MATH PROGRAMS FOR INTERNATIONAL COOPERATION IN INDONESIA


By: Dr. Marsigit, M.A.
Reviewed by: Kholida Agustin

Gambaran terbaru mengenai praktek pengajaran di Indonesia adalah guru secara langsung menjelaskan kepada murid lalu dilanjutkan pemberian contoh, pengerjaan soal dan tugas.
Kegagalan yang dialami diindikasi disebabkan oleh: kerumitan dunia pendidikan, kurangnya anggaran pendidikan, kurangnya sumber ajar dan fasilitas dan juga kekurangtahuan guru mengenai teori ajar dan implementasinya di kelas.
Terdapat indikasi bahwa pendidikan matematika dan sains di Indonesia tergolong rendah. Hal ini diakibatkan oleh beberapah hal di antaranya adanya ketidakcocokan objek pendidikan, kurikulum dan evaluasi. Hal lain yang juga berpengaruh adalah masukan dari LPTK yang berupa guru berkemampuan rendah. Banyaknya guru yang masih menemukan kesulitan dalam menganalisa GBPP dan menyusun garis besar bahan ajar juga merupakan hal yang ikut menyumbang rendahnya kualitas peserta didik.
Hasil dari beberapa penelitian memberikan beberapa masukan antara lain: penerapan kurikulum disesuaikan kondisi lapangan, menentukan kembali peran guru, peran supervise dan juga peran sekolah itu sendiri, peningkatan autonomy guru dalam penerapan inovasi pengajaran, serta  kerjasama yang lebih baik antara sekolah dan perguruan tinggi.
Di sisi lain, tujuan pendidikan matematika di Jepang adalah belajar berpikir, berbagai sudut pandang dan bagaimana menjadi manusia yang lebih baik dengan matematika. Dukungan penuh dari pemerintah juga sangat terlihat. Siswa di sekolah dasar dan sekolah menengah pertama mendapatkan buku gratis. Pendidikan di Jepang mendorong guru untuk selalu meningkatkan system evaluasi berdasarkan cara berpikir matematika. Guru banyak menggunakan metode problem solving dalam pengajarannya.
Untuk meningkatkan kualitas pendidikan matematika, pada acara-acara tertentu, pendidikan di Jepang mengadakan implementasi class meeting, mendorong guru untuk menyusun buku ajar sendiri, evaluasi pengajaran, mendorong guru untuk selalu meningkatkan kompetensinya, meningkatkan hubungan baik antara sekolah dan perguruan tinggi.
Pada akhirnya, kita dapat katakan bahwa pendidikan di Indonesia sudah mengalami berbagai kemajuan. Namun, tak ada salahnya mencontoh segala hal yang lebih baik dari negara tetangga dengan tidak mengkesampingkan tujuan awal 

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