Silabus Mata Kuliah Proyek Penulisan Pro

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PROGRAM PASCASARJANA UNIVERSITAS NEGERI YOGYAKARTA

Proyek Penulisan Proposal Tesis

No. Dokumen Revisi : 00 Tgl. berlaku Hal 1 dari 8

Semester Pendek 2014/1015

Nama praktek --

Jam pertemuan 16

Silabus

Nama Mata Kuliah : Proyek Penulisan Proposal Tesis Kode Mata Kuliah : PAS8149

SKS : 1

Dosen : Prof. Dr. Marsigit, M.A./ Dr. Heri Retnawati Program Studi : S2 Pendidikan Matematika/PM D

Prasyarat :

Waktu Perkuliahan : Selasa, 13.10-14.50; Kamis, 07.30 – 09.10

Tempat : R.100B Gd Lama

Standar Kompetensi :

Mampu menyusun Draft Proposal Tesis S2 Pendidikan Matematika yang akuntabel (valid dan reliabel) sebagai bentuk karya ilmiah berdasarkan referensi formal dan normatif serta menggunakan data empiris dan sesuai dengan kaidah metodologi penelitian ilmiah.

Deskripsi Mata Kuliah :

1. Mengembangkan dan menulis Draft Bagian Pendahuluan Penelitian yang meliputi aspek:

a. Menyimulasikan Identifikasi masalah dan latar belakang penelitian b. Membuat Draft Rumuskan Masalah dan tujuan penelitian

c. Merumuskan Draft Judul Penelitian d. Merumuskan Draft Hipotesis Penelitian

e. Menguraikan dan membuat kerangka pikir penelitian

2. Eksplorasi dan manajemen Referensi Legal formal, Referensi Normatif Hipotesis, Referensi Normatif Empiris, dan Referensi Empiris untuk membangun Landasan Teori/Kajian Pustaka

3. Mengembangkan dan menulis Draft Bagian Metodologi Penelitian yang meliputi: a. Mengembangkan dan menulis Draft Desain Penelitian

b. Mengembangan dan menulis Draft Instrumen

c. Mengembangkan dan menulis Draft Validasi Instrumen d. Mengembangkan dan menulis Draft Pengumpulan Data e. Mengembangkan dan menulis Draft Analisis Data

Uraian Pokok Bahasan Tiap Pertemuan

Kompetensi Dasar Materi Pokok Strategi

Perkuliahan 1. Menyimulasikan Identifikasi

masalah dan latar belakang penelitian

Masalah penelitian Latar belakang penelitian

Ekspositori, diskusi, presentasi, refleksi 2. Membuat draft rumusan masalah

dan tujuan penelitian

Rumuskan masalah Tujuan penelitian

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presentasi, refleksi 3. Membuat draft rumusan hipotesis

penelitian

Hipotesis penelitian Ekspositori, diskusi,

6. Mengembangkan dan menulis Draft Desain Penelitian

8. Menyimulasikan penentuan Populasi dan Sampel 9. Menyimulasikan penentuan

Statistik 10. Menyimulasikan pengembangan

Instrumen

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refleksi 12. Menyimulasikan Pengumpulan

Data

Simulasi Pengumpulan Data

Ekspositori, diskusi, presentasi, refleksi 13. Menyimulasikan Analisis Data Simulasi Analisis Data Ekspositori,

diskusi, presentasi, refleksi

14. Ujian Utama Ujian Utama

Evaluasi Hasil Belajar :

1. Partisipasi kuliah 20%

2. Tugas-tugas 30.%

3. Ujian tengah semester 20.% 4. Ujian akhir semester 30%

Daftar Literatur/Referensi:

1. Punya Mishra, Matthew J. Koehler in Teachers College Record ,2006, Technological pedagogical content knowledge: A framework for teacher knowledge

2. H. C. Hill, B. Rowan, D. L. Ball in American Educational Research Journal, 2005, Effects of Teachers' Mathematical Knowledge for Teaching on Student Achievement

3. D. Loewenberg Ball, M. H. Thames, G. Phelps in Journal of Teacher Education, 2008, Content Knowledge for Teaching: What Makes It Special?

