Dalam memberdayakan masyarakat dan lingkungan di sekolah, kepala sekolah merupakan kunci keberhasilan yang harus menaruh perhatian tentang apa yang terjadi pada peserta didik di sekolah dan apa yang dipikirkan orang tua dan masyarakat tentang sekolah. Kepala Sekolah dituntut untuk senantiasa berusaha membina dan mengembangkan hubungan kerjasama yang baik antara sekolah dan masyarakat guna mewujudkan sekolah yang efektif dan efesien. Peran kepala sekolah dengan hadirnya kurikulum 2013 perlu dioptimalkan, karena kunci sukses pertama yang menentukan keberhasilan implementasi kurikulum 2013 adalah kepala sekolah, terutama dalam mengoordinasikan, menggerakan, dan menyelaraskan semua sumber daya pendidikan yang tersedia. Kepala sekolah merupakan faktor penentu yang dapat menggerakan semua sumber daya sekolah untuk mewujudkan visi, misi, tujuan dan sasaran sekolah melalui program-program yang dilaksanakan secara terencana dan bertahap. Keberhasilan kurikulum 2013 menuntut kepala sekolah yang demokratis, mandiri dan profesional, sehingga mampu menumbuhkan iklim demokratis di sekolah, yang akan mendorong terciptanya iklim yang kondusif untuk kualitas pendidikan dan pembelajaran yang optimal untuk mengembangkan seluruh potensi peserta didik. Peran aktif kepala sekolah sangat menentukan kemajuan sekolah dalam berbagai bidang, dengan tampil sebagai pigur yang harus mampu memimpin tenaga kependidikan di sekolah, agar bisa bekerja sama dengan orang tua dan masyarakat pada umumnya dalam implementasi kurikulum 2013. Tulisan ini berupaya untuk memberikan gagasan kepada kepala sekolah untuk lebih optimal didalam menjalankan peran nya di lembaga pendidikan yang dikelola nya terutama dalam implementasi kurikulum 2013 yang telah di tetapkan oleh pemerintah sebagai kurikulum yang berbasis kompetensi dan berbasis karakter.
The Mathematical argumentation has been studied before, but no research has a focus on mathematical argumentation and adversity quotient of the pre-service mathematics teacher. This study is experimental research that aims to know and examine in depth about the influence of AQ of pre-service mathematics teacher toward the achievement of mathematical argument ability. The population of this study is the pre-service mathematics teacher in Cimahi City, West Java, Indonesia; while the sample is 60 pre-service mathematics teachers selected purposively. The instruments of this study are tests and non-tests. They are based on the assessment of good characteristics towards students' mathematical argumentation abilities, while the non-test instrument is based on the assessment of good characteristics towards AQ. The results of this research show that: (1) AQ gives positive influence to the development of mathematical argumentation ability of pre-service mathematics teacher with the influence of 60.2%, while the rest of it (39.8%) is influenced by other factors outside AQ; (2) The ability of mathematical argumentation of pre-service mathematics teacher is more developed on AQ of Climber type; (3) Students with the Quitter AQ type still tend to have less ability of mathematical argumentation.
This research aims to describe and analyze result of applying Problem-Based Learning and Cognitive Conflict Strategy (PBLCCS) in increasing students' Mathematical Critical Thinking (MCT) ability and Mathematical Curiosity Attitude (MCA). Adopting a quasi-experimental method with pretest-posttest control group design and using mixed method with sequential explanatory strategy, the study involves undergraduate students of Mathematics Education Program at a private university in Riau, Indonesia, academic year 2015/2016 enrolled in Number Theory course. Quantitative data were obtained from essay test and questionnaire whereas qualitative data were from interview and observation. The findings show that; (1) there is a difference between MCT ability taught by PBLCCS and Explicit Direct Instruction (EDI), (2) there is no significant difference between MCA taught by PBLCCS and EDI, (3) students still face obstacles in developing their critical thinking skills when solving matematical problems.
This article discusses Cigugur indigenous communities' custom in carrying out calculation practices to determine the best time to start house construction activities. The realist ethnography approach was used in this study through exploratory research. The ethnomathematics design adopted four elements: generic questions, initial answers, critical constructs, and specific activities. Ethnomodelling was used to translate cultural mathematics ideas into academic mathematics through ethical, emic, and dialogical approaches. Based on ethnomathematics, the community practices the dimensions of necessary universal mathematical activities, such as counting, placing, and explaining. Based on ethnomodeling, mathematical ideas and practices carried out are relevant to the concepts of enumeration, integer operations, sets, relations, congruence, and modulo. The study results recommend the importance of ethnomodelling as a methodological approach to ethnomathematics to create and develop didactical situations, especially in developing a new lesson.
Mathematics cannot be separated from everyday life. The use of mathematical concepts in cultural activities can be studied through the ethnomathematics program. However, ethnomathematics research may not be able to provide noticeable results, especially in constructing mathematical modelling for pedagogical purposes. Ethnomodelling later became one of the concepts introduced as an approach in ethnomathematics research. Based on the cultural aspect, the ability to predict a good day in farming is included in the holistic concept of culture because it belongs to the knowledge system and belief system (religion) in the universal element of culture. The research was conducted using an ethnomethodological approach and a realist ethnographic design. Based on this, this research was conducted to describe the ability of the Cigugur indigenous people in Kuningan Regency to predict what days are considered good to start farming activities. Data were collected by using observation techniques, in-depth interviews, documentation, and field notes. Data analysis techniques are carried out in stages through content analysis, triangulation, and pattern search. Based on the study of ethnomathematics, research that is able to describe the mathematical ideas and practices of the indigenous Cigugur community can be classified into several fundamental mathematical dimensions including counting, finding, measuring, designing, and explaining. The use of the ethnomodelling approach in research can describe several mathematical concepts used by the concepts of numbers, sets, relations, congruence, modulo, and mathematical modelling.
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