developing teacher training textbooks for lesson study in indonesia by dr. marsigit, m.a
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Developing Teacher Training Textbooks for Lesson Study in Indonesia By Dr. Marsigit, M.A Department of Mathematics Education, Faculty of Mathematics and Science, Yogyakarta State University Indonesia Email: [email protected] Weblog: http://powermathematics.blogspot.com. Part 1: - PowerPoint PPT PresentationTRANSCRIPT
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Developing Teacher Training Textbooks for Lesson Study
in Indonesia
By Dr. Marsigit, M.A
Department of Mathematics Education, Faculty of Mathematics and Science, Yogyakarta State University Indonesia
Email: [email protected]: http://powermathematics.blogspot.com
Part 1:Education Reform and Teachers’
Professional Development In Indonesia
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3
UU 14/2005UU 14/2005Guru dan Dosen Guru dan Dosen beserta beserta 2 RPP2 RPP turunannya turunannya
UU 20/2003UU 20/2003Sistem Pendidikan Nasional beserta 2 PP dan Sistem Pendidikan Nasional beserta 2 PP dan 4 RPP4 RPP turunannya turunannya
1945 National Constitution (UUD) Amendment1945 National Constitution (UUD) Amendment
3
LEGAL FRAMEWORK OF EDUCATION REFORM IN INDONESIA
Law Number 20 year 2003 onLaw Number 20 year 2003 onNational Education System followedNational Education System followed
2003-2007
Law Number 14 year 2005Law Number 14 year 2005on Teachers and Lecturerson Teachers and Lecturers
2005-2007
1999-2002
Fasli Jalal
4
1. Equity and Expansion of Access to Education ;
2. Improvement of Quality, Relevance, and Competitiveness ;
3. Improvement of Good Governance, Accountability, and Public Image.
Quality Education, Accountable, Low-cost, Equally accessible, Affordable by majority of
citizens of the country
THREE PILLARS OF EDUCATIONAL POLICY INTHREE PILLARS OF EDUCATIONAL POLICY IN THE STRATEGIC PLAN OF THE STRATEGIC PLAN OF
THE MINISTRY OF NATIONAL EDUCATION 2005-THE MINISTRY OF NATIONAL EDUCATION 2005-20092009
Fasli Jalal
5STUDENTS-TEACHER RATIO AT PRIMARY SCHOOL IN ASEAN STUDENTS-TEACHER RATIO AT PRIMARY SCHOOL IN ASEAN COUNTRIES + 3 + CANADA & USA (2002)COUNTRIES + 3 + CANADA & USA (2002)
Source : The World Bank in Fasli Jalal
USA
Can
ada
Japa
n
Chi
na
Sing
apor
e
Phili
ppin
es
Lao
PDR
13 15 17 19 20 20 21 2125 25
31 31 33 35
56
0
10
20
30
40
50
60B
rune
i
US
A
