sama dengan nol =, kalo misalkan kita mau menghitung seumpanya kita mau menghitung sebuah produksi, bedanya dari tahun pertama dengan tahun kedua, jumlah produksi taun … kalo misalkan ditanya jumlah produksi dari tahun pertama ke tahun kedua.”

…

***

            From the dialog, the first question linked with the next question. I think that the first question is good, if can attract the students’ attention and does not stop the students’ idea. I think, the first question is good enough to attract the students’ attention and spirit.

            In my reflection, I found the inappropriate question. In here, teacher often used the close ended question. It just confirmed the students’ knowledge. The students just have the simple answer. In the fact, teacher asked the students.

…

Guru     : “Pada titik berapakah benda mencapai tanah?”

Siswa    : ----

Guru     : “Apanya ? t=0 jaraknya nol. Jadi bukan v nya nol ya kalo dia berada di atas tanah. Oia, kalo sebuah percepatan diketahui percepatan negative itu artinya apa si?”

Siswa    : “Diperlambat.”

…

            In this fact, students just have simple answer. It is not wasting time, but just confirms the students’ knowledge. Then, the dialog tells that the teacher does not provide enough “waiting time”. Before the students finished the thinking, the teacher got in front of the students’ answer. Teacher also does not reconfirm about the previous question that the teacher answers. But, she gave the next question directly. Well, I think why the teacher does not gave “waiting time”, it is caused the teacher has the other agenda to be finished. Whereas, the question on the review session. In addition, this class is so big. So, maybe if we used questioning and responding question too many, it will be wasting time.

            Then, teacher often answered the question that the students can not answer. It is like this question:

…

Guru     : “Ok, turunannya sama dengan nol =, kalo misalkan kita mau menghitung seumpanya kita mau menghitung sebuah produksi, bedanya dari tahun pertama dengan tahun kedua, jumlah produksi taun … kalo misalkan ditanya jumlah produksi dari tahun pertama ke tahun kedua.”

Siswa    : “Sum.”

Guru     : “Kalo tahun  pertama ke kedua  bukan sum, tapi kita cari differences-nya atau kita kurangi ya. Jadi tahun pertama berapa dan keduanya berapa.Dia itu untungnya dimulai dari tahun pertama ke tahun kedua, mengerti?”

Siswa    : “Tidak.”

Guru     : “Jadi gini misalkan ada sebuah problem, kalian dikasih pertanyaan tentang produksi. Besar produksi suatu perusahaan sama dengan sebesar ada sebuah equationnya kan, kemudian kita disuruh mencari berapakahbesar, contohnya ya Q=… berapakah besar antara tahun ke 3 dan ke 4, antara tahun ke 3 dan ke 4. Apa yang kita lakukan?”

Siswa    : (Hening)

Guru     : “Karena kita hanya ditanykan besarnya dan kita tahu bahwa persamaan itu besarnya sama dengan persamaan itu. Apa yang kita lakukan?”

Siswa    : ----

Guru     : “Karena ini sama besarnya ya, kalo misalkan produksi itu dalam sebuah tahun sebuah pertanyaan. Laju produksi katakanlah ini. Kalo laju berarti dia turunannya kan ya. Sekarang kalo ditanyakan hanya berapakah besar produksi antara tahun 4 dan ke 3?”

Siswa    : “Dicari dulu P(4) dan P (3).”

…

            In my analysis, teacher is faster to answer than to wait the students’ thinking. Then, I like this part question:

***

Guru     : “Hati-hati dengan kata-katanya ya, kalo misalkan dia ditanya besar ya besarnya saja. Terus kalo misalkan sebuah benda dilemparka terus kita ditanyakan berapakah tinggi maksimum?”

Siswa    : “v = 0”

Guru     : “Pada titik berapakah benda mencapai tanah?”

Siswa    : ----

Guru     : “Apanya ? t=0 jaraknya nol. Jadi bukan v nya nol ya kalo dia berada diatas tanah. Oia, kalo sebuah percepatan diketahui percepatan negative itu artinya apa si?”

Siswa    : “Diperlambat.”

Guru     : “Kalo kecepatannya  negatif, percepatannya apa?”

Siswa    : “Negative juga, diperlambat juga.”

