WELCOMEMEETING IAB MEMBERS with DG Dikti and Rectors of LP TK

Jakarta, Thursday, 22 FEBRUARY 2007

AGENDA

1. Opening and Introduction by Prof. Dr. Satryo Soemantri Brodjonegoro

2. Pengenalan PMRI di Indonesia3. Report of IAB Members by Mr. Gerrad van den Hoven4. Discussion

PMRI: HISTORY, PROGRESS AND CHALLENGES

MEETING IAB MEMBERS with DG Dikti and Rectors of LP TKJakarta, Thursday, 22 FEBRUARY 2007

WHY PMRI?

• Two main problems in mathematics education in Indonesia: Low achievement (UN, TIMSS (34/38) , PISA) and students dislike mathematics

• The need for reform in school mathematics: Traditional math ���� contextual based curricula ‘Teaching by telling’ ����‘students constructing’ What teachers do ���� what students do

• RME (Realistic Mathematics Education)�PMRI (Pendidikan Matematika Realistik Indonesia)

Percentage of students at each level of proficiency on the math overall scale

(PISA 2003)Level 6

Level 5

Level 4

Level 3

Level 2

Level 1

Below Level 1

40

60

80

100

120

Level 6

Level 5

Level 4

Level 3

Level 2

Level 1

Below Level 1

40

60

80

100

120

Level 6

Level 5

Level 4

Level 3

Level 2

Level 1

Below Level 1

40

60

80

100

120

40

60

80

100

120

Fin

land

Hon

g K

ong-

Chi

na

Kor

ea

Can

ada

Net

herla

nds

Liec

hten

stei

n

Japa

n

Mac

ao-C

hina

Sw

itzer

land

Bel

gium

Aus

tral

iaN

ew Z

eala

ndIc

elan

dD

enm

ark

Cze

ch R

epub

lic

Fra

nce

Sw

eden

Aus

tria

Ger

man

y

Irel

and

OE

CD

ave

rage

Slo

vak

Rep

ublic

Nor

way

Luxe

mbo

urg

Hun

gary

OE

CD

tota

lP

olan

d

Spa

inLa

tvia

Uni

ted

Sta

tes

Italy

Rus

sian

Fed

erat

ion

Por

tuga

lG

reec

eS

erbi

aU

rugu

ayT

urke

yT

haila

ndM

exic

o

Bra

zil

Tun

isia

Indo

nesi

a

-100

-80

-60

-40

-20

0

20

40

Note: Countries are ranked in descending order of percentages of 15 year olds in levels 3, 4, 5 and 6