4. Paul Cobb, Jere Confrey, Andrea DiSessa, Richard Lehrer, Leona Schauble in Educational Researcher , 2003, Design Experiments in Educational Research

5. Jean E A N Lave, Etienne Wenger in Learning in doing, 1991, Situated learning: Legitimate peripheral participation

6. B Findell in Book Reviews, 2002, Adding it up: Helping children learn mathematics 7. On the dual nature of mathematical conceptions: Reflections on processes and objects as

different sides of the same coin

8. National Council Of Teachers Of Mathematics in School Science and Mathematics , 2000, Principles and Standards for School Mathematics

9. A.H. Schoenfeld in Handbook of research on mathematics teaching and learning, 1992, Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics

10. Richard R. Skemp in The Arithmetic Teacher , 1978, Relational Understanding and Instrumental Understanding

Literatur tambahan

1. Arends, R.I., 2004, Learning to Teach. 6th Edition. Boston: Mc Graw Hill.

2. Bell, F.H., 1978, Teaching and Learning Mathematics (in Secondary Schools. Second Printing. Dubuque, Iowa: Wm. C. Brown. Company.

3. Gravemeijer, K., 1994, Developing Realistic Mathematics Education. Freudenthal Institute. Utrecht: CDβ Press.

4. Gravemeijer, K., 2000, Developmental Research: Fostering a Dialectic Relation between Theory and Practice. In Brocure of Freudhental Institute for the 9th International Congress on Mathematics Education (ICME9) in Japan, July 2000.

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6. Lange, J. de., 2006, Mathematical Literacy for Living from OECD-PISA Perspective. Proceeding Seminar. Tersedia di www.criced.tsukuba.ac.jp/ math/apec 2006/pdf/

7. NCTM., 2000, Process Standard for Mathematics. [Online]. Tersedia: Error! Hyperlink reference not valid. [2 Mei 2008]

8. PISA, OECD, 2004, Learning for Tomorrow’s World: First Result from PISA 2003.

9. Polya, G., 1988, How to Solve It: A New Aspect of Mathematical Method. Second ed. Princeton: Princeton Science Library Printing.

10. Romberg, T.A., 1994, “Classroom Instruction that Foster Mathematical Thinking and Problem Solving: Connections between Theory and Practice”. In Mathematical Thinking and Problem Solving. Editor: Schoenfeld, A.H. Hove: Lawrence Erlbaum Associates, Publishers. 11. Schoen, H.L. and Oehmke, T., 1980, A New Approach to the Measurement of

Problem-solving Skills. In Problem Solving in School Mathematics. Editors: Krulik, S. and Reys, R.E. Reston: National Council of Teachers of Mathematics.

12. Slavin, R.E., 1990, Cooperative Learning: Theory, Research, and Practice. 2nd Edition. Boston: Allyn and Bacon.

13. Streefland, L. ,1990, “Realistic Mathematics Education (RME). What Does It Mean?” In Contexts Free Productions Tests and Geometry in Realistic Mathemtics Education. Editor Gravemeijer, K. et al. Utrecht: OW & OC.

14. Sugiyono, 2006, Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta. 15. Sugiyono, 2007, Statistika untuk Penelitian. Bandung: Alfabeta.

16. UNESCO, 1994, World Declaration on Education for All and Framework for Action to Meet Basic Learning Need. Result of the World Conference on Education for All Meeting Basic Learning Need, Jomtien, Thailand, 5-9 March 1990. Cetakan ketiga. Paris.

17. Vygotsky, L.S., 1978, Mind in Society: The Development of Higher Psychological Processes. Editor Michael Cole et al. Cambridge: Harvara University Press.

Dosen dapat dihubungi di:

No HP : 081578708917

Email : [email protected]

Blog : http://powermathematics.blogspot.com

Rumah : Plosokuning II, RT 10 RW 04, Minomartani, Ngaglik, Sleman, Yogyakarta.

