Su ppor t in g Evide n ce s An d M on it or in g To
D e ve lop Sch ool- Ba se d Cu r r icu lu m For Ju n ior H igh Sch ool M a t h e m a t ics I n I n don e sia
M a r sigit
Depar t m en of Mat hem at ics Educat ion, Facult y of Mat hem at ics and Science,
Yogyakar t a St at e Universit y, I ndonesia m arsigit [email protected]
ABSTRACT
I ndonesia Gov ernm ent st r ives t o boot - st r apping t he lat est issues of educat ion
and t ake an act ion t o im plem ent t he new cur r iculum “ school- based cur riculum ”
for pr im ar y and secondary educat ion t hat effect ively st ar t s in t he academ ic year
2006/ 2007. This policy w ill logically im ply t o som e of t he follow ing aspect s:
educat ional aut onom y progr am , developing t he syllabi, im pr oving t eacher s’
com pet encies, lear ning facilit ies, educat ional budget ing, em power ing t he
societ y, evaluat ion syst em and qualit y assur ance. At any socializat ion of t his new
cur r iculum , t her e w as alw ays a pr ogr am t o elabor at e t he r at ional, philosophical
back gr ound, and m et hod for developing t he syllabi. The ( for m er ) Cur r iculum
1994 w as char act er ized as consist ed of 80 % of nat ional cont ent , cont ent - based
appr oached and em ployed Tr ying- out m odel for it s socializat ion; while t he ( new)
school- based Curriculum is charact erized as consist ed of 80 % local cont ent ,
com pet ent - based approach and em ploys Pilot ing as a m odel for it s socializat ions.
Ke y W or d: new cur r iculum , school- based cur riculum , m at hem at ics t eaching, j unior high school
I n t r odu ct ion
Raising t he int ellect ual level of t he people and fur t her ing general w elfar e as
m andat ed in t he Pr eam ble of t he 1945 Const it ut ion have alway s been m aj or concer ns of
t he Gover nm ent of I ndonesia. The aim s of t he educat ion sy st em include: ( 1) enhancing full
devot ion t o God Alm ight y; ( 2) developing t he int elligence and skills of indiv iduals; ( 3)
fost ering posit ive at t it udes of self r eliance and developm ent , ( 4) ensur ing t hat all childr en
ar e lit erat e. Since 1968/ 1969, a m or e syst em at ic appr oach t o develop educat ion in
I ndonesia has begun t o be evident . Since t hat t im e up t o t he lat e of 1990, t he appr oach t o
logically der iv ed fr om nat ional and syst em - w ide goals and t hen br oken dow n int o a pr ecise
hierar chy of inst r uct ional obj ect ives, and t hat lear ning could be m ade individualized and
‘t eacher- pr oof’ so t hat st udent s could learn what t hey needed t o learn w it h m inim al
assist ance fr om t eachers.
How ever, in 1984, evidences indicat ed t hat t he appr oach was per ceived not t o able
t o m obilize r esour ces and t o em bar k t he m odel t o t he nat ionw ide applicat ion. I t seem s t hat
t he unsuccessful of t he pr oj ect for pr om ot ing educat ional change in I ndonesia due t o t he
const raint s such as : ( 1) t he com plexit y of t he educat ional env ir onm ent , ( 2) t he lim it at ion
of t he budget , ( 3) lack of educat ional r esources and facilit ies, ( 4) t he diver gences of t he
educat ional cont ext such as et hnicit y, geography, cult ure and value, ( 5) lack of t eacher s’
underst anding of t he t heor ies of good pract ice of t eaching and how t o im plem ent it , and ( 6)
t he m ediocrit y of developing educat ion based on t he nat ur e of t he fundam ent al sciences
and educat ion, and or based on t he need for com pet ing skill in global era.