Guru     : “Jadi kalo kecepatan minus, percepatan minus”

Guru     : “Hati-hati dengan kata-katanya ya, kalo misalkan dia ditanya besar ya besarnya saja. Terus kalo misalkan sebuah benda dilemparka terus kita ditanyakan berapakah tinggi maksimum?”

Siswa    : “v = 0”

Guru     : “Pada titik berapakah benda mencapai tanah?”

Siswa    : ----

Guru     : “Apanya ? t=0 jaraknya nol. Jadi bukan v nya nol ya kalo dia berada di atas tanah. Oia, kalo sebuah percepatan diketahui percepatan negative itu artinya apa si?”

Siswa    : “Diperlambat.”

Guru     : “Kalo kecepatannya  negatif, percepatannya apa?”

Siswa    : “Negative juga, diperlambat juga.”

Guru     : “Jadi kalo kecepatan minus, percepatan minus”

***

            I like the question. The main question then there is some support question. It should be effective because the slot is good. But, in real time, it has not be effective because time management and there are many agenda. It is just be close question that has simple answer but the students did not have opportunity more to think the answer.

            The impact, the students just were being quiet and the teacher instead answers the question by self.

            I think most questions are close question because the question just has one variety of answer. May be, the teacher suited the agenda with the time management. I think the teacher has difficulties to apply in the big class. May be, considering the number of students. If she applied the open question, it does not focus in the topic because so many probability of open question.

            From the worksheet, I think the question can build the critical thinking of students. It has steps and if the students can not solve the problem in the step, she/he has to continue the answering.

            Based on my observation, there is unexpected students’ response. It is when the teacher explained number 3 on the worksheet. In here, the teacher assumed that the students will answer, “The picture is cuboid net.” But, in real time, there are the students that answered, “The picture is cube net.” So, the teacher has to explain again and asked the students to compare cuboid net and cube net. I think it is a correct response from the teacher. It can build the critical thinking or highest order thinking of students.

            In my reflection, the teacher prepared the question well. It can be seen that the teacher can answered the unexpected question from the students. The teacher also does not run out of question. There is next question and next question again when the students do not understand about the material. The question can be guidelines for the teacher so, the goal can be reached.

            This session is so important for me as the teacher candidate. I learned so many experiences from the observation. I can predict how the students’ answer will be reached. I also can prepare the question what will I give to students. It is so useful.

            Then, before I answer all of questions in this assignment, I have to think and analysis which open question, closed question, effective question, non effective question, etc. It explores my knowledge. I am really learning about so many questions in this semester. I will be stock for my future.

            I will learn to prepare the lesson well again. I believe, it helps me to make an effective, creative, and great lesson in the future.

****

How to Implement MMSEL Course on My Future

MMSEL 5

By: Dian Sulistiani / 2010110027

MMSEL course is very useful for my future. I think that all of topics in this course are very important for a new generation of educators. If I am asked about “how will you implement MMSEL if you are a teacher?” I will answer, it is not easy. I will find so many problems that relate with all of MMSEL topic.

            It is like that I find on my experience now. For example, SEP activities, we need the classroom management well because we find the real classes. It is so important. MMSEL course help me to conduct the classroom management that have I implemented in my classroom. I have to prepare well. We can explore well-managed for classroom deeply again. J

            Then, the topic: communicating affectively with parents and intervening when misbehaviour occurs, it is one of the skills that should be possessed by the teacher. It means that the teacher does not only deliver material well, but also he or she also should have this skill well. It is caused the teacher have to report everything about the students to the parent. So, the teacher and the parent do not happened miscommunication. We can use the strategies to know the students’ development.

            In the topic: Serious Management Problem: Violence and Aggression, I think that is important part. In the real life, we will find the problems about this. We learn this topic; it can help us to solve the problem. We also can predict the good step, so bullying and behaviour problem do not happened at our school or our environment.

            We also know how to improve the students’ motivation after learn this course. We can explore the ways to do something that is better again. J We learn together from our partner, our students, and all of people around us. J Keep spirit.

            

When I Lose My Motivation

MMSEL 5

By: Dian Sulistiani / 2010110027

MMSEL course in this semester, I think that is less maximal. I do not know, it is caused by a condition or is less attractive. I just feel less enjoy this semester.

