Fish Body Organs and Their Functions

Fish digestion tool consists of digestive tract and digestive gland. In general, the digestive tract of fish successively starting from the mouth segment, oral cavity, pharynx, esophagus, stomach, pylorus, intestine, and anus. While the cells or digestive glands are in the stomach, liver, and pankeas. Digestive glands produce the enzymes needed in the digestive process in fish. Here is an explanation of the respiratory and digestive tools in fish.

Fish Body Organs and Their Functions
1. Fish Respiratory Device
Some true bony fish (eg goldfish), gills have a protective cover called an operculum. Gill is a breathing device found in many aquatic organisms, which serves to excrete oxygen dissolved in water and emit carbon dioxide. Gill in fish is not just a breathing device. Gills also functions as a means of salt excretion, food filters, ion exchange devices, and osmoregulators. The gills are located to the right and left of the fish's head, inside the gill cavity. On each side of the head, there are 5 - 7 sheets of gills. Each gill sheet is separated by a gill slit. The following are the parts of the gills:
Gill arch: comes from cartilage
Gill teeth: serves as a water filter while breathing
Filament or gill sheets: pink (as it contains blood capillary vessels), shaped like a comb. Filaments contain many lamellas (thin films).

The process of breathing in fish occurs in two phases, namely inspiration and expiration.
Inspiration. Air pressure of the oral cavity is smaller than the air pressure in the water - the water enters the oral cavity - the closed mouth cavity - the air entering the gills through open diffusions - the water flows through the gill slits, touches the filaments - Oxygen is bound to the blood capillaries - propagated to the tissues body.
Expiration. Carbon dioxide is brought from the body tissues - to the gills - removed from the body.

Some fish species (eg cork and catfish) have labyrinths of irregular cavities that are an upward expansion of the gills that make up the folds. This maze serves to store reserves of Oxygen so that fish can survive in conditions of minimal Oxygen. Another tool used to store Oxygen reserves is the bubble pool, which is located near the back.

2. Fish Digestion Tool
The digestive tract in fish starts from the oral cavity and ends in the anus. The structure and function of the digestive tract in fish can be explained as follows:

a. Fish Digestive Tract
Although the shape of the digestive tract of fish from front to back is almost the same, but still can be distinguished each part, as follows:
Mouth, on the jaw there are small teeth. The function of the mouth on the fish is as a means to include food. Foods by fish are not chewed or digested as in other vertebrate animals except for some species of plant-eating fish.
The larynx (pharynx), is a continuation of the oral cavity found in the area around the gills. The surface layer of the pharynx is almost the same as the oral cavity. If the ingested object is not food it will be removed through the gills
The esophagus is very short and is a continuation of the pharynx, cone-shaped and located behind the gill area. The esophagus is shaped like a pipe, containing mucus to help food ingestion. In the sea fish esophagus plays a role in the absorption of salt.
Stomach, is a continuation of the esophagus and a rather lengthened elongated channel. Stomach serves as a food container. In non-soaring fish the food storage function is replaced by the modified gut into an enlarged pouch.
Pylorus, pylorus serves as a regulator of food expenditure, in certain species, at the end of the ventricule there are puncture-shaped bulges called pylorus. This dead-end bag is useful for expanding the ventricular wall surface so that the digestion and absorption of food can be more perfect.
The intestine, shaped like a long, winding pipe and just as large, ends and empties out into the anal canal. The intestine is the longest part of the channel of contamination. At the front of the intestine there are two channels that enter into the channel coming from the gallbladder and that comes from the pancreas. The intestine serves as a food absorption.
Anus. Anus is the tip of the digestive tract. In the true bony fish the anus is located at the front of the genital tract. Anus serves to remove the remnants of digestion.

b. Digestive Glands
The heart, large, brownish red color, is located at the front of the body cavity and extends around the intestine. The function of the liver to produce bile stored in the gallbladder to membanfu process of digestion of fat.
Gall bladder,

Fish Respiratory Organs

Fish breathe with gills.
The gills are pink sheets. Number of sheets between 5-7 sheets. Each sheet consists of a pair of filaments.

On the surface of the filament there is a structure which is located in an alignment called lamela.


Fish breathe by the way
opening and closing the gills. Water entering the mouth will be released through the gills of the fish. A gas exchange occurs during the water through the gill sheets.

Water with a lot of oxygen content entering through the gills. At the same time, carbon dioxide exits through the blood vessels of gill sheets. Blood vessels will bind
oxygen derived from water.

DRAWING TECHNIQUES AND DYEING WITH CRAYON

Schoolash - Colleagues and gentlemen ... On this occasion I will discuss some simple basic technique which is a technique that I developed themselves by learning techniques that have been developed by experts in the art of children's drawings.

