Sunday, September 8, 2019

Menilik Perahu Penyebrangan Negara

siapa gerangan yang tidak mengarifi kapal pelni? Bagi penghobi kendaraan laut mungkin sudah biasa sangat akrab dengan sebutan kapal pelni. Kapal pelni merupakan satu diantara perusahaan kapal yang jikalau kita ingin mengecek jadwal kapal pelni kita siap dengan merintis pada website resmi yang dimiliki oleh kulit pelni berikut, dimana dalam website ityu tentunya mau sangat banyak hal-hal yang terkait dengan kulit tersebut. Banyak keuntungan yang bisa kalian peroleh daripada menggunakan transportasi laut salah-satunya ialah kita bisa mengangkat kendaraan roda 4 tanpa harus menyetirnya sendiri, karena di dalam bahtera kita sanggup membawa medium kita tanpa harus gelisah capek.

Situs resmi yang dimiliki oleh kulit pelni tentunya memiliki wujud untuk memudahkan masyarakat segenap untuk siap mengetahui terkait dengan bahtera pelni. Selain kita mempunyai kebebasan mengakses informasi tersekat kapal pelni, kita pun bisa menggunakan situs on line resminya untuk mengecek agenda pemberangkatan mau pun jadwal kepulangan. Adapun untuk cara menjajal jadwal kulit pelni melalui situs on line resmi bahtera pelni, antaralain ialah sederajat berikut:

Tingkat pertama yakni kita demi mengunjungi web - web resmi dari kapal pelni, pada syatar pertama lazimnya terdapat rongga pencarian agenda dari kapal. Setelah tersebut kita bisa memasukkan pelabuhan awal & pelabuhan simpulan yang bakal kita lewati serta bettor perlu menimbun tanggal programa yang member inginkan. Sesudah itu mau banyak jadwal yang ditampilkan.


Setelah agenda telah ditampilkan, maka aku bisa mengamati jadwal pada hari yang kita inginkan, kita siap memilih kesibukan sesuai beserta keinginan kalian. Setelah itu, kita juga bisa langsung memesan tiket pada website tersebut secara mudah, setelah itu kita mampu membayarnya dengan perantara beberapa cara seperti luruh bank, oleh Alfamart, Indomart dan sedang banyak sedang yang lainnya, kita tinggal milih mana yang pantas dengan keperluan kita.

Demikianlah beberapa informasi penting serta menarik yang bisa aku sampaikan terkait dengan kurang lebih cara untuk mengecek jadwal kapal pelni melalui website resmi yang dimiliki sebab kapal pelni.  poin ini siap bermanfaat kira para pembaca khususnya untuk para pecinta kapal jika kita ingin mengetahui seluruh sesuatu secara kapal ityu kita mampu mengunjungi web - web resminya, olehkarena itu disitu akan banyak sekali aku jumpai sejumlah hal terkait dengan bahtera tersebut. Selamat mencoba!


Friday, April 19, 2013

Pendekatan Pembelajaran Problem Posing

Pendekatan Pembelajaran  Problem Posing - Menurut Suryosubroto (2009:195) pendekatan pembelajaran merupakan kegiatan yang dipilih pendidik dalam proses pembelajaran yang dapat memberikan kemudahan atau fasilitas kepada peserta didik dalam menuju tercapainya tujuan yang telah ditetapkan. Sedangkan Soedjadi (dalam Harleti 2009:10) mengatakan bahwa Pendekatan pembelajaran adalah proses penyampaian atau penyajian topik pelajaran tertentu agar mempermudah siswa memahaminya.

Berkaitan dengan pendekatan pembelajaran, Herman (dalam Harleti 2009:10)  menegaskan bahwa pendekatan mengajar matematika adalah bagaimana cara penyampaian stuktur-struktur dan konsep-konsep matematika kepada siswa sedemikian rupa, sehingga mereka ikut terlibat aktif berpartisipasi dalam belajarnya.

