MODEL PEMBELAJARAN ARIFIN, SEBUAH UPAYA MEMBANGUN REKONSILIASI PAHAM BEHAVIORISME DAN KONSTRUKTIVISME
Abstract
Ditinjau dari cara pemerolehan pengetahuan oleh siswa, ada dua arus besar dalam teori pembelajaran. Kedua kelompok tersebut adalah aliran behaviorisme dan aliran konstruktivisme. Aliran behaviorisme sering dipandang sebagai aliran yang sudah usang (out of date), Aliran konstruktivisme saat ini banyak dianut oleh para ahli maupun kalangan praktisi pendidikan. Pertentangan dua paham ini tidak seharusnya terjadi. Secara objektif seharusnya perlu dilihat kontribusi masing-masing aliran tersebut dalam membangun kompetensi siswa. Kedua paham ini dapat digunakan secara proporsional serta sesuai kebutuhan dan tujuan pendidikan yang telah ditetapkan dalam kurikulum yang berlaku. Model ARIFIN adalah sebuah model pembelajaran temuan penulis, dengan langkah-langkah: action, reflection, interaction, formalization, interconnection, dan narration, dapat dijadikan sebagai alternatif sebagai konduktor dalam upaya membangun rekonsiliasi antara kedua aliran tersebut.
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References
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Slavin, Robert E. (1997). Educational Psychology. Theory and Practice. Fifth Edition. Boston: Allyn and Bacon.
Sobel, Max. A. & Maletsky, Evan M. (1988). Teaching Mathematics, A Source Book of Aids, Activities, and Strategies. Boston-London-Totonto-Sydney-Tokyo-Singapore: Allyn & Bacon
Steffe, L.P., & Keiren, T. (1995). Radical Constructivism and Mathematics Education. Journal for Research in Mathematics Education, 25(6),713-733.
Stein, M.K & Smith, M.S.1998. Mathematical Task as a Frame work for Reflection: for Research to Practice. Mathematics Teaching in The Middle School. 3(4), 268-275.
Suyatno, M.(1988).“Minat Siswa terhadap Matematika Perlu Ditumbuhkan”. Jakarta: Kompas. 1 Februari 1988.
Faridah, L., & Nasikhah, A. (2019, January). Improve Critical Thinking Ability and Mathematical Representation of Junior High School Students Throught Soft-skill Based Metacognitive Approaches. In International Conference on Science, Technology, Education, Arts, Culture and Humanity-" Interdisciplinary Challenges for Humanity Education in Digital Era"(STEACH 2018) (pp. 73-76). Atlantis Press.
Amin. S. Maria (2002). PMRI: Upaya Pencerahan Pembelajaran Matematika. Majalah Ilmiah Himpunan Matematika Indonesia (MIHMI), Vol. 8, No. 3 Tahun 2002.
Asmin (2003). Implementasi Pembelajaran Matematika Realistik (PMR) dan Kendala yang Muncul di Lapangan. Jurnal Pendidikan dan Kebudayaan No. 044 – September 2003. Departemen Pendidikan Nasional
Bell, F.(1981). Teaching and Learning Mathematics (In Secondary School). Dubuque, Iowa: Wm. C. Brown Company Publishers
Confrey, J. (1990). What Constructivism Implies for Teaching. In R.B.Davis, C.A. Maher & N.Noddings (Eds.), Constructivist Views on The Teaching and Learning of Mathematics (pp. 107-124). Reston. Virginia: NCTM.
Davis, David R. (1960). The Teaching of Mathematics. Reading, Massachusetts, U.S.A., London, England: Addison-Wesley Publishing Company.
Farrell, M.A., Farmer, W.A. (1980). Systematic Instruction in Mathematics. for The Middle and High School Years. Reading, Massachusetts, U.S.A., London, England: Addison-Wesley Publishing Company.
Goldin, M.S.,Kim, San,&Singer, M.(1999). What The Teacher’s Hand Tell the Student’s Mind About Math. Journal of Educational Psychology, Vol. 9, No. 4, 720-730. American Psychology Association. Inc.
Goss, Merillyn.(2004). Learning Mathematics in a Classroom Community of Inquiry. Journal for Research in Mathematics Education, 2004, vol. 35. No. 4 , 258-291.
