PEDOMAN MATA PELAJARAN

MATEMATIKA
BAB II
Karakteristik
Matematika

BAB I
Pendahuluan

Latar
Ruang
Belaka
Tujuan
Lingku
ng
p
Sasara
Tujuan
n
BAB V
Model Pembelajaran
Matematika SMP

Modelmodel
Pembelaja
ran

Pemilihan
Model
Pembelajra
n

Rasion
al

Tujuan
PBM

Ruang
Lingku
p

Kerangka
Struktur
Dasar
Kurikulu
Kurikulu
m SMP
m Kompeten
si
Matematik
a

BAB VI
Penilaian

Strategi
Penilaian

BAB IV Desain
Pembelajaran
Matematika SMP

BAB III
Kurikulum 2013
matematika SMP

Pelaporan
Pencapaian
Kompetensi

BAB VII
Media dan Sumber
Belajar

Media
Pembelajaran
Matematika

Sumber
Belajar
Matematika

Pemanfaata
n Sumber
Be;ajar

SKL

Kerangka
Pembelajar
an
Strategi
dan
Metode

Pendekatan
Pembelajar
an

Rancangan
Pembelajar
an

BAB VIII
Guru Sebagai Pengembang
Budaya Sekolah

Pengertian
Budaya
Sekolah

Pengemban
gan Budaya
Sekolah

CHAPTER I
INTRODUCTION

BACKGROUND
The curriculum was developed with the
competency-based indispensable as an instrument
to direct learners to be:
(1) the human quality that is able to proactively
respond to the challenges and changing times;
(2) a well-educated man of faith and fear of God
Almighty, noble, healthy, knowledgeable, skilled,
creative, self-sufficient;
(3) citizens of a democratic and responsible.

BACKGROUND
Mathematics Subject Guidelines for SMP /
MTs is expected to be a reference tool for
educators in planning, developing, and implementing
process-based learning process of science
(scientific approach) as well as authentic
assessment (authentic assessment) on the subjects
of mathematics and the importance of a shift in
perspective (mindset) teachers MatematikaSMP /
MTs in learning Mathematics SMP / MTs
Curriculum
2013.

PURPOSE

1. development, formulation, preparation, and

implementation of learning implementation plan
(RPP), teaching materials and worksheets (LK)
are more innovative, creative, effective,
efficient and contextual accordance with the
conditions, needs, capacities, characteristics,
and socio-cultural areas , school / education unit
and learners

PURPOSE

2. development, formulation, preparation, and

implementation
of
assessment
more authentic valid / invalid, objective, fair,
open, systematic, accountable and reliable in
accordance
with
the
conditions,
needs,
capacities, characteristics, and socio-cultural
areas, schools / education unit and learners

PURPOSE

3. development, formulation, preparation, and use

of sources learning (teaching materials,
worksheets, media, other learning aids) are more
innovative, creative, effective, efficient and
contextual accordance with the conditions,
needs, capacities, characteristics, and sociocultural areas, schools / education unit and
learners

TARGET

Guidelines
for
the
development
and
implementation of the curriculum in the subjects of
mathematics education SMP / MTs destined for
educators, heads of schools / educational unit,
supervisors, department of education, the parents /
guardians of students, and other educational
personnel in order to support the implementation of
educational programs and in particular in planning and
implementation of learning and classroom assessment
system that is effective, efficient, and qualified in
accordance with national education standards.

SCOPES GUIDELINES

The scope of the following Mathematics Handbook are :

Chapter I : Introduction
Chapter II : Mathematics Subject Characteristics
Chapter IV :Teaching Mathematics SMP / MTs
Chapter V :Mathematics Learning
Chapter VII :Mathematics
Media
and
Learning
Resources SMP / MTsModel SMP / MTs
Chapter VIII :School Teachers as Cultural Development
Chapter IX :Cover

CHAPTER II
CHARACTERISTICS OF
MATHEMATICS

RATIONAL
NRC (National Research Council, 1989) of the
United States have expressed the importance of
Mathematics
with
the
following
statement:
"Mathematics
is
the
key
to
opportunity."
Mathematics is the key towards opportunities. For a
student's success will open the door to learn a great
career. For citizens, the math would support making
the right decision. For a country, the math will
prepare its citizens to compete and compete in the
field
of
economics
and
technology.