The cur r ent ly st udies ( Herawat i Susilo, 2003) on m at hem at ics and sciences
educat ion in I ndonesia have t he indicat ion t hat childr en’s achievem ent in t he subj ect s of
m at hem at ics and Science is low, as indicat ed by t he r esult of t he Nat ional Leaving
Exam inat ion year by year bot h in Pr im ar y and Secondary School. Childr en’s m ast er y on
m at hem at ics concept s and m at hem at ics pr ocess skills is st ill low. This fact m ay be as t he
r esult s of: ( 1) t he shor t age of laborat or y act iv it ies; ( 2) lack of t eacher s hav ing m ast ered
science process sk ill approach; ( 3) cont ent s on Mat hem at ics and Science cur r iculum t oo
cr ow ded; ( 4) t oo m any t im e consum ing adm inist rat ion st ipulat ion for t eachers; ( 5) lack of
laborat ory equipm ent and laborat or y hum an r esour ce. The st udy also indicat es t hat
m ism at ch am ong t he obj ect ives educat ion, cur r iculum , and evaluat ion syst em w hich can
be ident ified by t he following: ( 1) Nat ional Leaving Exam inat ion assess t he childr en’s abilit y
cognit ively only ; ( 2) St ream ing in Senior Secondary School st ar t ing at grade 3; it is ar gued
t hat t he im plem ent at ion of t his syst em is lat e and consider individual differences
inappr opr iat ely; ( 3) Universit y Ent rance Exam inat ion Syst em is considered t o t r igger
Elem ent ar y and Secondar y School t eacher s apply goal or ient ed rat her t han pr ocess
orient ed in t eaching Mat hem at ics and Science, ( 4) m any t eacher s st ill have difficult y in
elaborat ing t he syllabus, ( 5) a num ber of m at hem at ics t opics ar e consider ed t o be difficult
for t eachers t o t each; ( 6) a significant num ber of childr en consider som e m at hem at ics
t opics as difficult t o underst and, ( 7) t eacher s consider t hat t hey st ill need guidelines for
conduct ing t eaching pr ocess by using science pr ocess skills appr oach.
Cur r ent effor t s t o im pr ove m at hem at ics educat ion in I ndonesia cov ers t he
collaborat ion t o car r y out pilot ing act iv it ies of m at hem at ics t eaching in j unior high schools
in som e areas of t he count r y ( Marsigit , 2003) . These act iv it ies m eant t o develop and t r y out
som e t eaching m odels at schools. The lect ur ers of Teacher Educat ion and t eachers w orked
pilot ing was pr om ot ing t he new paradigm of m at hem at ics and science educat ion. The
obj ect ive of pilot ing is t o cont ribut e t o t he im pr ovem ent of m at hem at ics and science
educat ion in schools by t r ying out som e m at t er s developed in t his pr oj ect w hich ar e dir ect ly
r elat ed t o schools. The pilot ing act ivit ies w er e done t hr ough collaborat ive classr oom s act ion
r esear ches am ong lect ur er s and t eacher s.
The r esult s of pilot ing act ivit ies com e t o a suggest ion t hat t o im pr ove m at hem at ics
and science t eaching in I ndonesia, we need t o ( Herawat i Susilo, 2003) .: ( 1) im plem ent
m or e suit able cur r iculum i.e. m ore sim ple and flexible, ( 2) r edefine t he r ole of t he t eacher s
i.e. t eachers should facilit at e st udent s' need t o lear n, ( 3) r edefine of t he r ole of pr incipals;
pr incipals should suppor t t he pr ofessional developm ent of t eacher s by allow ing t hem
at t end and part icipat e in scient ific m eet ings and t rainings, ( 4) redefine t he r ole of schools;
schools should pr om ot e school- based m anagem ent , ( 5) r edefine t he r ole of super visor ; t he
superv isor s need t o have sim ilar back ground w it h t he t eacher s t hey superv ise in or der t o
be able t o do academ ic super vision, ( 6) im pr oved aut onom y of t eacher s in t ry ing t o
im plem ent innovat ions in m at hem at ics and science t eaching and lear ning, and ( 7) pr om ot e
bet t er collaborat ion bet w een school and univer sit y; com m unicat ion am ong t he lect ur er s
and t he t eacher s should be im pr oved; t hese could be done t hr ough collaborat ive act ion
r esear ches and exchange exper iences t hr ough sem inar s and w ork shops.