Heuvel, Van den, Panhuizen (2003). Gudes for Didactical Decicion Making in Primary School Mathematics education: The Focus on The Content Domain of Estimation. Opplaeringen, 1, 139-152. http://www.geocities.com/nikza-fri/pedagogi.html
Http://www.eduplace.com/rdg/res/asses/opport.html.(1997). Self-assesment Op-purtunities Houghton Mifflin Company.
Inagaki, K., Morita, E., Hatano, G.(1999). Teaching – Learning of Evaluative Criteria for Mathematical Arguments
Faridah, L. and Nasikhah, A., 2019, January. Improve Critical Thinking Ability and Mathematical Representation of Junior High School Students Throught Soft-skill Based Metacognitive Approaches. In International Conference on Science, Technology, Education, Arts, Culture and Humanity-" Interdisciplinary Challenges for Humanity Education in Digital Era"(STEACH 2018) (pp. 73-76). Atlantis Press.Through Classroom Discourse: A Cross-National Study. Mathematical Thinking and Learning, I (2), 93-111
Johar, Rahmah. (2002). Refleksi dalam Pembelajaran Matematika. Proceeding National Science Education Seminar. State University of Malang (UM), 5 Agustus 2002.
Lobato, J., Clarke, D., Ellys, A. Burns.(2005). Initiating and Eliciting in Teaching: A Reformulation of Telling. Jurnal for Research in Mathematics Education, Vol. 36, No. 2, 101-136
Meyer, Margaret. T. (1999). Multiple Strategies = Multiple Challenges. Mathematics Teaching In Middle School. 4 (8), page 519-523
Matlin, M.W.(1994). Cognition(3rd edition). Harcourt Brace Publishers: USA
National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Reston, VA : Author.
Reed, Arthea J.S. Bergemann, Verna E. (2001). A Gude to Observation, Participation and Reflection in Classroom. Fourth Edition. Boston. Mc.Graw Hill.
Ruseffendi, E.T. (1991). Pengantar kepada Membantu Guru Mengembangkan Kompetensinya dalam Pengajaran Matematika untuk Meningkatkan CBSA. Bandung: Tarsito Bandung.
Sabandar, Jozua. (2001). Refleksi dalam Pembelajaran Matematika Realistik. Makalah Disajikan pada Workshop Pengembangan Pembelajaran RME untuk SD di PPPG Matematika Yogyakarta Tanggal 4-11 Juli 2001.
Simon,M. Tzur,R.,Heinz, K.Kinzel, M.(2004). Explicating a Mechanism for Conceptual Learning: Elaborating the Construct of Reflectif Abstraction. Jurnal for Research in Mathematics Education, Vol. 35, No. 5, 305-329.
Skemp, Richard. (1982). The Psychology of Learning Mathematics. London: Penguin Book.
Slavin, Robert E. (1997). Educational Psychology. Theory and Practice. Fifth Edition. Boston: Allyn and Bacon.
Sobel, Max. A. & Maletsky, Evan M. (1988). Teaching Mathematics, A Source Book of Aids, Activities, and Strategies. Boston-London-Totonto-Sydney-Tokyo-Singapore: Allyn & Bacon
Steffe, L.P., & Keiren, T. (1995). Radical Constructivism and Mathematics Education. Journal for Research in Mathematics Education, 25(6),713-733.
Stein, M.K & Smith, M.S.1998. Mathematical Task as a Frame work for Reflection: for Research to Practice. Mathematics Teaching in The Middle School. 3(4), 268-275.
Suyatno, M.(1988).“Minat Siswa terhadap Matematika Perlu Ditumbuhkan”. Jakarta: Kompas. 1 Februari 1988.
Faridah, L., & Nasikhah, A. (2019, January). Improve Critical Thinking Ability and Mathematical Representation of Junior High School Students Throught Soft-skill Based Metacognitive Approaches. In International Conference on Science, Technology, Education, Arts, Culture and Humanity-" Interdisciplinary Challenges for Humanity Education in Digital Era"(STEACH 2018) (pp. 73-76). Atlantis Press.
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2020-12-30
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