I think that schedule of some courses collide. For example, SEP schedule in SMA 61 on week 5 & 6. It means that I can not join class well. I have to finish so many assignments from some course. On another side, I also have so many preparations for SEP. Finally, I lose. I feel so crazy in this semester. I have to allow my assignment of some course in the SEP week. Moreover, I ever experience “I am lazy to continue my school”. I think that is a top of my shellacking. I do not have motivation.

I reflect myself. I still have so many dreams. My journeys are still long. I have to struggle it well. I push myself more and more. It is not easy for me. Two weeks are long time. Finally, I can finish SEP too. I get motivation from myself and my dream. Yup, I will keep fighting!

Well, the first meeting in MMSEL course after SEP, I think that “I am like a stupid person”. I am lazy to read the material again and I am not ready to join the class. I do not know. When Miss Mima explains the material, I just hear it. I do not have question. It means that “I do not understand” or “I am confused what will I ask”. It is okay. The learning is process.

After go back from campus, I check again the material. I read it more and more. I have to translate the language if I do not understand. It helps me to understand. I get my motivation back by my way. I hope, next semester I can be better again. I also hope that the schedule is better than this semester, so the bad condition does not comes me again. Finally, I am not crazy. J Learn, learn, and learn. I get the important part that my self is my great motivation. J Another people just help me, but decision is in my hands. J

Interactive Class

MMSEL 5

By: Dian Sulistiani / 2010110027

            Activities in MMSEL course is great, I am enjoying this class. We have some performances in this course. Do you remember about the group performances? Yup, there are three types of performances. Miss Mima divides us into several groups. Each group will present about the material. My group show the mini drama.

            I think that the methods of Miss Mima can increase the students’ motivation. Based on my feeling, I prefer to interactive class than traditional methods. I am lazy if the teacher just explains and explains the material, and the students just sit on the chair, hear it, then make a note. It is monotonous. If the interactive class, the students have a chance to explore their self. For example, in MMSEL course, Miss Mima gives chance to all group to present the material by using free methods. It is cool.

            The amazing meeting, my group and I make short drama to deliver the material about “Mastery-focus” and “Performance-focus”. I am being a mastery focus. I think that is same with my self. Yup, I analyse that I prefer to mastery focus than performance focus. But, sometimes I am being performance focus. For example, I have target of my score in some course. When, I feel that I afford to get highest score, I will struggle it more. It means that is my ability. But, when I feel that is not my ability, I will learn more and more so that I can understand the material well. The score is bonus for my struggling.

            I can not imagine that I will show my ability in this course. I like poem and I show it in my group’s drama. Do you know? It is appreciation for my self. Actually, it can help me to improve my confidents. I have a great life. I believe it so much.

            Finally, I reflect that indirectly, MMSEL helps me to improve my self. It is process although sometimes I am lazy to do the reflection. I lose my motivation to do the reflection. Maybe, it is a top of saturation. Some courses ask me to make reflection and reflection. It is okay. I believe that I will get some benefit in next time.

Fun Games for Math

MMSEL Semester 5

By: Dian Sulistiani / 2010110027

In my reflection, my group’s project is so great. I learn so many experiences from them. I want to say “thank you” for my group, I learn from you all.

This semester is a busy semester. We have so many projects of all courses. I appreciate that this project can be done well. I am happy. We have done our project in “Rumah Belajar Cikoko (RBC)”. It is near with my house rest. I am also a facilitator in RBC. We have activities on Sunday. So we choose the place to be our project. It is also as SSE students’ contribution for the society.

We choose the topic “Fun games for Math”. It is expected that the students can be motivated to learn mathematics. It is good idea. We prepare three games for this. There are “Batang Korek Api” game, “Tebak Kartu” game, and Domino card game. The participant is 10 students of tenth grade that are learner in RBC.

First meeting, my group gives “Batang Korek Api” game to learn about the perimeter of 2-D shapes. It is so amazing. We divide the students into several group based on the group interest. The students choose their friends that have same interest. In this case, I find some students that do not want to be one group. I think that they have some problem about the compatibility. Finally, I suggest making a new group so that they are peace.

Then, I give some sticks of matches to them. I ask them to make some shapes that have perimeter x sticks. It is great. I see the result. All of results are true. J Then, I give a new instruction. I ask them to make free shapes then calculate their shapes. Do you know? I have imagination. That is great. I find the good condition. All of girls group make a house shape whereas, the boy group makes a plane shape, a king shape, and Monas shape. Wow, that is great. I never imagine about the result. They think great idea. It is exceed my expectation. I am so happy. Their motivation and enthusiastic are great.