Can
ada
Mal
aysi
a
Indo
nesi
a
Japa
n
Thai
land
Chi
na
Sin
gapo
re
Vie
tnam
Lao
PD
R
Kor
ea
Mya
nmar
Phi
lippi
nes
Cam
bodi
a
6STUDENTS-TEACHER RATIO AT SECONDARY SCHOOL STUDENTS-TEACHER RATIO AT SECONDARY SCHOOL IN ASEAN COUNTRIES + 3 + CANADA & USA (2002)IN ASEAN COUNTRIES + 3 + CANADA & USA (2002)
Source : The World Bank in Fasli Jalal
U
SA
Can
ada
Japa
n
Lao
PDR
Chi
na
Phili
ppin
es
Cam
bodi
a
11 13 14 1518 18 18 19 20
24 25 26 26
3337
05
10152025303540
Bru
nei
Japa
n
Indo
nesi
a
US
A
Mal
aysi
a
Kor
ea
Can
ada
Chi
na
Sin
gapo
re
Cam
bodi
a
Thai
land
Lao
PD
R
Vie
tnam
Mya
nmar
Phi
lippi
nes
Fasli Jalal
7
21.317.2
23.128.7
16.320.2
23.6
40.8
14.8
31.2
20.316.7
22.7
0
5
10
15
20
25
30
35
40
45
TanahDatar
Bengkalis
Sarolangun
Jaktim
Pacitan
Jembrana
Lombok
Tengah
Sumba
Barat
Kutai
Parigi
Bone
Jayawijaya
Total
Student-Teacher Ratio at Primary Schools by Sampled Districts
Data Source: Study on Teacher Employment and Deployment in 12 Districts/Municipal (Directorate General of PMTPK & World Bank, 2005)
8
NO. OF PRIMARY SCHOOLS WITH OVERSUPPLY TEACHERS AT 12 SAMPLED DISTRICTS
46
12
5
3 14
5
6
4
9
1
52
6
9
2
28
6
0
2
4
6
8
10
12
14
16
18
20Ta
nah
Dat
ar
Beng
kalis
Saro
lang
un
Jaka
rta T
imur
Paci
tan
Jem
bran
a
Lom
bok
Teng
ah
Sum
ba B
arat
Kuta
i
Parig
i Mou
tong
Bone
Jaya
wija
ya
> 2 person
1 - 2 person
Data Source: Study on Teacher Employment and Deployment in 12 Districts/Municipal (Directorate General of PMTPK & World Bank, 2005)
9
19.8
28.1 27.90
23.1
25.6 25.7 25.3
22.3
23.9 23.8
22.1
24.6
10
12
14
16
18
20
22
24
26
28
30
Tanah Datar Bengkalis Sarolangun Pacitan Jemberana Lombok TengahSumba Barat Kutai Parigi Bone Jayawijaya Total
Teaching hours per week (Primary School Teachers)
by Sampled Districts
Data Source: Study on Teacher Employment and Deployment in 12 Districts/Municipal
(Directorate General of PMTPK & The World Bank, 2005, in Fasli Jalal)
1 2 3 4 5 6 7 8 9 10 11 12
10
PRIMARY SCHOOL TEACHER’S TEACHING HOURS PER WEEK BY REMOTENESS
27
20
28
30
27
27
27
23
21
21
27
19
31
20
31
24
28
28
31
24
34
25
26
25
31
42
25
30
28
29
31
34
0 20 40 60 80 100 120
1
2
3
4
5
6
7
8
9
10
11
12
Rural Urban Remote
Data Source: Study on Teacher Employment and Deployment in 12 Districts/Municipal (Directorate General of PMTPK & World Bank, 2005 in Fasli Jalal)
11
No. Level of Schooling
Education Background
Number of Teacher <= Senior
High D1 -D2 D3 > Bachelors
Degree (S1+S2+S3)