RATIONAL

There are some mathematical characteristics,

among
others
:
1. abstract object studied
2. were correct based on logic
3. learning was multilevel and continuous
4. there is a link between the material with each
other
5. using language symbols
6. applied another science field

RATIONAL

By learning mathematics learners are expected to

benefit from the following :
1. The mathematical way of thinking systematically
2. The mathematical way of thinking deductively
3. Learn math practice we become more human is
thorough, careful, and not in a careless act
4. Learn math also teaches us to be patient in
dealing with all things in life
5. in fact many application of mathematics in real
life

PURPOSE OF LEARNING MATHEMATICS

Mathematics courses intended that learners can :
1) Understand the concepts of mathematics
2) Using the pattern as alleged in the resolution of problems
3) Using the reasoning in nature, both in the manipulation of
mathematical simplification, and analyze existing component in the
context of problem solving in mathematics or outside of
mathematics
4) Communicate ideas, reasoning and be able to develop a
mathematical proof using complete sentences, symbols, tables,
diagrams, or other media to clarify the situation or problem
5) Have respect for the usefulness of mathematics in life
6) Has the attitude and behavior in accordance with the values and
learning in mathematics
7) motor activities that use mathematical knowledge
8) Using simple props and the results of the technology to perform
mathematical activities

SCOPE OF MATHEMATIC SMP/MTS

Based on the description of the importance of mathematics, the mathematics
scope for SMP / MTs are as follows :
1. Concept, operations and patterns of numbers, include: integers and
fractions, the order number, rank and root operations, number patterns,
sequences, and series.
2. Algebra and relationships, including: wake image patterns / shapes and
numbers, sets, algebraic and non-algebraic expressions, relations and
functions, equations and inequalities (linear and non-linear simple),
comparison
3. Geometry and measurement, including: basic unit and a derived unit is
simple, plane geometry, similar triangles and kekongruenan, measuring
distances and angles, the Pythagorean theorem, transformation,
comparison
4. Statistics and opportunities, including: data processing, data presentation,
measures of central tendency and spread, opportunities empirical and
opportunities
theoretical

CHAPTER III
SUBJECT MATHEMATICS
CURRICULUM 2013 SMP / MTs

THE BASIC FRAMEWORK OF THE

CURRICULUM

The basic framework of the curriculum is used as a

reference in developing and establishing:
1) the structure of the national curriculum which contains
organizational core competencies, basic competencies,
content learning, subjects, and the burden of learning at
any educational institution and educational programs;
2) guidelines for curriculum development unit level
education (SBC);
3) local curriculum

STRUCTURE OF THE CURRICULUM

SMP/MTS

In the structure of the curriculum SMP / MTs, mathematics

courses alocated equivalent to 5 hours of lessons (1 hour
lesson = 40 minutes) in class VII - IX per week. This means
that schools need to carry out face-to-face learning
mathematics at least 5 hours of lessons per week plus
assignments structured and independent activities
(maximum 50% or the equivalent of 2.5 hours of lessons).
Nevertheless, it is still possible for schools to increase
teaching
hours
as
needed.

MATHEMATICAL COMPETENCE
as mathematical competence in supporting the achievement of the
competence of junior high school graduates emphasis on :
1) shows the logical attitude, critical, analytical, meticulous and
conscientious, responsible, responsive, and does not easily give in
solving the problem
2) Having a curiosity, confidence, and interest in mathematics as well
as a sense of trust in the power and usefulness of mathematics,
which are formed through learning experiences
3) Having an open attitude, polite, objective within group interaction
and activities of daily living, as well as the ability to communicate
mathematical ideas clearly
4) Identify patterns, sequences, series and use it to formulate
perumuman / general rules and give predictions
5) Understand the concepts, relations order, and the operations of
rational numbers, sets and functions in the various forms of
presentation (diagrams, tables, graphs)

MATHEMATICAL COMPETENCE
6) Understand the description and visualization of the percentage
proportion, ratio, and rate of
7) Know and use various manipulation / transformation algebra
(squaring, factoring) in resolving issues such as equality and
inequality
8) Know the simple algebraic expressions (linear, quadratic), the
interpretation of the geometry and the concept quadratic
discriminant function to identify the existence and solve equations
9) Understanding the wake flat, relationship and transformation
geometry based on the properties or elements (many sides,
regularity, size, similarity)
10) Giving estimate using mental computation and algebraic properties
in the resolution of problems and compare it with the calculated
11) Understanding the empirical and theoretical opportunities, as well
as compare the various offerings and provide interpretation of the
data
12) Using symbols in modeling, identifying information, to select and
use the most effective strategies that is accompanied by descriptive
statistics

CHAPTER IV
DESIGN OF LEARNING
MATHEMATICS SMP / MTs

STANDARD COMPETENCY (SKL)

Competency Standards (SKL) is a standard of education that is

expected of all students by level of education, such as elementary
school (SD), Junior High School (SMP), and High School (SMA) and
Vocational School (SMK). SKL is composed of three domains, namely
attitudes, knowledge and skills. Attitude sphere includes four (4)
elements of the process, the individual, social, and natural. Realm of
knowledge includes three (3) elements of the process, object, and the
subject, while the realm of skills divided into 3 (three) elements of the
process, abstract, and concrete. Each element used words different
operational, (see Section III above). Furthermore SKL translated into
core competencies that are below it.

