Effective teacher professional development for the implementation of realistic mathematics education in Indonesia


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Hadi, Sutarto (2002) Effective teacher professional development for the implementation of realistic mathematics education in Indonesia. thesis.

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Abstract:From the beginning of the implementation of mathematics teaching in schools
(since 1973) many efforts have been done by the Indonesia government to improve
the quality of mathematics instruction such as the development of curriculum
materials, pre and in-service education for teachers, and provision of media of
instruction. However, those endeavors have not yet resulted in satisfactory impacts
at student level. Students' achievement in national leaving examinations remains
low, and in the international comparative study like TIMSS Indonesian students
have poor performance (Mullis et al., 2000). Even when comparing with their South
East Asian neighbors (such as Singapore, Malaysia, and Thailand) Indonesian
students perform relatively low in mathematics and in mastering science and
technology. It appears that the implementation of mathematics teaching in
Indonesia is far from being successful in achieving its aims.
Being aware of the situation of mathematics education in the country, Realistic
Mathematics Education (RME) seems to be a promising approach for improving
the teaching and learning of mathematics in Indonesia. In the concept of RME
students should be given opportunity to develop their reasoning and logic through
exposure of real life or contextual problems. This idea is in line with the current
view in Indonesia. If we carefully listen to the messages coming from mathematics
teachers in Indonesia, one of their concerns is how to make mathematics teaching
relevant for students in dealing with the daily life problems. However, since RME is
so new for many people in Indonesia (teachers, teacher educators, curriculum
developers, and students) research is needed to investigate whether and how in can
be translated and realized for the Indonesian context. This research is needed to
reveal necessary components for a successful innovation on both curriculum and
teachers' level. Given the willingness of those who are involved in mathematics
education, we have reasons to expect a fruitful innovative curriculum for
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mathematics if we know how to adapt RME to Indonesian context and know what
a proper implementation strategy is on the school level. In this matter, teachers are
viewed as the key actors in education innovation. They need to be well trained in
order to understand the philosophy of RME as reflected by the new curriculum
materials and need to have appropriate competencies to put this into practice.
Item Type:Thesis
Link to this item:http://purl.utwente.nl/publications/58708
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