Drawing Techniques ...
1. Start out by finding the right concept and a rough idea of ​​the final result of the image that will be created.
2. Begin drawing with the emphasis completion of the main picture, whereas we can add additional ornaments thereafter.
3. Use HB or 2B pencil to draw a sketch, with the start of field pencil under the canvas or media image.
4. Strive for when making a scratch picture, we do not press the pencil too hard. This is done so that scratches pencil us wrong and corrected when removed leave no trace grooves on us.It's media image will be very influential at least average sweep dye (crayon) us, because the curve will not be washed away, leaving a crayon white trace on the final result of our image, which will greatly affect the image quality.
5. Sketch that is so can be thickened by using a black colored pencils, markers or boardmarker small snowman. Aim the tip markers boardmarker not too thick, if we use markers boardmarker.
6. Sketch finished already can be colored with crayons.

Coloring Technique
In goal, coloring the sketch we've created is actually almost the same as coloring a picture supplied teacher in kindergarten, the END RESULT EXPECTED GOOD! (Yes right ??). But bagimana technique ?? let's discuss each step.
1. Start the coloring of the field of the top left of our drawing media
2. Make sure the crayon which we will use clean. If dirty can we clean up first using tissue paper.
3. Prepare other equipment such as brush, Tissue Paper, Scrabber, Markers.
4. If all these devices are ready, the next step is coloring ....


Step 1: Blocking
Namely the blocking phase of the image area with a particular color, usually preceded by blocking with light colors. Color selection is highly dependent on the part of the image we are going to paint. for example, we are going to paint part is the sky, the light colors that we choose should be light blue, yellow or white.

Step 2: Gradation
Namely a coloring stage on media that has terblock young color, with other colors in tune and in stages so that it becomes a beautiful color gradation. This is where the real focus of our staining and will determine the final result image that we created.

Step 3: Mixing
Ie a mixing stage gradation you created earlier with the colors that have been inscribed previously. there are 2 ways that are often carried out in this mixing process is a technique of linear and circular scratches. In use will produce different gradations. Surely placed on different images, so that one part of the image with another image part of his technique of mixing is not necessarily the same. Example: in the process of mixing the color of the sky image more suited to the technique of linear rather than circular.

Step 4: Finishing
Namely the refining stage color on the parts that are still not perfect, and adding accents like silhouette, shadow, etc.

Step 5: Scrabbing (sgraffito)
This stage is only an additional step that is not to be done, because at the 4th stage of the actual picture can say we've done. Scrabbing just a scrape stage / scraping part of a particular image by using scrabber (usually on any particular brand crayons included) or can be of our own making.

Thus a brief review images and coloring techniques that I can write. Hope it is useful.

Realistic Mathematics Education (RME)

Schoolash - INTRODUCTION
Learning math lately emerging discussed is Realistic Mathematics Education (RME) . RME is known as an approach that has been successful in the Netherlands. The idea of a realistic approach to the study of mathematics is not only popular in the Netherlands alone, many developed countries have been using the new approach is a realistic approach. Realistic mathematics determined by Freudenthal views about mathematics. Two important insights he is 'mathematics must be connected to reality and mathematics as human activity'. First, mathematics should be close to the student and must be relevant to everyday life situations. Secondly, he stressed that mathematics as a human activity, so students should be given the opportunity to learn to perform activities of all the topics in mathematics.
Realistic Mathematics Education is a teaching approach that starts from the things that are 'real' for students, emphasizing skills 'process of doing mathematics', discuss and collaborate, argue with classmates so they can find their own ('student-inventing' as opposed to the 'teacher telling') and in the end use of mathematics to solve problems both individually and collectively. In this approach the teacher's role was more of a facilitator, moderator or evaluators while students think, communicate, train shades of democracy with respect the opinions of others.


A. Definition of Realistic Mathematics Education (RME)

Learning mathematics is realistic or Realistic Mathematics Education (RME) is a learning approach Freudenthal mathematics developed in the Netherlands. Gravemeijer (1994: 82) which explains that which can be classified as such activities include problem solving activities, searching and organizing subject matter. Realistic mathematics intended in this case was conducted by the school mathematics menemaptkan realities and experiences of students as a starting point for learning. Problems realistically be used as a source of the emergence of mathematical concepts or knowledge of formal mathematics.
Characteristics RME uses: the context of "real world", models, production and construction students, interactive and linkages. Realistic mathematics learning begins with the real issues, so that students can use previous experience directly. With realistic mathematics learning students can develop a more complete concept. Then students can also apply mathematical concepts to new areas and the real world.