1 Kindergarten 110,742 41,822 3,097 18,768 174,429
2 Primary School 512,144 670,076 32,927 239,659 1,454,806
3Junior Secondary 76,178 97,924 95,381 398,532 668,015
4Special Ed School 1,666 3,121 803 4,564 10,154
5Senior Secondary 16,391 10,661 33,254 259,850 320,156
6Vocational School 5,172 4,183 23,942 122,464 155,761
Total 722.293 827.787 189.404 1.043.837 2,783,321
NUMBER OF TEACHERS BY LEVEL OF SCHOOL AND THEIR EDUCATION BACKGROUND
Fasli Jalal
12
CERTIFICATION PROCESSCERTIFICATION PROCESS
Program Year % Primary and
Lower Secondary
Senior Total
Certification Process
2015
2014 100% 125.260 125.260
2013 95% 250.505 250.505
2012 85% 375.762 375.762
2011 70% 375.762 375.762
2010 55% 341.109 34.653 375.762
2009 40% 225.457 150305 375.762
2008 25% 174.763 116.508 291.271
2007 8 % 201.000 134.000 200.000
2006 5%
2005 0%
Fasli Jalal
13
2.783.3212.783.321TeachersTeachers
BOS &BOMM
30 LPMP13 State LPTK, 19 FKIP State Univ.
237 Private LPTK 12 P4TK
ScientificForumMGMP Sp.S Teacher
AssociationPrincipal
AssociationSupervisorAssociation BlockGrantProvince
District 6 x 441MGMP J.S.S BlockGrant6 x 441
MGMP S.S.S4x4 x 33
MGMP V.S.S3 x 441MKKS
ScientificForum
1 x 441 MKPS
258.047 SCHOOLS
Research study
Assistance to
10.000 Teachers
Classroom
Action research
A model of Continuous Professional A model of Continuous Professional Development (CPD) for Teachers and Development (CPD) for Teachers and
Education PersonnelEducation Personnel
JSS = Junior Secondary SchoolSSS = Senior Secondary SchoolVSS = Vocational Secondary School Sp.S = Special School
MGMP = Working group for teachers at secondary school levelMKKS = Working group school principals at secondary school levelMKPS = Working group for superintendents/ supervisors at secondary school level
Fasli Jalal
NUMBER OF INDONESIAN TEACHERS
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Fasli Jalal
Part 2:Developing Textbook As Part of
Teachers’ Professional Development Through Lesson
Study Activities
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DEVELOPING TEACHING LEARNING PROCESSES
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Planning Classroom managementStudents’ construct their knowledgeUsing resourcesDeveloping ICT knowledge and skills
SOME ASPECTS OF TEXTBOOK DEVELOPMENT
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1. Policy for textbooks publication2. Developing the textbook for
teachers3. Developing the textbook for
students4. Distributing and providing the
textbooks
GOVERNMENT POLICYFOR NATIONAL TEXTBOOK
1. There is no monopoly for providing national textbook 2. The schools select for themselves for using the textbook
for no longer than 5 years3. The students are free to select their textbooks and to
buy them at bookstores4. The teachers are forbidden to sell the textbooks5. The schools have obliged to provide the textbook for
their lower economic students6. The Ministry of Education have the right to copy the
books, to publish and sell them with the lower prizes.7. The Ministry of Education encourages the District to have
their own book-stores.
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INDIVIDUALEXPERIENCES
PRAC-TICE
THEORYMOTIVATION
ATTITUDE
COMMUNITYEXPERIENCES
SYSTEMICEXPERIENCES
Teachers’ Competencies of Developing Textbooks
Marsigit, Indonesia
NATIONAL STANDARD OF COMPETENCIES FOR JUNIOR HIGH SCHOOL MATHEMATICS IN INDONESIA COVERS:
Numbers To understand and held arithmetical operation using numbers to solve problemsMeasurement and Geometry To understand and use the properties of line, angle, two and three dimensions geometrical shape to
solve problems To understand and identify the properties and the component of triangle and use them to solve
problems To understand and identify the properties and the component of circle and use them to solve
problems To identify the properties and the component of non convex edge three dimensions geometrical
shape To identify the properties and the component of convex edge three dimensions geometrical shape Probability and Statistics To hold statistical activitiesAlgebra To understand, hold and use algebraic operations, linear inequalities with one variable and sets to
solve problems. To understand, hold and use algebraic operations, functions, line equations, and equation systems to
solve problems To hold operations with negative exponents numbers and logarithm. To describe pattern and series of numbers and use them to solve problems. To understand and use quadratic equations to solve problems.
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NOVICE TEACHERS’ PERCEPTION ON GOOD TEXTBOOK FOR MATHEMATICS
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EXPERIENCED TEACHERS’ PERCEPTION ON GOOD TEXTBOOK FOR MATHEMATICS
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NOVICE TEACHERS’ PERCEPTION OF THE CONSTRAINTS OF DEVELOPING TEXTBOOK FOR MATHEMATICS
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EXPERIENCED TEACHERS’ PERCEPTION OF THE CONSTRAINTS OF DEVELOPING TEXTBOOK FOR MATHEMATICS
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THANK YOU
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