Berdasarkan beberapa pendapat diatas dapat disimpulkan bahwa pendekatan pembelajaran matematika merupakan suatu upaya yang dilakukan pendidik untuk menyampaikan materi atau konsep-konsep matematika sehingga peserta didik ikut terlibat aktif dalam proses belajar agar dapat mencapai tujuan yang telah ditetapkan.

Salah satu pendekatan pembelajaran yang dapat memotivasi siswa untuk berpikir kritis sekaligus dialogis, kreatif dan interaktif yakni problem posing atau pengajuan masalah-masalah yang dituangkan dalam bentuk pertanyaan (Suryosubroto,2009:203). Pertanyaan-pertanyaan tersebut kemudian diupayakan untuk dicari jawabannya baik secara individu maupun bersama dengan pihak lain, misalnya dengan persera didik maupun dengan pengajar sendiri.

Pendekatan problem posing
diharapkan memancing siswa untuk menemukan pengetahuan yang bukan diakibatkan dari ketidaksengajaan melainkan melalui upaya mereka untuk mencari hubungan-hubungan dalam informasi yang dipelajarinya. Semakin luas informasi yang dimiliki akan semakin mudah pula menemukan hubungan-hubungan tersebut. Pada akhirnya, penemuan pertanyaan serta jawaban yang dihasilkan terhadapnya dapat menimbulkan  rasa puas akibat keberhasilan menemukan sendiri, baik berupa pertanyaan atau masalah maupun jawaban atas permasalahan yang diajukan.

Berikut ini adalah prosedur penilaian menggunakan pendekatan problem posing

Problem Solving as an Instructional Strategy

Problem Solving as an Instructional Strategy - Polya (1945) suggests that problem solving consists of four phases: understanding the problem, devising a plan, carrying out the plan, and looking back. Lajoie (1992) defines mathematical problem solving as: “modeling the problem and formulating and verifying hypotheses by collecting and interpreting data, using pattern analysis, graphing, or computers and calculators.” This definition focuses on the processes of formulation, investigation, and verification, but it does not encompass the important elements inherent in Polya’s looking back phase, which involve evaluating and interpreting methods and results. The looking back phase includes such activities as:
  • Verifying the result
  • Checking for alternative methods of solution
  • Determining the validity of an argument
  • Applying the result or method of solution to other problems
  • Interpreting the result
  • Generalizing the solution
  • Generating new problems to be solved

Looking back may be the most important aspect of teaching problem solving because it provides students the opportunity to learn about problem-solving processes and how a problem is related to other problems. Schoenfeld (1985) and others have shown that the principal traits that separate expert from novice problem solvers are their ability to see past the surface features of problems to their common underlying structures, and their ability to self-monitor and recognize when an approach or tactic is not being productive.

Although teachers and researchers report that it is difficult to develop a willingness in students to continue past finding the correct answer to a problem, the development of self-awareness and reflection are critical for improving problem-solving ability.



BUILD A REPUTATION AS A PROBLEM SOLVER

Tonya got her first real job with a major airline as soon as she graduated from college. She didn’t realize what a good problem solver she was until her first job evaluation. Tonya’s review included these comments: Very resourceful—thinks of creative ways to solve problems. Handles obstacles conscientiously.

Generates alternative solutions when solving problems. Tonya says she learned to solve problems on high school committees and on backstage crews of community theater productions. “I was the one behind the scenes, holding things together. I never got a part in a play, but I put scenery together. And if the spotlight didn’t work, I’d figure something out. If we
needed stairs or a window for a set and didn’t have them, I’d manage to improvise.”

Tonya hadn’t been working at the airline long before coworkers discovered her problem-solving
skills. “People started coming to me with little problems. I’d fix them. But this time, they noticed. I got a reputation as a problem solver.”