B. Components of Realistic Mathematics Education (RME)

In realistic mathematics learning there are three key principles that can be used as a basis for designing learning:
Ø Reinvention and Progressive mathematization ("guided discovery 'and the process of mathematization increasing). According Gravemijer (1994: 90), based on the principle of reinvention, the students are given the opportunity to experience the same process with the current process of mathematics is found. History of mathematics can be used as a source of inspiration in designing the subject matter. Furthermore reinvention principle can also be developed based on an informal settlement procedure. In this case the informal strategies can be understood in anticipation of a formal settlement procedures. For this purpose it is necessary to find the contextual issues that can provide a variety of procedures as well as the completion of the study indicate that depart from the learning level mathematics significantly to the level of formal mathematics learning (progressive mathematizing).
Ø didactical phenomenology (containing charge didactic phenomenon). Gravemeijer (1994: 90) states, based on this principle of presenting mathematical topics contained in realistic mathematics learning is presented on two considerations: (i) gave rise to a variety of applications that must be anticipated in the learning process and (ii) compliance as being influential in the process mathematizing progressive. Mathematical topics presented or contextual issues that will be raised in the study should take into consideration two things namely the application (usefulness) and its contribution to the development of mathematical concepts further. Related to the above, there are fundamental questions that must be answered is how we identify phenomena or symptoms relevant to mathematical concepts and ideas the students will learn, how we should mengkonkritkan phenomena or symptoms, what didactic actions necessary to help students gain knowledge as efficiently as possible.
Ø Self-developed models (Establishment of a model by the students themselves), Gravemeijer (1994: 91) explains, based on this principle when working on contextual issues students are given the opportunity to develop their own model which serves to bridge the gap between informal and formal mathematical knowledge. In the early stages of developing the students become familiar model. Furthermore, through generalization and pemformalan end models into something that actually existed (entity) that is owned by the students. With generalization and formalization of the model will be transformed into a model of the problem. Model-of will be shifted into the model for similar problems. In the end will be a formal knowledge in mathematics.

According Soedjadi (2001: 3) realistic mathematics learning has several characteristics and components as follows:
Ø The use of context (using context), meaning that in mathematics realistic everyday environment or have knowledge of the students can be used as part of a contextual learning materials for students.
Ø Use models, bridging by vertical instrument (using models), meaning that problems or ideas in mathematics can be expressed in terms of the model, both models of the real situation and the model that leads to the abstract level.
Ø Students constribution (using student contribution), meaning that the concept of problem solving or discovery is based on the idea of students' contributions.
Ø Interactivity (interactive), meaning that the activity of the learning process is built by the students' interaction with students, students with teachers, students with the environment and so on.
Ø intertwining (integrated with other learning topics), meaning that the different topics can be integrated so as to bring an understanding of a concept simultaneously.

C. Principles of Realistic Mathematics Education (RME)

There is a realistic learning principles in realistic mathematics curriculum are:
Ø Dominated by problems in context, serving two terms, namely as a source and as applied mathematical concepts.
Ø The attention given to the development of models, situations, schemes, and symbols.
Ø Contribution of the students, so that students can make into a constructive and productive learning, students produce their own and construct their own so as to guide the students of mathematics level informal toward formal mathematics.
Ø Interactive as a characteristic of the process of learning mathematics
Ø Interwinning (making braids) inter-subject or inter-subject.
According Treffers and Goffree (2004) that the contextual issues in the curriculum realistic, useful to fill a number of functions:
Ø Establishment of the concept: In the first phase of learning, the students are allowed to enter into scientific mathematics and motivated.
Ø Establishment of the model: Problems contextual foundation entering students to learn the operation, procedures, notations, rules, and they do this in relation to other models that its usefulness as an important driving force in thinking.
Ø Application: contextual problems using reality as a resource and for the applied domain.
Ø Practice and training of spesipik capabilities in applied situations.

D. Type of mathematization in Realistic Mathematic Education (RME)
According Treffers and Goffree (2003) there are two known types of mathematization in Realistic Mathematic Education (RME), namely:
Ø Mathematics horizontal
Horizontal mathematical process at intermediate stages of everyday problems into mathematical problem that can be solved or the real situation changed into symbols and mathematical models.
Ø vertical Mathematics
Mathematical process at the stage of the use of symbols, emblems rules that apply mathematics in general.

E. Stage Realistic Approach Mathematic Education (RME)
Step-by-step approach phase Realistic Mathematics Education, namely:
Give problems in daily life.
Encourage students to resolve the issue, either individually or in groups.
Provide other problems in students, but in the same context as obtained several steps in solving the problem.
Consider ways and means prescribed by examining and researching, then teachers guide students to go further in the direction of the vertical math.
Assigning students either individually or in groups to solve other problems either applied or not applied.

