SABRI, SABRI and Minggi, Ilham (2014) Is Reforming School Mathematics Urgent in Indonesia? Proceedings of the International Conference on Mathematics, Science, Technology, Education and their Applications (ICMSTEA) 2014. pp. 187-191. ISSN ISBN 979-604-151-0
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Abstract
ABSTRACT - The reformed curriculum for school mathematics in Indonesia has been implemented on a massive scale and it has invited various criticisms. The critics focus mainly on the three reasons for the reform. Firstly, it is believed that the 2004 Curriculum is outdated. Secondly, the reformers say that it could not be implemented effectively by teachers. The third reason is that it has failed to raise the rank of Indonesian students in international assessment programs. In the new curriculum, teachers are given the instructional package complete and ready to implement in the classroom. The development of syllabi and lesson plans is no longer fully assigned to the teachers. With fewer burdens, they are expected to focus on teaching practice and ensuring that the instructional objectives are achieved by their students. With this policy, the teacher empowerment is in question. It has been warned not to treat teachers as mere executors of prescribed syllabi, thus inevitably limiting their chance to innovate. This paper will examine the reasons for the reform and argue about the importance of continuing professional development in order to produce competent teachers. Keywords: Curriculum reform, school mathematics, continuous professional development
| Item Type: | Article |
|---|---|
| Subjects: | FMIPA > PENDIDIKAN MATEMATIKA - (S1) PASCASARJANA > Evaluasi Pendidikan PASCASARJANA > Pendidikan Dasar s2 PASCASARJANA > Manajemen Pendidikan FMIPA ILMU PENDIDIKAN ILMU PENDIDIKAN > Pendidkan |
| Divisions: | FAKULTAS MIPA |
| Depositing User: | Dr. Ilham Minggi |
| Date Deposited: | 11 Oct 2018 22:10 |
| Last Modified: | 12 Oct 2018 03:48 |
| URI: | http://eprints.unm.ac.id/id/eprint/10956 |
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