            Second meeting, we learn by using “Tebak Kartu” game. I think that can help the students to show their self. They have to make riddle about the key picture. Another friend will guess the answer. Do you know? It helps the students that are silent to be presenter in the front of class. They have braveness. I think that their motivation can be improved by this game.

            Then, I learn from them. They can imagine that 3D shape will be 2D shape. I find a good idea. I ask the students to find some shape around, and then draw it in some papers. Do you know? I get a good idea that makes me surprise. One student draws the bicycle and pump. I think, he just will draw the bicycle. Actually, he draws it more. If I am asked to draw the picture from my environment, may be I just will draw some popular objects. Just it, but they have a great imagination. I am surprise with them. It is so cool.

            In third meeting, we use domino card to learn measurement in mathematics. It is so fun. They can play it in group. They enjoy it well. Then, we also play “kuda bisik”. It is fun. Then, in fourth meeting, we have reflection. I think that the students can learn well from our games.

            From the project, I have so many benefits. I can work in group well. All of member give motivation each other. I feel comfortable with them. I hope, the next activities are better than these activities. I have a new spirit. J

Belief on Motivation

MMSEL Semester 5

By: Dian Sulistiani / 2010110027

I am dreamer girl. I have so many dreams. Moreover, I call them “1001 My Dreams”. They are my motivation and my expectation. I always learn from my failure. Yup, that is my journey. I believe that my dreams will help me when I lose the motivation. So, I list them in some paper and put it in my house wall. So, I can read it easily. I often review it again. It means that I will remember again about my list. Do you know? Some of them have reached by me. May be, it is so crazy but is not for me. My dreams are my great motivation. I learn it more and more. I will be better than today.

I ever fail to reach my goal. Moreover, it is often, but I do not surrender. I search other way to get my goal. I believe that so many other ways to find the goals. I learn again. Sometimes, I will meet the friends that can help me. I know, I can not life only with my self. I need other people to give a great experience. I am enjoying my life.

I find the little family in SSE. I get so many motivations from my environment. Moreover, I find my uniqueness now from them. May be, I am seem “a crazy style”. Oh, it is okay. I like my style now. I think that is my life. I always improve my self. Finally, I can say, “I am falling in love”. Yup, I am falling in love with my self. Just it. I struggle to be better than yesterday. I am comfortable with myself now and the next time.

Thank you for someone that gives motivation and teaches a great life for me. Thank you for SSE, my little family. SSE is my great place that ever I visit. I love you all. J Lets we reach our dreams together. J Keep Spirit. J

Called “Anak Nakal”

MMSEL (Violence and Aggression) Semester 5

By: Dian Sulistiani / 2010110027

Last meeting, we have learned about “Serious Management Problem: Violence and Aggression”. It was interesting. I think, we often find the problems in the school or in the society. So, being the generation of educator, we have to know and find the correct solution for that. It is caused that an education has an important function on the development of society.

            Now, I want to share about my experience of this topic. I got the problem in Junior High School. Third grade, I had 39 friends in the class. One of them, there was my friend that was known as “anak nakal”. Mention him “Si A”. Yup, based on my observation, He liked “mengompas” his friends. Boys in my school were afraid with him. He asked for their money by force. If they did not give it, so he would threaten or hit them. It was so excessive.

            One day, my friend did not receive if he was hit by Si A. He informed the accident to my teacher. So, my teacher acted and tried to find the solution. He was called by BP teacher. My teacher interviewed him seriously. My teacher also called his parent to come in my school. The sanction, my school gave the punishment that he can not enter my school until one week.

            Oh yup, in my school have a highest score of the violation. I think that is good because it can arrange the students. If we get the level of violations, we will get the punishment. The highest of punishment, the student will be returned to the parent. It is so big problem.

            From the case, I think that the role of teacher is so important. To solve the problem, I have some suggestions. First, if there is the student report the same problem, teacher should observe it deeply. Maybe, teacher can interview all of related parties. Teacher should represent the subject, sacrifice, witness, and the classroom teacher. We can find the subject’s net, I mean that if they do it together with their friends. So, we know about the problem base.