Learning Model Think Pair and Share

Schoolash - LEARNING MODEL TYPE comparative TPS

Learning Model Think Pair and Share using paired discussion followed by plenary discussion. With this model the students are trained how to express opinions and students also learn to respect the opinions of others with reference to the material / learning objectives.

 According to Davidson and Worsham is a cooperative learning is systematic learning by grouping students by creating an effective learning model, integrating academic social skills charged. Meanwhile, according to Johnson, cooperative learning is a teaching and learning activities, students learn and work together to arrive at an optimal learning experience, both individual and group experience experience.
TPS (Think-Pair-Share) or (Think-Pair-Share) is a type of cooperative learning that is designed to influence the pattern of student interaction. TPS requires the student to work to help each other in small groups (2-6 members) and more detailed by kooperaif appreciation, of the individual awards (Ibrahim et al: 2000).
Types of teaching methods Think-Pair-Share developed by Frank Lyman and his colleagues from the University of Maryland who is able to change the assumption that the method of recitation and discussion should be held in a group setting as a whole class. In this model, the teacher asks students to think of a topic, paired with other students and discuss it, then share ideas with the whole class. The main stages in the learning Think-Pair-Share by Ibrahim (2000: 26-27) are as follows:
Stage 1: Thingking (thinking)
Teachers convey the essence of the material or have any questions or issues related to the lesson. Then the students were asked to think about the question or the issue independently for a while.
Stage 2: Pairing
The teacher asks the students to pair up with another student to discuss what had been thinking in the first phase. In this phase, each member of the group compared the responses or the results of their thinking by defining who is considered the most correct answers, the most convincing, or at least unique.
Stage 3: Sharing (sharing)
In the final stage, the teacher asked the pair to share with the whole class about what they are talking about. Skills share in the whole class can be done by appointing a couple who volunteered to report on the work group or pair-by-pair turns up about a quarter of couples have had the opportunity to report.
The steps in the learning Think-Pair- Share (TPS) is:
1. The teacher divides the students into groups of four and assign tasks to all groups,
2. each student to think and do the job yourself,
3. The students are paired with one of the partners in a group and discuss with their partner,
4. The second pair reunited in groups of four. Students have the opportunity to share their work to groups of four
(Lie, 2004).

B. OBSTACLES TYPE OF MODEL PEMBELAJARA comparative TPS
Obstacles encountered during the learning process, among others coming from in terms of students, namely: students are passive, with this method they will be crowded and disrupt temannnya friends. Phase pair students are supposed to solve problems by talking with a couple of stools but still prefers to use this activity to speak beyond the subject matter, depend on the couple and less active role in finding a solution and ask the answer to that question on another pair. The number of students in the class also affect the implementation of this method of think pair share. Odd number of students who have an impact upon the formation of the group. As a result there is a group of more than two (2) students. This will slow down the process of discussion at this stage of the pair, because another couple had completed while the student does not have a spouse. Another obstacle is found that in terms of time the discrepancy between planned time implementation. This is because students who like stalling for reasons of work yet to be completed. This has an impact on cognitive learning outcomes, which students show little real ability.

       C. Advantages and Disadvantages of comparative PEMBELAJARA MODEL TYPE SMT

The advantages of comparative learning model TPS types are:

1. give students more time to think, respond, and help each other.
2. enable students to formulate and ask questions about the material being taught because it does not directly obtain a sample of the questions asked by the teacher, as well as an opportunity to think about the material being taught.
3. The students will be trained to apply the concept due to exchange opinions and ideas with his friend to get a deal in solving the problem.
4. The students are more active in learning since completing its work in groups, where each group consists of only two people.
5. The students have the opportunity to mempersentasikan results of the discussion with all students so that existing ideas spread.
6. allows teachers to monitor students more in the learning process (Hartina, 2008: 12)

The weakness of the comparative study model SMT type is:

1. according Hartina (2008: 12) is very difficult to implement in schools on average lower ability students with limited time, while the number of groups formed much.
2. According to Lie (2005: 46), the lack of group pairs (groups of 2 students) are:
 1) many groups are reported and need to be monitored,
 2) fewer ideas emerge, and
 3) there is no mediator in case of disputes within the group.
3. According to Ibrahim (Abraham 3menurut (2000: 18), some students will be confused, partial loss of self-confidence, and can interfere with each other between students.

Learning Approach Realistic Mathematics Education (RME)

Schoolash -RME is a theory  of learning in mathematics education that is based on the idea that mathematics is a human activity and mathematics should be linked significantly to the context of the daily life of students as a source of development and as an application area through both horizontal and vertical mathematization.