Sch ool- Ba se d Cu r r icu lu m for Ju n ior H igh Sch ool M a t h e m a t ics
We per ceive t hat cur r iculum developm ent needs a com pr ehensive and in- dept h
st udy of all t he aspect s inv olved; t her e ar e at least six pr inciples as a guide ( Mar sigit ,
2003) : 1) t he chance t o lear n m at hem at ics for all, 2) cur r iculum is not j ust a collect ion of
subj ect m at t er s but it should r eflect m at hem at ical act iv it ies coher ent ly, 3) t eaching
learning of m at hem at ics need a com prehensive t heor y of st udent s act ivit ies, t heir
r eadiness t o lear n and t eacher role of facilit at ing t heir learn, 4) t he chance t o t he lear ner t o
develop t heir m at hem at ical concept s, 5) t he needs t o develop assessm ent im bedded t o
t eaching learning processes, 6) em ploying m any k inds of t eaching lear ning sour ces. The
m ain concer n in developing m at hem at ics cur r iculum is t o m ake sure t hat t he cur r iculum
reflect s t eaching learning processes t hat has been int ended; t her efor e, we need t o
develop: 1) t he Guideline for developing it s syllabus, 2) t he Guideline for cur r iculum
im plem ent at ion, 3) suppor t ing docum ent s such as handout s, st udent s w ork sheet , 4)
t eacher s’ involvem ent s in developing cur r iculum , 5) socializat ion and dissem inat ion
developed cur riculum , and 6) regular m onit or ing of it s im plem ent at ions.
Mukm inan dkk, ( 2002) elabor at ed t hat school- based cur r iculum for j unior high
school st ress on st udent s com pet encies; t her efore, t he cent r al gov er nm ent hav e
elabor at ed t o be t he Basic- Com pet encies t hat is t he m inim um com pet encies t hat should be
per for m ed by t he st udent s, cov er ing affect iv e, cognit iv e and psy chom ot or com pet encies.
Accor dingly , I ndonesian Gover nm ent has developed Cont ext ual t eaching and learning
( CTL) as one of t he appr oach t o suppor t School- Based Curr iculum im plem ent at ions; it
m eans t hat t he gov ernm ent encour ages t he t eacher s t o develop st udent s life sk ills by
em ploying opt im ally t he envir onm ent t o suppor t st udent s’ act iv it ies. Nat ional St andar d of
Com pet encies for Junior High School m at hem at ics cover s:
1. To under st and and held ar it hm et ical operat ion using num ber s t o solve problem s
2. To under st and and use t he pr oper t ies of line, angle, t wo and t hree dim ensions
geom et r ical shape t o solve pr oblem s
3. To underst and and ident ify t he pr oper t ies and t he com ponent of t r iangle and use
t hem t o solve pr oblem s
4. To under st and and ident ify t he pr oper t ies and t he com ponent of cir cle and use
t hem t o solve pr oblem s
5. To ident ify t he pr oper t ies and t he com ponent of non convex edge t hr ee
dim ensions geom et rical shape
6. To ident ify t he pr oper t ies and t he com ponent of convex edge t hr ee dim ensions
geom et r ical shape
7. To hold st at ist ical act ivit ies
8. To under st and, hold and use algebraic operat ions, linear inequalit ies wit h one
var iable and set s t o solve pr oblem s.
9. To under st and, hold and use algebraic operat ions, funct ions, line equat ions, and
equat ion sy st em s t o solve pr oblem s
10. To hold operat ions w it h negat ive exponent s num bers and logarit hm .
11. To descr ibe pat t er n and ser ies of num ber s and use t hem t o solve pr oblem s.
12. To under st and and use quadrat ic equat ions t o solve pr oblem s.
I n developing t he sy llabus, St andar d Com pet ency is t o be elaborat ed int o Basic
Com pet ency such as :
St andar d Com pet ency Basic Com pet ency
To under st and and held
ar it hm et ical operat ion using
num ber s t o solve pr oblem s
− Solve operat ions w it h int eger num ber s and ident ify t he pr oper t ies of operat ions w it h int eger num ber s
− To ident ify fract ions and hold operat ions w it h fract ions.