Fin

land

Hon

g K

ong-

Chi

na

Kor

ea

Can

ada

Net

herla

nds

Liec

hten

stei

n

Japa

n

Mac

ao-C

hina

Sw

itzer

land

Bel

gium

Aus

tral

iaN

ew Z

eala

ndIc

elan

dD

enm

ark

Cze

ch R

epub

lic

Fra

nce

Sw

eden

Aus

tria

Ger

man

y

Irel

and

OE

CD

ave

rage

Slo

vak

Rep

ublic

Nor

way

Luxe

mbo

urg

Hun

gary

OE

CD

tota

lP

olan

d

Spa

inLa

tvia

Uni

ted

Sta

tes

Italy

Rus

sian

Fed

erat

ion

Por

tuga

lG

reec

eS

erbi

aU

rugu

ayT

urke

yT

haila

ndM

exic

o

Bra

zil

Tun

isia

Indo

nesi

a

-100

-80

-60

-40

-20

0

20

40

Fin

land

Hon

g K

ong-

Chi

na

Kor

ea

Can

ada

Net

herla

nds

Liec

hten

stei

n

Japa

n

Mac

ao-C

hina

Sw

itzer

land

Bel

gium

Aus

tral

iaN

ew Z

eala

ndIc

elan

dD

enm

ark

Cze

ch R

epub

lic

Fra

nce

Sw

eden

Aus

tria

Ger

man

y

Irel

and

OE

CD

ave

rage

Slo

vak

Rep

ublic

Nor

way

Luxe

mbo

urg

Hun

gary

OE

CD

tota

lP

olan

d

Spa

inLa

tvia

Uni

ted

Sta

tes

Italy

Rus

sian

Fed

erat

ion

Por

tuga

lG

reec

eS

erbi

aU

rugu

ayT

urke

yT

haila

ndM

exic

o

Bra

zil

Tun

isia

Indo

nesi

a

-100

-80

-60

-40

-20

0

20

40

-100

-80

-60

-40

-20

0

20

40

Note: Countries are ranked in descending order of percentages of 15 year olds in levels 3, 4, 5 and 6

HISTORY OF PMRI

• 1998 – 2000Sending 6 LPTK’s Staffs for Ph.D on RMESending 6 LPTK’s Staffs for Ph.D on RME

• SINCE 2001Pilot project Grade 1 to 3 in 12 Schools and 4 LPTKs (UPI, UNY, USD, Unesa)

PMRI APPROACHPMRI CONCEPTS:• Mathematics is students activity• Start with contexts & teaching materials that are

experiencely real to the students• Use of models that guide student in constructing • Use of models that guide student in constructing

math concepts from informal to formal mathematics

PMRI DEVELOPMENTBOTTOM-UP APPROACH• Capacity building of the PMRI Team and

strengthening LPTK in working closely together with teachers in pre/in-service teacher training

• Developing teaching materials based on • Developing teaching materials based on classroom experiences and research.

• Establishing of National (IP-PMRI)and local PMRI resource centers at each LPTK (P4MRI)

PROGRESS of number of LPTK and Schools involved

7

8

12

• Pre-service teacher education � 11 LPTKsPilot : UPI, UNY, USD, Unesa, UNJ, Unsri, UNP, Unimed, Unlam, Unnes, UM Non-pilot LPTKs: Aceh, Bali, Makasar, Mataram, and Jayapura

• Primary schools � 33 pilot schools. Many non pilot are private schools

321

5

4

6 9

10

11 13

14

15

16

PROGRESS of Professional Development of School Teacher and

Teacher Educator

• National Workshop - for teacher of PMRI pilot schools and related LPTKs; 2 times a year year

PROGRESS of Professional Development of School Teacher and

Teacher Educator

• Local workshop - workshop for new teachers and teacher educators from LPTK

PROGRESS of Professional Development of School Teacher and

Teacher Educator

• Follow-up Workshop – workshop for teachers and teacher educators who implement PMRI after followed local workshopworkshop

PROGRESS of Professional Development of PMRI Team

Preparation and Reflection Workshop

PROGRESS of DOCUMENTATION

• Development of Learning Materialsup to Grade 5

• Now the writers are revising based on • Now the writers are revising based on the new curriculum (curriculum 2006)

• Student books will be printed and used in July 2007.

PMRI Quarterly Magazine

www.pmri.or.id

PROGRESS of PMRI in National Curriculum

PMRI characteristics are included in New National curriculum (2006): “Students learning mathematics should “Students learning mathematics should use real life contexts that familiar to the students”.

PROGRESS OF INSTITUTIONALISATION

IP – PMRI

P4MRI - LPTKP4MRI - LPTK P4MRI - LPTK

SCHOOLS SCHOOLS SCHOOLS

IP- PMRI

• IP-PMRI: Institut Pengembangan Pendidikan Matematika Realistik Indonesia

• Guiding and Guarding the ‘movement’ of PMRI

• Helping P4MRI at LPTK

P4MRI in Sriwijaya University

ACTIVITIES & CHALLENGES IN 2007

• FEBRUARY 2007: IAB MEETING IN JAKARTA/BANDUNG

• APRIL 2007 : 1 NATIONAL , 3 LOCAL, AND 4 FOLLOW-UP WORKSHOPS

• NOVEMBER 2007 : 1 NATIONAL , 3 LOCAL, AND 7 FOLLOW-UP WORKSHOPS

Thank you very much