RME learning model was first introduced and developed in the Netherlands since 1970 by the Institute Freudenthal and showed good results, based on the results of the Third International Mathematics and Science Study (TIMSS) in 2000. According to Freudenthal, the principal activities are carried out in the RME covers.
a. Find problems or questions contextual (looking for problems).
b. Solving problems (problem solving).
c. Organize teaching materials (organizing a subject matter).
It can be realities that need to be organized and also mathematically mathematical ideas that need to be organized in a broader context. Organizing activities is called mathematization.
An expert argues as follows.
In RME students learn mematematic contextual issues. In other words, students identify that the contextual matter should be transferred to the matter in the form of mathematics to understand further, through penskemaan, formulation, and pemvisualisasian. This is a horizontal mathematization process. Furthermore, the vertical mathematization, the students completed the mathematical form of contextual problems using concepts, mathematical operations and procedures that apply and understand students (Armanto, 2001: 43).
So the next step horizontal mathematization departing from the real world issues drawn into the world of symbols. While the vertical mathematization is the process of implementing solutions to problems in the form of mathematical symbols corresponding mathematical procedures. RME Freudenthal refers to the opinion that "Mathematics should be associated with reality and mathematics is a human activity". This means that mathematics should be close to the child and relevant to real life everyday. (In the Ministry of National Education, 1994: 21) says that "Mathematics as a human activity means that man should be given the opportunity to rediscover the ideas and concepts of mathematics with the guidance of an adult". This work is done through the exploration of a variety of situations and problems "realistic". Realistic in this case meant not refer to reality but on something that can be imagined by the students (in the Ministry of National Education, 2000: 34). The principle can be inspired by the rediscovery of procedures solving information, while the discovery process again using the concept of mathematization.
Two types of mathematization formulated (in the Ministry of National Education, 1991: 25), ie horizontal and vertical mathematization. Examples of horizontal mathematization is the identification, formulation, and pemvisualisasian problems in different ways, and transforming the real world problem to a mathematical problem. Examples of vertical mathematization is a representation of the relationships in the formula, repair and adjustment of mathematical models, the use of different models, and generalizing. Both of these types of mathematization balanced attention, because both have the same value as this mathematization (in MONE, 2000: 17).
Based on the horizontal and vertical mathematization, approaches in mathematics education can be divided into four types: a mechanistic approach, empiristik, strukturalistik, and realistic (in the Ministry of National Education, 2005: 95).
1. Mechanistic Approach
Mechanistic approach is the traditional approach and is based on what is known from his own experience (starting from the simple to the more complex). In this approach the man regarded as the machine. Mathematization type is not used.
2. Approach empiristik
Empiristik approach is an approach in which mathematical concepts are not taught, and students are expected to find through horizontal mathematization.
3. Approach strukturalistik
Strukturalistik approach is an approach that uses formal systems, such as teaching summation long way should be preceded by the value of the place, so that a concept is achieved through vertical mathematization.
4. Realistic Approach
Realistic approach is an approach that uses realistic problems as a starting base of learning. Through horizontal and vertical mathematization activities students are expected to find and construct mathematical concepts.

RME has the characteristics of learning using real-world context, models, production and construction students, interactive, and relatedness (interteinment) (the Ministry of National Education, 1991: 35).