For each Basic Com pet ency, t her e ar e som e indicat or s in w hich t he st udent can
Basic Com pet ency I ndicat or
To hold algebraic
operat ion
− To ex p l a i n a l g eb r a i c t e r m
− To h o l d a l g eb r a i c o p e r a t i o n s: ad d i t i o n , su b t r a ct i o n , m u l t i p l i cat i o n , an d ex p o n e n t
− To solve division w it h sim ilar and different sign of num ber s
The st r iking t opics of Nat ional Cur r iculum of Junior High School m at hem at ics
consist s of t he follow ing t opics: I nt eger Num ber s, Algebra and Social Arit hm et ic, Linear
I nequalit ies wit h one var iable, Propor t ion, Line and Angle, Plane, Convex- sided Thr ee
Dim ensional Shape, Set , Fact or izat ion Algebraic t er m s, Pyt hagor ean Theor em , Lines of a
Tr iangle, Cir cle, Concave- sided Thr ee Dim ensional Shape, Funct ion, St raight - line Equat ion,
Linear Equat ion Sy st em wit h Two variables, Lines of I nt er sect ion, Congr uence, St at ist ics
and Pr obabilit y, Negat ive exponent , Logar it hm , Quadrat ic Equat ion, and Num ber Pat t er n.
Su ppor t in g Evide n ce s
Suppor t ing evidences cam e fr om t eaching pract ices w hich im plem ent t he aspect of new
school- based cur r iculum .
1. Obser vat ion and r eflect ion of t eaching how t o under st and t he charact er ist ics of
cy linder and t o det erm ine t heir m easur es at t he t he 8nd grade of Junior High School:
Gr oup Wor k and Discussion:
− St udent s em ployed concr et e m odel t o sear ch t he t ot al ar ea of r ight cir cular cylinder
− St udent s br ook- dow n t he m odel of r ight circular cylinder int o it s com ponent s: t w o congr uent cir cles and one
oblong.
− St udent s lear ned t hat t he height of r ight cir cular cylinder is equal t o t he widt h of it s r ect angle; and t he
circum ference of t he cir cle is equal t o t he lengt h of
r ect angle.
- St udent s lear ned t hat t he lat eral ar ea of r ight cir cular
cylinder is equal t o t he area of it s r ect angle.
- St udent s lear ned t hat t he t ot al area of r ight circular
cy linder is equal t o t he ar ea of it s r ect angle plus t he ar ea
2. Obser vat ion and r eflect ion of t eaching how t o ident ify t he form ula of t he ar ea of
sphere:
Group Work and Discussion:
− St udent s em ploy ed concr et e m odel of a half Spher e t o sear ch t he ar ea of it s sur face
- St udent s pr epar ed t he suppor t ing facilit ies e. g.
diagram of cir cles t hat has sim ilar radius w it h t he
Spher e. St udent s lear ned t hat t he ar ea of Spher e
is equal t o t he ar ea of it s cover
- St udent s lear ned t hat t he ar ea of t he sur face of a
half Spher e is equal t o t he double of t he ar ea of it s
cir cles.
M on it or in g Th e I m ple m e n t a t ion of Sch ool- Ba se d Cu r r icu lu m
Monit or ing program s has been set out spr eads out t o som e differ ent r egion of
differ ent Prov ince, t o inv est igat e and t o ident ify t he ex t ent of t he st r engt hs, weaknesses,
and const raint s of t he im plem ent at ion of t he new cur r iculum . There w ere found t hat : ( a)
m any t eacher s st ill have pr oblem s in per for m ing Nat ional St andar d Com pet ency and Basic
Com pet ency int o m at hem at ics t eaching lear ning pr ocesses, ( b) m any t eacher s st ill have
difficult ies in developing var ious k inds of St udent Wor k sheet s, ( c) t he t eacher s st ill hav e
difficult ies in developing m at hem at ical cont ext ual pr oblem s, ( d) m any t eacher s st ill have
difficult ies in developing var ious k inds of t eaching aids, ( e) t he st udent s ar e m or e happily
in lear ning m at hem at ics, especially in group discussion, ( f ) som e t eacher s per ceived t hat
Discussion, Pract ical Wor k , and I nvest igat ional Wor k ar e im por t ant m et hods of
m at hem at ics t eaching w hich can support school- based curriculum for m at hem at ics in
Junior High School.