Yogyakarta, Juli 2014

Mengetahui, Ketua Prodi

( Dr. Jailani) NIP:

Dosen Pengampu Mata Kuliah

(Prof. Dr. Marsigit, MA) NIP: 195707191983031004

Dibuat oleh :

Dilarang memperbanyak sebagian atau seluruh isi dokumen tanpa ijin tertulis dari Program Pascasarjana

Universitas Negeri Yogyakarta

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Satuan Acara Perkuliahan

Nama Mata Kuliah : Proyek Penulisan Proposal Tesis Kode Mata Kuliah : PAS8149

SKS : 1

Dosen : Prof. Dr. Marsigit, M.A./ Dr. Heri Retnawati Program Studi : S2 Pendidikan Matematika/PM D

Prasyarat :

Waktu Perkuliahan : Selasa, 13.10-14.50; Kamis, 07.30 – 09.10

Tempat : R.100B Gd Lama

Standar Kompetensi :

Mampu menyusun Draft Proposal Tesis S2 Pendidikan Matematika yang akuntabel (valid dan reliabel) sebagai bentuk karya ilmiah berdasarkan referensi formal dan normatif serta menggunakan data empiris dan sesuai dengan kaidah metodologi penelitian ilmiah.

Tujuan Pembelajaran :

1. Mengembangkan dan menulis Draft Bagian Pendahuluan Penelitian yang meliputi aspek:

2. Eksplorasi dan manajemen Referensi Legal formal, Referensi Normatif Hipotesis, Referensi Normatif Empiris, dan Referensi Empiris untuk membangun Landasan Teori/Kajian Pustaka

3. Mengembangkan dan menulis Draft Bagian Metodologi Penelitian yang meliputi:

Kompetensi Dasar:

1. Mampu menyimulasikan Identifikasi masalah dan latar belakang penelitian 2. Mampu membuat Draft Rumuskan Masalah dan tujuan penelitian

3. Mampu merumuskan Draft Judul Penelitian 4. Mampu merumuskan Draft Hipotesis Penelitian

5. Mampu menguraikan dan membuat kerangka pikir penelitian

6. Mampu mengeksplorasi dan manajemen Referensi Legal formal, Referensi Normatif Hipotesis, Referensi Normatif Empiris, dan Referensi Empiris untuk membangun Landasan Teori/Kajian Pustaka

7. Mampu mengembangkan dan menulis Draft Desain Penelitian 8. Mampu mengembangan dan menulis Draft Instrumen

9. Mampu mengembangkan dan menulis Draft Validasi Instrumen 10. Mampu mengembangkan dan menulis Draft Pengumpulan Data 11. Mampu mengembangkan dan menulis Draft Analisis Data

12. Mampu menyimulasikan Identifikasi masalah dan latar belakang penelitian 13. Mampu membuat Draft Rumuskan Masalah dan tujuan penelitian

14. Mampu merumuskan Draft Judul Penelitian

Strategi Perkuliahan

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Bentuk Kegiatan:

Perkuliahan Tatap Muka dilaksanakan dengan berbagai bentuk: Tugas Mandiri

Eksplorasi Sumber, Diskusi Kelas, Presentasi, Seminar, dan Tes Jawab Singkat. Untuk setiap tatap Muka dilakukan Sintak Perkuliahan sebegai berikut:

No Kegiatan Uraian Aktivitas Perkuliahan

1. Review teori dan landasan teori

3 Penutup: Resume dan tindak lanjut Ekspositori, diskusi, presentasi, refleksi

20 menit

4 Penilaian:

1. Authentics Assessment 2. Produk Draft Proposal Tesis

Daftar Literatur/Referensi:

11. Punya Mishra, Matthew J. Koehler in Teachers College Record ,2006, Technological pedagogical content knowledge: A framework for teacher knowledge

12. H. C. Hill, B. Rowan, D. L. Ball in American Educational Research Journal, 2005, Effects of Teachers' Mathematical Knowledge for Teaching on Student Achievement

13. D. Loewenberg Ball, M. H. Thames, G. Phelps in Journal of Teacher Education, 2008, Content Knowledge for Teaching: What Makes It Special?