a. Using Context "Real World"
In the picture above shows two mathematization process in the form of a cycle in which the "real world" not only as a source of mathematization, but also as a place to re-apply mathematics.
In Figure Concepts of Mathematics (De Lange, 1987: 15) argues that, "In RME, learning begins with contextual issues (" real world "), thus enabling them to use previous experience directly".
Liquefaction process (core) of the corresponding concept of the real situation is expressed by De Lange (1987: 18) as a conceptual mathematization. Through abstraction and formalization of the students will develop a more complete concept. Then students can apply mathematical concepts to a new field of the real world (Applied mathematization). Therefore, in order to bridge the mathematical concepts to students' everyday experiences to note mathematization everyday experience (mathematization of everyday experience) and the application of mathematics in everyday (in Freudenthal, 2000: 12).
b. Using Models (mathematization)
The term models with regard to the model situation and mathematization models developed by the students themselves (self-developed models). The role of self-developed models are a bridge for students of the real situation to the abstract or from informal to formal mathematical mathematics. This means that students create their own models in solving the problem. The first is a model of a situation that is close to the real world of students. Generalization and formalization of the model will be transformed into a model of the problem. Through mathematical models of reasoning would be shifted to a model similar-far problem. In the end, there will be a formal mathematical model.
c. Using the Production and Construction
Stretland (in MONE, 1991: 45) emphasizes that "the making of" Free Production "students are encouraged to reflect on what they think is an important part of the learning process". Informal strategies of students who form a contextual problem-solving procedure is a source of inspiration in the development of further learning is to construct a formal mathematical knowledge.
d. Using Interaction
The interaction between students and teachers is fundamental in RME. Explicitly forms of interaction in the form of negotiation, explanation, justification, agree, disagree, question or reflectors are used to achieve formal forms of informal forms of students.
e. Using Linkage
In RME integration unti-unit mathematics is essential. If we ignore the learning linkages with other fields, it will affect the solution of the problem. In applied mathematics, usually required a more complex knowledge, and not just arithmetic, algebra, or geometry but also other fields.
Realistic Mathematics (MR) which is intended in this case is the mathematical school conducted by placing the realities and experiences of students as a starting point for learning. Problems realistically be used as a source of the emergence of mathematical concepts or formal mathematical knowledge, learning-oriented class MR characteristics RME, so that students have the opportunity to rediscover the concepts of mathematical or formal mathematical knowledge, then students are given the opportunity to apply conceptual mathematical concepts to solve everyday problems or problems in other areas. This is very different learning mathematics learning during these tend to be oriented to provide information and use mathematical ready to solve the problems. Because realistic mathematics using realistic problems as a starting base of learning the problem situation needs to be put completely contextual or appropriate experience of students, so that students can solve problems with informal ways through horizontal mathematization. Informal ways shown by students as an inspiration for the formation of concepts or aspects of mathematics maths through vertical. Through the process of horizontal-vertical mathematization students are expected to understand or discover mathematical concepts (formal mathematical knowledge).
According to the constructivist view of learning mathematics is to give students the chance to construct concepts or principles of mathematics with its own capabilities through internalizing the teacher in this case acts as a facilitator.
According to Davis (in the Ministry of National Education, 1996: 42),
Constructivist view of learning oriented mathematics:
1. Knowledge is built in the mind through the process of assimilation or accommodation.
2. In mathematics workmanship, every step students are exposed to the problems.
3. New information must be connected with the experience of the world through a logical framework that transport, organize, and interpret their experiences.
4. The learning center is how students think, not what they say or write.
1.1.1 The principle - the principle of Indonesian Realistic Mathematics Education (PMRI)
In line with the concept of origin, PMRI developed of the three basic principles that started RME, which is guided reinvention and progressive mathematization, didactial phenomenology, as well as self-developed models (2009: 2). The principle according to Van den Heuvel RME-Panhuizen in Supinah (2009: 75) is as follows.
a. The principle activity
Namely mathematics is a human activity. Learners must be active both mentally and physically in the learning of mathematics. According Freudental, because the idea of ​​mathematization process associated with the view that mathematics is a human activity, then the best way to learn is by doing the math to work.
b. The principle of reality
That lesson should begin with realistic problems or can be imagined by the students. The main objective is to enable students to apply mathematics. Thus the ultimate goal is to make students able to use mathematics to what they understand to solve the problems encountered. The reality principle is not only developed in the late stages of a learning process, but is seen as a resource for learning math.

c. Principle tiered
This means that in learning mathematics students through the various levels of understanding, that of being able to find a solution to the problem of realistic contextual or informally, through schematization gain knowledge about basic things until able to find the solution of a mathematical problem formally.
d. Principle braid
This means that various aspects or topics in mathematics should not be viewed and studied as separate parts, but intertwined with each other so that students can see the relationship between the materials is better.
e. The principle of interaction
Namely mathematics is seen as a social activity. Students need and should be given the opportunity to express its strategy in resolving a problem to others to be addressed, and listening to what other people are found and the strategy found it and respond to it.
f. Principles guidance
Ie students must be given the opportunity to find (reinvention) guided math knowledge.