The r esult s of t he m onit or ing pr ogram s indicat ed t hat : ( 1) socializat ion of t he
new cur r iculum needs t o be int ensified, ( 2) par t icipat ion of t eacher s, head t eacher s and
superv isor s need t o be im pr oved, ( 3) t he support ing r esour ces for t he new cur r iculum
needs t o be developed ex t ensively, ( 4) it needs t o pr om ot e classr oom based r esear ch for
t he t eacher s as par t of t heir t eaching act iv it ies, ( 5) it needs t o dissem inat e t he concept s
and t he t heor ies as w ell as t he cur r ent ly paradigm s of t eaching lear ning m at hem at ics, ( 6)
t he const raint s of t he im plem ent at ion of t he new curr iculum covering t he lim it at ion of
Con clu sion
Curr ent ly pict ur e of I ndonesian societ y is dynam ically ver y fast changes of all
aspect of life; it offer s t he hopes and t he challenges. School- based cur r iculum can be t he
st ar t ing point for m at hem at ics t eachers in I ndonesia t o r eflect and m ove t heir old
paradigm s of t eaching. I t encourages t he t eachers t o evaluat e t he st r engt hs and
w eaknesses of differ ent appr oaches in or der t o m ake infor m ed choices and, w hen
necessary, should be pr epared t o lear n new skills in t he int er est s of effect ive t eaching
learning m at hem at ics. Through t his new curriculum , t eachers need t o be able t o r espond t o
indiv idual childr en as need is ident ified because t he relevant cur r icular ex per iences and
sk ills of childr en var y gr eat ly and t hey need t hen in a bet t er posit ion t o draw upon suppor t
ser v ices t o enhance t heir classr oom pract ice; t he m anagem ent of t he range of suppor t
ser vices should be available t o m axim ize t heir effect in helping t eacher s t o w or k t owards
good pract ices and t o im plem ent new cur r iculum . I t also gives t he chance t o t he
governm ent officials of educat ion in I ndonesia t o look in- dept h t he im plem ent at ion of
curr iculum in t he class- r oom level.
The m onit or ing of t he im plem ent at ion of school- based cur r iculum indicat ed t hat
t her e are fact ors fr om st udent s, t eachers and societ y w hich have not opt im ally suppor t ed
yet t he new cur r iculum . The result s of evaluat ion of t he im plem ent at ion of t his new
curr iculum t each us t hat while we operat e t he on- going cur r iculum we alway s need t o
im prove it . I t also suggest ed t hat t o im pr ove t he qualit y of m at hem at ics educat ion, t he
cent ral governm ent needs t o: ( 1) redefine t he role of t he t eacher s i.e. t hey should facilit at e
st udent s' need t o lear n, ( 2) r edefine of t he r ole of pr incipals i.e. t hey should suppor t t he
pr ofessional developm ent of t eacher s by allow ing t hem t o at t end and par t icipat e in
scient ific, m eet ings and t rainings, ( 3) r edefine t he r ole of schools i.e. t hey should prom ot e
school- based m anagem ent , ( 4) r edefine t he r ole of super v isor i.e. t hey need t o have
sim ilar back ground wit h t he t eacher s t hey super vise in or der t o be able t o do academ ic
superv ision, ( 5) ( 6) pr om ot e bet t er collaborat ion bet w een school and univer sit y ( 7)
redefine nat ional evaluat ion sy st em .
Re fe r e n ce
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Glenn, J, ( 2000) A Repor t t o t he Nat ion from t he Nat ional Com m ission on Mat hem at ics
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