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Mathematics Curriculum Development as Adaptive Program in Vocational Education (Efforts to Increase Professionalism of Mathematics Teacher of Dressmaking Program)

Effendi, Moh. Mahfud (2011) Mathematics Curriculum Development as Adaptive Program in Vocational Education (Efforts to Increase Professionalism of Mathematics Teacher of Dressmaking Program). In: International Seminar and The 3rd Colloquium, 18-19 Mei 2011, Universitas Muhammadiyah Malang.

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Abstract

Mathematics as an adaptive program must sustain productive program (KTSP 2006; Pusdiknakes, 2010). Mathematics learning orientation is shifted when it must meet the many demands as the business / industry (DU/DI), professional associations (SKKNI), BSNP, and national exams standard (UN). The impact of this guidance many of the math curriculum are 1) the content and coherence problems, especially about the scope and sequence problems (Darling, 2005), 2) increase the number of hours of lessons, and 3) teachers do not know about what, how, and why the material taught. This can be evidenced from the results of analysis of documents and interviews with mathematics teachers of Dressmaking Program of SMKN 3 Probolinggo East Java, that :1 )material of mathematics refer to SKL BSNP and national exams standard (UN), resulting in overload and even material needs is not taught, and the material that is not required but are taught; 2) there is the addition of the 138 hours of math, 3) the learning of mathematics are not integrated and did not sustain productive program. Based on the above description, the problem of this research is how the mathematics curriculum development as an adaptive program in Vocational Educational of Dressmaking Program. The method used to achieve the objective study is qualitative method with case study approach (McMillan, 2008: 15). Therefore, the instrument used is the human instrument (Sugiyono, 2008: 222; Fraenkel, 1993: 103; McMillan, 2008: 272; Creswell, 2008: 213), with the technique of collecting data through documentation, in-depth interviews, and observation. With a needs analysis and content analysis will find math materials which the necessary and supporting productive program, sequence, and the number of hours required for math during the education process. Based on a needs analysis and content analysis found that: 1) The material taught in the SKL BSNP reference which covering the UN material, but there are materials that less sustains the expertise program, such as the exponential, the roots number, and logarithms. Though there is a more important matter to be taught, namely: logic, approximation, optimum function, and algorithms; 2) The mathematics materials are developed based on coherence, scope, sequence, and the number of hours; 3) To facilitate the curriculum implementation is designed with an integrated model that eases the instruction in class. The development of mathematics curriculum in vocational education is not easy because it will bepresented to employment-related 3 approaches, namely: 1) educational "through" work, 2) educational "about" work, and 3) educational "for" work (McNeil, 2006). Determination of this approach depends on the vocational orientation in the future.

Item Type: Conference or Workshop Item (Speech)
Keywords: Curriculum Development, Mathematics as Adaptive Program, Vocational Education of Dressmaking Program
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2361 Curriculum
Q Science > QA Mathematics
Divisions: Faculty of Teacher Training and Education > Department of Mathematics Education (84202)
Depositing User: Atik Yuliawati
Date Deposited: 31 May 2018 07:03
Last Modified: 31 May 2018 07:03
URI : http://eprints.umm.ac.id/id/eprint/36857

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