DON’T TRY THIS AT WORK
Jared’s first job was with a food-service company in New Jersey. He took the position because he needed the money and liked the hours. The company had a few customer-service problems, but Jared never thought that his company’s problems had anything to do with him personally. After six months, Jared received his first employee evaluation:

Isn’t alert to problems Can’t handle complex problems or identify key issues,  Slow to take action, n Needs to be persistent in problem solving, Seldom generates more than one solution to a problem

Jared admits he deserved the poor rating. He explains, “If a customer came to me with a problem, my standard answer was, ‘That’s not my responsibility.’ Maybe I’d tell the customer to ask somebody else. If our division didn’t meet production standards, it wasn’t my fault. Not my problem, I thought.”

Jared’s evaluation woke him up to the importance of becoming a problem solver. He started paying closer attention to his company and his customers. He began to take on problems he hadn’t considered his responsibility before. And Jared’s next evaluation turned out much better.

Wednesday, April 17, 2013

Changing One's Practice: Teacher Readiness

Changing One's Practice: Teacher Readiness - A teacher’s approach to teaching mathematics reflects her beliefs about what mathematics is as a discipline (Hersh, 1986). If she characterizes mathematics as involving correct answers and infallible procedures consisting of arithmetic operations, algebraic procedures, and geometric terms and theorems, chances are, her instructional approach will likely emphasize the presentation of mathematical concepts, procedures, facts, and theorems with a focus on student practice and memorization.

The meaning and context associated with many of these theorems and procedures may be relegated to the fringes of her curricular focus. On the other hand, if she views mathematics as an active, creative endeavor involving inquiry and discovery, she will likely emphasize activities that involve students in generating and uncovering meaning and making connections. She will view her role as a facilitator, challenging students to think and to question their findings and assumptions. Ernest (1988) outlines three conceptions of mathematics, each of which prompts a
different emphasis in instruction:

First of all, there is a dynamic, problem-driven view of mathematics
as a continually expanding field of human creation and invention, in which patterns are generated and then distilled into knowledge. Thus mathematics is a process of enquiry and coming to know, adding to the sum of knowledge. Mathematics is not a finished product, for its results remain open to revision (the problem-solving view).

Secondly, there is a view of mathematics as a static but unified body of knowledge, a crystalline realm of interconnecting structures and truths, bound together by filaments of logic and meaning. Thus mathematics is a monolith, a static immutable product. Mathematics is discovered, not created (the Platonic view).

Thirdly, there is the view that mathematics, like a bag of tools, is made up of an accumulation of facts, rules and skills to be used by the trained artisan skillfully in the pursuance of some external end. Thus mathematics is a set of unrelated but utilitarian rules and facts (the instrumentalist view).

Each of these views perceives the essence of mathematics differently. The instrumentalist view sees mathematics as a set of tools. Teachers with an instrumentalist view can be expected to stress rules, facts, and procedures in their classes. Their classes tend to be teacher-directed and emphasize routine drill and practice. The Platonic view sees math as a body of knowledge.

Teachers who ascribe to the Platonic view of mathematics focus on the interrelationships, underlying concepts, and internal logic of mathematical procedures. The problem-solving view focuses on the process of inquiry. Teachers with a problem-solving view tend to be more learner-focused and constructivist in their teaching style, actively involving students in exploring mathematical concepts, creating solution strategies, and constructing personal meaning in a problem-rich environment (Thompson, 1992).

Students’ beliefs about the nature of mathematics are greatly influenced by their teacher’s beliefs. Surveys of student beliefs about mathematics reveal that most students think there should be a ready method for solving problems and that that method should quickly lead to an answer (Schoenfeld 1989, 1992). Schoenfeld (1992) cites a 1983 survey conducted by the National Assessment of Educational Progress (NAEP) in which half of the students who responded agreed that “learning mathematics is mostly memorizing facts.” Three-quarters agreed that “doing mathematics requires lots of practice in following rules,” while 90 percent agreed with the statement, “There is always a rule to follow in solving mathematical problems.” Students holding such beliefs may not even attempt to solve a problem that involves too much complexity or does not appear to offer a clear-cut algorithmic approach.