            After that, the teacher can do meeting with other teachers to find the solution. We can ask them about their reasons to do it. Then, if the problem is big, we can report to the parent. I think that the communication with the parents is so important because we can inform everything to development of the students. I think that the problem will not happened, if the teacher always report about the development of students periodically. So, the parent also controls their children. It means that need the teamwork between the parent and the teacher.

            In here, the society is very important because the students do not only meet people in the school, but also they have society. I think that the role of the parent is so important. We are as the parent, please care to the students more and more. The society is not the school’s responsible again because it is so limit. The teacher has responsibility in the school, but in the home and society, the parent has the big responsibility to the students.

Students’ Experience

#CLS (Semester 5)

By: Dian Sulistiani / 2010110027

Based on my experience of School Experience Program in this semester, I think that explanation and exemplifying are important for teaching and learning process. Last SEP, I got XI-A2 class and XI-S2 class that I taught.

First meeting in XI-A2 class, I applied the group work to my students. In this problem, we have topic about half-angles of trigonometric. I just reviewed student’s homework. I asked some students to write their answer on whiteboard. Then, I discussed them together. I think that they are more understood than me. I have to read them slowly. I was nervous because I do not have enough for material preparation. Finally, I just stand in front of the class. I was confused. My students began uncomfortable. Some minutes wasted.

Then, I continued my lesson. We had next topic. I divided students into several groups. I gave worksheet in each group. Before this activity, I did not give explanation about material. I just asked the students to solve the worksheet. Actually, they were confused. I think that my worksheet was so many, so they were lazy to do this. Some students asked me to explain the problem in their group, but I had difficulties to explain it.

In this meeting, I did not manage time, so the class finished but students did not have finished their group discussion yet. Finally, I asked the worksheet that should be gathered to me, but I asked students to do worksheet in their house. It was so bad.

The reasoning why I used group work in this class, it is because I expected that students found the formula of half angles of trigonometric by their self. It is one of characteristic of problem based learning. Based on argument of Barrows  &  Kelson  (2003, on Permana & Sumarmo, 2007) that problem based learning is approach method that give problems of relevant materials to push students to find knowledge and understand concept, critical thinking, independent study, and have ability in their group work to solve the problem. Then, problem based learning used constructivism theorem; students build their knowledge through assimilation and accommodation process (Piaget, on Permana & Sumarmo 2007) and environment interaction (Vygotsky, on Permana & Sumarmo 2007). Vigotsky also added the argument that teacher can do “scaffolding” to help students’ discussion, is helping of teacher that some questions to direct students toward goal of answer. 

I think that students can share and discuss with their friends to do the problems, but in fact, it can not be done well. I reflect on my self, I was as teacher that can not be the good facilitator. I have difficulties to explain the material. So, in first meeting, I failed to deliver the material well.

Then, in second meeting of XI-A2 class, my preparation was better than last meeting. I entered class and did opening. I did something different. I gave “jargon: I am smart, you are smart, and we are smart”. I think it can make the students keep spirit. It also gives stimulant to students for the lesson. My planning was success in opening. All of students have high spirit, it can be seen from their screaming of jargon. I was more adventurous to say anything in front of class than last lesson.

Then, I reviewed last material. I said, “Students, do you understand about last materials?”

All of students answered, “No, I do not understand, Miss. Can you explain it?”

Actually, I was confused. My students did not understand about materials. In my question, “In last meeting, what is they learn?” “Nothing? And worksheet? It did not give effect well. Oh no! My first meeting influences my next meeting.”

So, I have to repeat my last material. I explained about half-angles of trigonometric concept.

In main activity, I gave explanation clearly so my students can understand. I wrote the question in the white board, “cos 2α = …” Then, I asked the students to find the answer. Some students gave suggestion and I wrote the students’ answer in the board. After that, I guided the students to find the answer “sin α/2 = …” I think, the students can understand about my steps. It can be seem by the students’ expression when I explained it. They done “menganggukkan kepala”. I asked again, “Do you understand?” All of students answered, “Yes, Miss.”

Then, I gave some questions again to students. The questions are more complex than last question. I asked the students to solve the question. I think that my question can make students to explore the material. Based on Mason, 2005,

“The  teacher’s  aim  is  always  to  embed  the  overt  task  in  greater  complexity  so  that  learners would  be  exposed  to  a  variety  of  ideas  simultaneously.    Often  this  complexity  is  due  to choices being made by learners.  Thus mathematics as a way of making sense of complexity is  being  exemplified,  even  if  the  learners  are  not  overtly  aware  of  it.    Mathematics  as comprising  interconnected  ideas  is  also  being  exemplified  by  exposing  learners  to  extreme cases which emerge from the class”

It is like that I did. It also helps the students to find the difficulties of the material. In my experience, students who get the difficulties, they asked me to give correction. In here, I can know about the students’ ability.