1.1.2 Quality Assurance Standards PMRI
To complement the characteristics of RME, the development team PMRI in Quality Assurance Conference held in Yogyakarta on 17-18 April 2009 agreed to set some standards of quality assurance PMRI. Established standards including standards include teacher PMRI, PMRI learning standards, and standards of teaching materials PMRI. The standard can be used and referred to the teachers of mathematics. Here is a question that is related to the standard math teacher.
a. Teacher Standards PMRI
1. Teachers have adequate knowledge and skills of mathematics and PMRI and can apply it in the study of mathematics to create a conducive learning environment.
2. The teacher facilitates students in thinking, discussing and negotiating to encourage initiative and creativity of students.
3. Teachers assist and encourage students to dare to express ideas and finding strategies according to their own problem solving.
4. Teachers manage classroom so as to encourage students to work together and discussed in the context of construction of student knowledge.
5. Teachers with students extract (summarize) the facts, concepts, and principles of mathematics through the process of reflection and confirmation.
b. Standards of Learning According PMRI
1. Learning to meet the demands of the achievement of competency standards in the curriculum.
2. Learning begins with a realistic problem that motivated and helped students learn mathematics.
3. Learning provides students with opportunities to explore a given problem and discuss teachers so that students can learn from each other in order to constructing knowledge.
4. Learning to associate various mathematical concepts to make learning more meaningful and form a complete knowledge.
5. Learning ends with a reflection and confirmation to extract facts, concepts, and principles of mathematics that have been studied and followed by exercises to strengthen comprehension.
c. Standard Teaching Material PMRI
1. Teaching materials are prepared in accordance with the applicable curriculum.
2. Teaching materials using realistic problems to motivate students and help students learn math.
3. Instructional materials containing various mathematical concepts are interrelated so that students gain meaningful mathematical knowledge and intact.
4. Teaching materials containing enrichment materials that accommodate differences in the way and thinking ability of students.
5. The teaching materials are formulated or presented so as to encourage or motivate students to think critically, creatively, innovatively and interact in learning.

1.1.3 Reflection and Assessment in Learning PMRI
In each study, reflection is a main thing to give an overview of the learning process that had gone before. Reflection is an activity with intensive listening back to the learning process, among other subject matter, experience, ideas, suggestions, or a spontaneous reaction in order to understand and grasp the deeper meaning. Thus, it will be able to reveal what has been and is being done. What does it correspond to what people think? With the reflection teachers can determine the learning progress made. Results of reflection can be a picture for teachers in taking action in future activities. The importance of reflection declared Supinah (2009: 78) as follows.
1. For the teacher
Get information about what students are learning and how students learn. In addition, teachers can make improvements in planning and learning on the occasion of the next or future.

2. For students
Improving students' mathematical thinking ability, and also it as well as did the teacher.
About the things that need to be in reflection according Arvold, Turner, and Cooney in Supinah (2009: 79) recommends students to give answers or responses to the questions below.
1. What did I learn today?
2. The difficulty is that I learned today?
3. Which part of mathematics that I like?
4. On the math section where was I having trouble?
Of the teacher, in doing good reflection if it can include methods of teaching, pedagogy, completion exciting and rewarding for him as well as how to manage a good learning atmosphere in the classroom. In RME, assessment not only on the final result, but also on the learning process itself. Ideally, during the learning activities, assessment process was carried out. There are many things that can be used as a means to carry out the assessment. Among them, the ability of students to solve problems by using different strategies, student interaction, discussion during the learning process.
The objective of the assessment to provide an overview of information about the learning process has been implemented and can be also as a tool to aid decision-making process.
De Lange (1987) in Zulkardi (2002: 35) "formulated five guiding principles of assessment or assessment in RME", as follows.
1. The main purpose of testing is to improve the teaching and learning process.
2. The method of assessment should be able to make it easier for students to demonstrate what they know rather than what you do not know.
3. The assessment should operationalize all goals of mathematics education.
4. Quality assessment of mathematics is not determined by the ease of access to objective assessment.
5. The assessment tool should be practical, suitable to the practice of public schools.
In RME, processes and products have an important effect in the assessment so expect a good assessment conducted during the process of interaction as well as their results.
There are several techniques that can be used assessment. Suryanto (2010) provide some alternatives that can be used as a means of assessment, ie.
1. The final results of the students, can be a journal, videos, demonstrations, magazine wall, art, and the results of the construction of mathematical models.
2. The student portfolio is a collection of student work produced by the students. May include images, reports, results of the analysis of a problem, or the process of resolving a problem.
3. Resolution on solving problems or responses to open-ended questions as outlined in the article.
4. The ability to investigate issues related to other subject areas such as general science, social sciences, or the completion of math problems themselves.
5. The student's response to a case, situation, and open issues given teacher.
6. Assessment of the performance of students in both groups or individuals to solve problems.
7. Direct observation of the student in his quest solve a given problem teachers.
8. Interviews were conducted to determine the depth of student understanding of the issues presented.
9. Asking questions can provide opportunities for students to think that the teacher is able to gather information on student understanding.
10. Students are given the opportunity to assess their own ability in learning, adapted to the development that they develop.
 

