Do the Teachers need to Research th

Do the Teachers need to Research their Own Teaching ?
By Marsigit

As a teacher we sometimes found the problems of: (1) covering the various needs of academic competencies, (2) promoting students active ways of learning. For the teachers, a certain research may help them to develop model for mathematics teaching. A rather old reference, Cockroft Report (1982) suggested that good teaching practice in all level of mathematics education should give opportunities for exposition by the teacher, discussion between teacher and pupils and between pupils themselves, appropriate practical work, consolidation and practice of fundamental skills and routine, problem solving, including the application of mathematics to everyday situations and investigational work.



The purpose of educational research can be to actively improve practice of mathematics teaching on the basis of ideal position of good model of secondary mathematics teaching and on the basis of assumption that the teacher can learn and create knowledge through his/her concrete experience and observing and reflecting on that experience. The striking benefits of the research therefore is that understanding of the teacher and the situation of teaching learning processes is to be improved. Teacher is perceived to be co-worker in doing research and the researcher is not considered to an outside expert. Thus, the approach of the research is an evaluative-reflective-participatory-critical collaborative inquiry of teaching.

The process of a certain research may include problem analysis and a strategic plan, implementation of a strategic plan, observation and evaluation of the action by appropriate methods and techniques, reflection on the results of the evaluation and on the whole action and research process (Zuber and Skerritt, 1992). Due the process lead of a new problem hence the researcher sometimes need to develop cycle of planning, acting, observing and reflecting.

The researcher needs to fill in the specific conditional features for each level that partaining to the chosen area of action. Although there are multiple perspectives from which research on teaching can be approached and multiple interpretations of teaching act, one underlying theme needs to be more adequately addressed (Koehler and Grouws in Grouws, 1984). An educational research may bound territory in which events or processes occur over a specified period.

Specifically, action research may cover the following action (Zuber and Skerrit, 1992) : (1) identifying and analyzing problems arising in mathematics teaching learning processes, (2) designing the strategies for solving the problems as a results of symmetrical communication among the researchers and the teacher, (3) implementing and testing the strategies, (4) evaluating the effectiveness of the strategies, (5) reflecting the results, (6) arriving at conclusion and/or newly identified problems, (7) repeating the cycle until they were with the improved practice, (8) reporting the findings.

Hasil (Bahasa Indonesia) 1:

Apakah guru perlu penelitian mereka pengajaran sendiri?Oleh MarsigitSebagai guru kita kadang-kadang ditemukan masalah: (1) meliputi berbagai kebutuhan kompetensi akademis, (2) mempromosikan siswa aktif cara belajar. Untuk guru, penelitian tertentu dapat membantu mereka untuk mengembangkan model pembelajaran Matematika. Referensi agak tua, Cockroft laporan (1982) menyarankan bahwa praktek mengajar baik di semua tingkat pendidikan matematika harus memberikan kesempatan untuk eksposisi oleh guru, diskusi antara guru dan murid dan antara murid-murid itu sendiri, sesuai praktik, konsolidasi dan praktek keterampilan dasar dan rutin, memecahkan masalah, termasuk aplikasi matematika situasi sehari-hari dan penelitian pekerjaan.Tujuan penelitian pendidikan dapat aktif meningkatkan praktek matematika mengajar berdasarkan posisi ideal baik model pembelajaran Matematika sekunder dan berdasarkan asumsi bahwa guru dapat belajar dan menciptakan pengetahuan melalui pengalaman beton / dan mengamati dan mencerminkan pada pengalaman itu. Manfaat mencolok penelitian karena itu adalah pemahaman guru dan situasi proses belajar mengajar harus ditingkatkan. Guru dianggap menjadi rekan kerja dalam melakukan penelitian dan peneliti tidak dianggap ahli di luar. Dengan demikian, pendekatan penelitian adalah penyelidikan kolaboratif evaluatif-reflektif-partisipatif-kritis mengajar.Proses penelitian tertentu mungkin termasuk analisis masalah dan rencana strategis, pelaksanaan rencana strategis, observasi dan evaluasi Aksi dengan metode yang tepat dan teknik, refleksi pada hasil evaluasi dan di seluruh tindakan dan penelitian proses (Zuber dan Skerritt, 1992). Karena memimpin proses dari masalah baru maka peneliti kadang-kadang perlu untuk mengembangkan siklus perencanaan, bertindak, mengamati dan mencerminkan.Peneliti harus mengisi fitur bersyarat yang spesifik untuk setiap tingkat yang partaining ke daerah pilihan tindakan. Meskipun ada beberapa perspektif dari mana penelitian mengajar dapat didekati dan beberapa interpretasi pengajaran undang-undang, satu tema yang mendasari perlu lebih cukup ditangani (Koehler dan Grouws di Grouws, 1984). Penelitian pendidikan mungkin terikat wilayah di mana kegiatan atau proses yang terjadi selama jangka waktu tertentu.Secara khusus, penelitian tindakan mungkin menutupi tindakan berikut (Zuber dan Skerrit, 1992): (1) identifikasi dan menganalisis masalah yang timbul dalam matematika yang belajar proses, (2) merancang strategi untuk memecahkan masalah-masalah sebagai hasil dari simetris komunikasi antara peneliti dan guru, (3) pelaksanaan dan pengujian strategi, mengajar (4) mengevaluasi efektivitas strategi, (5) mencerminkan hasil, (6) tiba pada kesimpulan dan/atau baru diidentifikasi masalah, (7) mengulangi siklus sampai mereka dengan meningkatkan praktik, (8) melaporkan temuan.