Furthermore, Schoenfeld (1992) notes that most students believe that all problems have an answer; that there is only one right answer and one correct solution method; and that ordinary students cannot expect to understand mathematics but can merely memorize and apply mathematical procedures in a mechanical fashion. These beliefs largely develop out of the experiences students have in mathematics classes and from the attitudes and beliefs passed on by their teachers.

A problem-solving approach to teaching mathematics helps broaden students’ perception of mathematics from a rule- and fact-based discipline to one that involves inquiry, uncertainty, and creativity. But first, the teacher must make his own paradigm shift, and this requires him to come face-to-face with deeply held personal beliefs about teaching and learning, and to face his own propensity for risk and initiative (Dirkes, 1993). Many teachers feel unprepared to take a problem-solving approach to teaching mathematics.

Few teachers learned math themselves in this way. Even if they encountered problem solving in their college methods courses, once in the classroom, they often conform to the conventional methods that hold sway in most schools. Being an agent of change, when one is surrounded by deeply ingrained beliefs about teaching and learning, is a difficult role to perform. Teachers today are often caught between daily pressure from colleagues, parents, and others to uphold tradition in the classroom, and pressure from policymakers to employ standards-based practices (with the conflicting expectation that students will perform highly on standardized tests that measure basic skills, not performance of standards-based material).

A teacher’s path to change must begin with an acknowledgment of her previous experience. She will build on her past experiences by reflecting on them in light of new ideas about effective teaching strategies (Richardson, 1990). Broadening teachers' conceptions of the nature of problem solving and its potential as an instructional tool requires that they, too, engage in solving open-ended problems. This means spending time solving a wide variety of problems and reflecting on their attempts to solve them. Changing one’s practice is further facilitated when effective teaching techniques are modeled in the classroom by a practitioner who is skilled in problem-solving instruction.

This modeling should be followed by a discussion among the teachers about the selection and use of strategies. Modeling and discussion provide concrete illustrations of the teachers' role in teaching problem solving (Richardson, 1990). Reading literature on the theory and practice of problem-solving instruction can also influence teachers to make changes in their practice (Thompson, 1989). “Examining research inquisitively and skeptically,” writes Ball (1996), “teachers can seek insights from scholarship without according undue weight to its conclusions.

They can use the broadly outlined reforms as a resource for developing inspired but locally tailored innovations.” The truth is, teachers are constantly making changes to meet the changing needs of their students and to try out ideas they've heard from other teachers. Teachers establish their own voice of authority in defining what takes place in the classroom. The notion of authority plays a critical role in conceptualizing and advancing mathematics teacher change (Wilson & Lloyd, 2000). Teachers themselves must be involved in making judgments about what change is worthwhile and significant (Richardson, 1990).

In pursuing reform goals, teachers often feel anxious about their effectiveness and knowledge. Moving in the direction of math reforms means confronting up close the uncertainties, ambiguities, and complexities of what “understanding” and “learning” might really mean. When we ask students to voice their ideas in a problem-solving context, we run the risk of discovering what they do and do not know. Those discoveries can be unsettling when students reveal that they know far less than the teacher expected or far more than the teacher is prepared to deal with (Ball, 1996). Inquiry- and problem-based teaching requires qualities beyond mathematics knowledge and skill. Personal qualities, such as patience, curiosity, generosity, confidence, trust, and imagination, matter a great deal. Interest in seeing the world from another's perspective, enjoyment of humor, empathy with confusion, and concern for the frustration and shame of others are other important qualities that can help a teacher create a learning environment that fosters students’ problem-solving abilities (Ball, 1996). “As teachers build their own understandings and relationships with math, they chart new mathematical courses with their students. And, as they move on new paths with students, their own mathematical understandings change,” Ball writes.