14. Paul Cobb, Jere Confrey, Andrea DiSessa, Richard Lehrer, Leona Schauble in Educational Researcher , 2003, Design Experiments in Educational Research

15. Jean E A N Lave, Etienne Wenger in Learning in doing, 1991, Situated learning: Legitimate peripheral participation

16. B Findell in Book Reviews, 2002, Adding it up: Helping children learn mathematics 17. On the dual nature of mathematical conceptions: Reflections on processes and objects as

different sides of the same coin

18. National Council Of Teachers Of Mathematics in School Science and Mathematics , 2000, Principles and Standards for School Mathematics

19. A.H. Schoenfeld in Handbook of research on mathematics teaching and learning, 1992, Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics

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Literatur tambahan

18. Arends, R.I., 2004, Learning to Teach. 6th Edition. Boston: Mc Graw Hill.

19. Bell, F.H., 1978, Teaching and Learning Mathematics (in Secondary Schools. Second Printing. Dubuque, Iowa: Wm. C. Brown. Company.

20. Gravemeijer, K., 1994, Developing Realistic Mathematics Education. Freudenthal Institute. Utrecht: CDβ Press.

21. Gravemeijer, K., 2000, Developmental Research: Fostering a Dialectic Relation between Theory and Practice. In Brocure of Freudhental Institute for the 9th International Congress on Mathematics Education (ICME9) in Japan, July 2000.

22. Lange, J. de. , 2000, Freudenthal Institute. In Brocure of Freudhental Institute for the 9th International Congress on Mathematics Education (ICME9) in Japan, July 2000.

23. Lange, J. de., 2006, Mathematical Literacy for Living from OECD-PISA Perspective. Proceeding Seminar. Tersedia di www.criced.tsukuba.ac.jp/ math/apec 2006/pdf/

24. NCTM., 2000, Process Standard for Mathematics. [Online]. Tersedia: Error! Hyperlink reference not valid. [2 Mei 2008]

25. PISA, OECD, 2004, Learning for Tomorrow’s World: First Result from PISA 2003.

26. Polya, G., 1988, How to Solve It: A New Aspect of Mathematical Method. Second ed. Princeton: Princeton Science Library Printing.

27. Romberg, T.A., 1994, “Classroom Instruction that Foster Mathematical Thinking and Problem Solving: Connections between Theory and Practice”. In Mathematical Thinking and Problem Solving. Editor: Schoenfeld, A.H. Hove: Lawrence Erlbaum Associates, Publishers. 28. Schoen, H.L. and Oehmke, T., 1980, A New Approach to the Measurement of

Problem-solving Skills. In Problem Solving in School Mathematics. Editors: Krulik, S. and Reys, R.E. Reston: National Council of Teachers of Mathematics.

29. Slavin, R.E., 1990, Cooperative Learning: Theory, Research, and Practice. 2nd Edition. Boston: Allyn and Bacon.

30. Streefland, L. ,1990, “Realistic Mathematics Education (RME). What Does It Mean?” In Contexts Free Productions Tests and Geometry in Realistic Mathemtics Education. Editor Gravemeijer, K. et al. Utrecht: OW & OC.

31. Sugiyono, 2006, Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta. 32. Sugiyono, 2007, Statistika untuk Penelitian. Bandung: Alfabeta.

33. UNESCO, 1994, World Declaration on Education for All and Framework for Action to Meet Basic Learning Need. Result of the World Conference on Education for All Meeting Basic Learning Need, Jomtien, Thailand, 5-9 March 1990. Cetakan ketiga. Paris.

34. Vygotsky, L.S., 1978, Mind in Society: The Development of Higher Psychological Processes. Editor Michael Cole et al. Cambridge: Harvara University Press.