Paper of Development In Mathematics Teaching Program

CRITICAL BOOK REPORT

Book I: PENGEMBANGAN PROGRAM PENGAJARAN MATEMATIKA (P3M)

Book II: PERENCANAAN DAN STRATEGI PEMBELAJARAN MATEMATIKA

Lecturer :
Andrea Arifsyah Nasution, S.Pd,M.Sc

Complied By:

1. Khalishah Qatrunnada (4163312013)

2. Putri Indah Lestari (4163312022)
3. Rana Zahra (4163312024)

MATHEMATIC DEPARTMENT

FACULTY OF MATHEMATIC AND SCIENCES

STATE UNIVERSITY OF MEDAN

2018
 PREFACE

Puji syukur kehadirat Tuhan Yang Maha Esa yang telah memberikan rahmat dan
karunia-Nya sehingga kami dapat menyelesaikan makalah ini tepat pada waktunya.
Dengan demikian makalah ini dapat terselesaikan dengan baik dan dapat saya berikan
kepada dosen yang bersangkutan yaitu Bapak Andrea Arifsyah Nasution, S.Pd,M.Sc.
sebagai tugas Critical Book Report.

Dalam menyelesaikan Critical Book Report ini, penulis sebagai penyusun materi
menyadari bahwa isi dan kalimat dalam Critical Book Report ini masih terdapat
kekurangan. Oleh sebab itu, kritik dan saran dari dosen yang bersangkutan dan dari
teman-teman yang lain demi mencapai penyempurnaan Critical Book Report ini akan
dipertimbangkan dengan bersama-sama, sehingga isi Critical Book Report ini dapat
bermanfaat bagi kita semua sebagai bahan pengajaran.

Medan, October 25th 2018

Authors
TABLE OF CONTENT
 CHAPTER I
PRELIMINARY

1.1 Background
Critical book report is one of the useful knowledge references to increase the
insight of the writer and reader in knowing the advantages and disadvantages of a
book. CBR assignments are able to increase students' understanding of the issues
being discussed because the conclusion of a problem is obtained from various
references so as to increase the accuracy of the answers.
Often we are confused about choosing a reference book for us to read and
understand. Sometimes we choose one book, but it doesn't satisfy our hearts. For
example in terms of language analysis, discussion of the development of
mathematics learning programs. Therefore, the author makes a Critical Book Report
(CBR) to facilitate readers in choosing references, specifically on the subject of
inductive and deductive approaches.

1.2 Formulation of The Problem

1. What are the summaries of the contents of the books from the two books that
will be criticized?
2. What are the advantages and disadvantages of the two books?

1.3 Purpose
1. Review the contents of a book.
2. Search and find out information in the book.
3. Train yourself to think critically in finding information on the material being
reviewed.
4. Knowing the advantages and disadvantages of the two books.

1.4 Benefits
1. To add insight into the development of mathematics learning programs.
2. To find out the background and reasons for the book being published.
 CHAPTER II
DISCUSSION

2.1 Information Book

BOOK 1 BOOK 2

2.2 Title PENGEMBANGAN PROGRAM PERENCANAAN PEMBELAJARAN

PENGAJARAN MATEMATIKA
(P3M)

Author - Dr. Hamzah B. Uno, M.Pd

Publisher Unimed PT Bumi Aksara

ISBN - 979-526-250-5

Year 2018 2006

Book
Covers

Summary Book
1. Summary Book I
 The curriculum comes from the Greek language, namely cucere
which changes form into a curriculum noun. The curriculum is a plan to get
the expected output from a learning. The curriculum is packaged in 8 forms
that are easily communicated to interested parties in educational institutions,
accountable, and easily applied in practice. The curriculum is typical for a
study program, as well as the peculiarities of educational goals and the
expectation of graduates from a study program. The function of the
curriculum is curriculum and educational goals, curriculum and children,
curriculum and teachers, curriculum and principals, curriculum and parents.
The curriculum has five main components, namely: goals, materials, learning
strategies, curriculum organization, and evaluation.
Competency-based education includes curriculum, pedagogy and
assessment. Therefore, the development of KTSP has a competency-based
approach because it is a consequence of competency-based education. In the
SI it is stated that: Competency-based KTSP is a set of plans and
arrangements for standardized competencies and ways of achieving them
adapted to regional conditions and abilities. Competence needs to be
achieved thoroughly (complete learning). Guidance is needed to serve
individual differences through remedial and enrichment programs.
The development of competency-based curriculum must be related to
the demands of SKL, SK and KD, organization of learning activities, and
activities to develop and have competence as effectively as possible. The
process of developing a competency-based curriculum uses the assumption
that students who will learn have the initial knowledge and skills needed to
master certain competencies.

2. Summary Book II
Competency-based curriculum as a new paradigm in the education curriculum
reform system in schools. Emerging due to the weakness of graduates in the
domain of education and government policies for the democratization of
education.
a. KBK essence
Teachers and students are tolerant in PBM
 Teachers and students learn together to explore their respective
potential optimally.
Teachers must be able to embody the potential of themselves
and the talents of students.
Teachers must be able to develop learning plans that are able to
build, shape and apply in life.
The teacher must be able to change himself
The approach taken is constructivism
Schools are obliged to provide guidance and counseling.
Coordination between personnel and ongoing routine
cooperation needs to be established to realize the role of the
teacher.
b. Expected competence in learning
The implication of the implementation of competency-based
curriculum is the need for syllabus development and assessment
systems that make students able to demonstrate knowledge and skills
in accordance with the standards set by integrating Life Skill.
c. KBK Implementation in Mathematics Learning
Characteristics of mathematics subjects
Mathematical competency standards
Development of syllabus and assessment system
Compilation and analysis of instruments
Instrument analysis
Evaluation of research results
Reporting of Assessment Results and their Utilization
Reporting of assessment results
Reports for students and parents
Report for school
Report for the community
Utilization of assessment results
For students
For parents
For teachers and principals
CHAPTER III
 CONCLUSION

3.1 Conclusion
In this Critical Book Report paper, it can be seen that from the main book and
comparison book, the author's intent and purpose is achieved in the material
described. The author is objective in achieving the desired goals. In this case, the
author does not ignore the information related / relevant to the topic of discussion. All
information related to the topic is loaded by the author.
3.2 Suggestion
In our opinion, for further research or study both books can be used as additional
reference material in this course because the presentation of the material is very solid
and the language is easy to understand. And we as a reviewer strongly recommend
this book to readers who want to further add their insight to the subject of
Mathematics Learning Program Development (P3M).