My class in session 2 was ok, but has a mistake. My time management was bad, so we have not finished all material yet. So, I asked the students to finish the questions in their home. I have so many reflections about this lesson.

In next meeting, I got the XI-S2 class. I entered class with full spirit. I prepared worksheet well. I introduced my self and I asked the students to introduce their self with anything that representative their self. For example, “I am Dian. French.” I think it can guide the attention of students. Then, I gave the objective of lesson, “Function”.

I divided the students into several groups and gave them some worksheet. I asked students to review and solve the problem by pair work. I was facilitator in here. The students worked in their pair. They solved the problem based on their prior knowledge. The students can work together with other people. I think it is same with Mason, 2005, exemplified  was  acknowledging openly, and taking it as an opportunity to learn from others and each task  was  worked  through,  learners  could  attend  to  what  others  has  done  and  what  the teachers was ‘apparently looking for or expecting’.

Then Zazkis (2001, Liz dkk, ----) observes that starting with more complex problem situations and more complex numbers not only provides an opportunity for learners to simplify for themselves in order to see what is going on before returning to the more complex, but also provides an opportunity for learners to appreciate more fully the range and scope of generality implied by the particular exemplars. Furthermore, learners are not deceived by the attraction of doing simple computations with small numbers rather than attending to underlying structure.

I can say that my planning was good. The students found some material by own self and teamwork. I walked around. Then we discussed it by class discussion. I gave some problem again to know the understanding the student. Finally, all of students can solve the problem. I gave reinforcement and I asked the student, “Do you solve the problem clearly?” Then the students answered, “Yes.” So I gave post test to them. They finished the problem well. I was happy because my students can understand material well. I think that the group discussion is well because the students can learn from the other and the students can discuss the problem together. So, if there is the student did not solve and understand the problem, their friend can help it. Like Kelly’s opinion that group discussion is not only focus to teacher-students interaction but also students-students interaction. The students can transfer their knowledge to other. Students will also participate by answering questions and providing examples.

In my conclusion, the teacher needs to give explanation about material but we need consider when we should give the explanation. I think that we also need ask the students to find their understanding of material by their self but we as the teacher does not forget to give reinforcement.

References:

Kelly, Mellisa. Whole Group Discussion Pros and Cons. Taken at 22th November 2012 from http://712educators.about.com/od/lessonplans/p/discussions.htm

Liz, dkk. ----. Exemplification in Mathematics Education. Taken at 14^th November 2012 from http://users.mct.open.ac.uk/jhm3/PME30RF/PME30RFPaper.pdf

Mason, John. 2005. What Is Exemplified in Mathematics Classrooms? Taken at 10^th November 2012 from http://mcs.open.ac.uk/jhm3/OtherPapers/Mason%202005%20What%20is%20Eg%27d.pdf

Permana & Sumarmo. 2007. Mengembangkan Kemampuan Penalaran dan Koneksi Matematik Siswa SMA Melalui Pembelajaran Berbasis Masalah. Taken at 15^th November 2012 from http://103.23.244.11/Direktori/JURNAL/EDUCATIONIST/Vol._I_No._2-Juli_2007/6_Yanto_Permana_Layout2rev.pdf

 

Berburu beasiswa

http://indonesiamengglobal.com/2012/05/tips-berburu-beasiswa-2/

Keputusan Bulatku

Menjadi Mahasiswa adalah pilihan dan lulus tepat waktu juga pilihan. Keputusanku telah bulat! Aku lulus tahun depan! Why? Tak ada alasan, ya, aku hanya ingin. Apakah sulit kau menerima keputusanku ini? Kupikir, ini adalah pilihan yang sangat tepat. Aku sudah memutuskan. Bukan berarti aku menyerah, bukan! Aku hanya ingin membuat sejarah, sejarah dalam hidupku sendiri.

Sejarah yang tak akan pernah mati dan punya kisah tersendiri. Ini pilihanku. :)
Aku menikmati setiap langkahku.