LEARNING FRAMEWORK

1. Directly learning
2. Indirectly learning
Deskripsi
langkah
pembelajaran

There are seven principles of learning according to NRC (2002)

APPROACH IN LEARNING
in which teachers can mengorkestrakan curriculum, learning, and
effective assessment :
1. Learning with understanding is facilitated when knowledge is
associated with and arranged covers the main concepts and
principles of a discipline
2. students initial knowledge is the starting point for effective
learning
3. Learning
metacognitif
(self-monitoring,
self-regulated
learning)
to increase achievement
4. The introduction of diversity is important to anticipate the
ability of students in the learning process and learning
effective
5. beliefs about student learning ability affect student learning
success
6. beliefs about student learning ability affect student learning
success
7. Social interaction is supported strengthen the ability of

STRATEGIES AND LEARNING METHOD

In implementing the method of learning, educators need to

establish a technique or a certain way so that the learning
process berjaan effective and efficient, as well as tactics or
style of an individual in executing a particular technique or
method is illustrated for example in the use of language or
the use of force or idialek for teaching materials easy to
understand.

STRATEGIES AND LEARNING METHOD

Learning mathematics should depart from the things that are
concrete to the abstract. To create learning is the teacher must
pay attention to the pillars of learning, namely:
1. concepts are presented with a simple mathematical logic, and
presented with a language that is easily understood by
learners
2. growing preoccupation in learning
3. foster an atmosphere of fun and joy (fun) in the learning
activities
4. Active.
5. learning is designed such that it can stimulate learners to
develop their ideas (creative and innovative) to take
advantage of the existing learning resources
6. Effectiveness
7. Creative
8. Effective

STRATEGIES AND LEARNING METHOD

The characteristic of student center is :

LESSON PLAN

Core activities in learning mathematics is ple-learning

process to attain Competency Policy (KD), which is done in
an interactive, inspiring, fun, challenging, motivating
learners to actively participate, and provide enough room
for initiative, creativity, and independence in accordance
with flair interest and the physical and psychological
development of the learners.

LESSON PLAN
Stages, considerations and procedures in developing
lesson plans are :
1) review the syllabus;
2) identification of learning materials within reach KD;
3) determine the indicator;
4) developing the learning activities;
5) the translation of assessment: geared to measure the
achievement of KD-KD on core competencies (KI-3 and
RIC-4), using the reference criterion, sustainable, ie all
indicators billed, were analyzed to determine the KD has
been reached, determine the follow-up process
improvement learning, remedial programs, and
enrichment programs;
6) determine the allocation of time and learning resources

CHAPTER V LEARNING
MATHEMATICS MODEL SMP /
MTs

THE MODELS OF LEARNING

The learning model is a conceptual framework that

systematically describes the procedure for organizing
learning experiences to achieve specific learning objectives
and serve as guidelines for the designers of learning and
the teachers in planning and implementing learning
activities, (Winataputra, 1996). The learning model serves
as a guideline for the designers of learning and the learner
in planning and implementing learning activities.

THE MODELS OF LEARNING

1.
2.
3.
4.
5.
6.

Direct instruction
Cooperative learning
Contextual learning
Discovery learning
Problem based learning
Project based learning

SELECTION OF LEARNING MODEL

The design study model applied following five (5) major

components of learning models outlined as follows :
1. Syntax
2. Social System
3. Principles of Reaction
4. Support System
5. Impact Expected Instructional and Accompaniment

CHAPTER VI IN LEARNING
MATHEMATICS ASSESSMENT
SMP / MTs

Assessment Strategies in Mathematics Learning SMP / MTs

1. Competency Assessment in Mathematics Learning

Domain Attitude SMP / MTs
2. Competency Assessment in Mathematics Learning
Domain Knowledge SMP / MTs
3. Skills Competency Assessment in Learning Mathematics
SMP / MTs

REPORT ACHIEVEMENT OF STUDENT COMPETENCE

Beberapa aspek kemampuan yang perlu dilaporkan

adalah:.
1. Pemahaman konsep matematika. Siswa mampu
mendefinisikan konsep, mengidentifikasi dan memberi
contoh atau bukan contoh dari konsep.
2. Penalaran matematika. Siswa mampu memberikan
alasan induktif dan deduktif sederhana
3. Pemecahan masalah. Siswa mampu membuat model
matematika dari soal, menerapkan strategi penyelesaian,
menafsirkan hasil atau pemecahan soal.
4. Komunikasi matematika. Siswa mampu menyatakan dan
menafsirkan gagasan matematika secara lisan, tertulis,
atau mendemonstrasikan.
5. Prosedur. Siswa mampu mengenali prosedur atau proses
perhitungan yang benar dan tidak benar.

CHAPTER VII THE MEDIA AND

LEARNING RESOURCES
MATH SMP / MTs

MEDIA OF LEARNING IN MATHEMATICS

LEARNING RESOURCE

UTILIZATION LEARNING RESOURCES

CHAPTER VIII
TEACHER AS DEVELOPER OF
SCHOOL CULTURE

DEFENITION OF SCHOOL CULTURE

DEVELOPMENT OF SCHOOL CULTURE