2.1.4 Design of Realistic Mathematics Education
Design realistic mathematics learning, as follows.
a. The Purpose
Lange (1995) states that there are three levels in mathematics education objectives are:
(1) Lower level
(2) Middle level
(3) Higher order level
Realistic mathematics learning must include all levels of objectives. Low level is more focused on conceptual and procedural knowledge. Middle and upper level is more focused on problem-solving abilities, argue, communicate, and the formation of critical attitudes of students.
b. Material
Lange (1996) asserts that "Content is the association of real-life activities that are very specific, knowledge and strategies used in the context of the situation". Various contextual matter incorporated in the curriculum at the start from the beginning.
c. Activity
The role of teachers in realistic mathematics learning in the classroom (Lange, 1996; Gravemeijer, 1994) is as facilitator, regulator, translator, and evaluators as the basis of a mathematical process, can be generally described steps the teacher's role as a basic process in mathematics realistic as follows.
1. Give contextual questions on student learning-related topics as a starting point.
2. At the time of the interaction, give students instruction for example, to describe a table on the board, mixing students individually or in small groups in which if a teacher needs help.
3. Provide opportunities for students to compare their answers with his answer in class discussions. The discussion aims to guide students in translating a matter of interpretation of contextual and conclude a more efficient solution than some of the answers are varied.
4. Allow students to find solutions on their own. This means that students are free to make a statement with their ability level, to build experience in knowledge, and played a short answer on the steps they are doing.
5. Give other matter in the same context.
6. In other respects, the role of students in realistic mathematics should work individually or in groups, they should have more confidence in themselves, and they responded with a free production or contribution.
d. Evaluation
Lange (1995) formulated the five principles in the evaluation that can be used as a reference in making the evaluation in realistic mathematics learning, namely:
1. The basic purpose of the test is to improve the quality of learning and teaching. This means that the evaluation should be able to measure the students for learning, not just the provision of information about learning outcomes in the form of value.
2. The method of assessment should be designed in such a way that allows students to describe what they know not reveal what they do not know. It can be held with having an open question, or have a different answer strategy.
3. The test should involve all the goals of mathematics education, low-level thinking processes, medium, and high.
4. The evaluation tool should be practical, so that construction can be prepared test different formats according to the needs and achievement of objectives to be disclosed.


2.1.5 Advantages RME
According Suwarsono (2001: 5) there are some strengths or advantages of realistic mathematics learning, ie.
1. Learning realistic mathematics give students a clear understanding of the relevance of mathematics to everyday life and usability in general for humans.
2. Learning realistic mathematics provide a clear understanding to the students that mathematics is a field of study that is constructed and developed by students not only by so-called experts in the field.
3. realistic mathematics learning gives students a clear understanding that the way of solving a problem or issue should not be single and not necessarily equal to one with the other. Everyone can find or use their own way, so long as that person seriously work on the problems or the problems. Furthermore, by comparing the way the completion of one another by way of settlement, would be gained most appropriate way of settlement, in accordance with the objectives of the problem solving process.
4. Learning realistic mathematics provide a clear understanding to the students that in the study of mathematics, the learning process is the main thing and people have to undergo the process and trying to find their own mathematical concepts with the help of others who know better (eg teachers). Without the willingness to undergo the process yourself, meaningful learning can not be achieved.

1.1.6 Weaknesses RME
The existence of certain requirements in order to excess RME may arise which raises its own difficulties in applying it. These difficulties, ie.
1. It is not easy to change the fundamental outlook on many things, for example regarding the students, teachers and the role of contextual questions or problems, while the change was a condition for the implementation of RME.
2. Search contextual issues that meet the conditions required in realistic mathematics learning is not always easy for each subject studied mathematics students, the more so because such questions must be resolved by a variety of ways.
3. It is not easy for teachers to encourage students to be able to find various ways to solve problems or solve problems.

4. It is not easy for teachers to provide assistance to students in order to perform rediscovery of concepts or principles learned math.

13 Innovative Learning Model

Schoolash - Understanding Innovative / Innovation Education

Innovation comes from the Latin word, which means renewal and Innovation of fruits. Innovation is a new change that leads towards improving other or different from the previous one, which was done on purpose and plan (not by chance alone).
Ibrahim (1988) suggested that educational innovation is innovation in the field of education or innovation to solve the problems of education. Thus, educational innovation is an idea, goods, method, suggested or observed as a novelty for the results of a person or group of people (society), either the result of the inverse (new discovery) or discovery (newly discovered people), which is used to achieve educational purposes, or to solve the problems of education.

Similarly Ansyar, Nurtain (1991) suggested innovation is ideas, actions, or a new one in a particular social context to address the problem.
He also explained that it might be something new has long been recognized in the context of other social or something that has long been recognized, but has not made the change. Thus, we can conclude that innovation is change, but not all change is innovation.
Renewal (innovation) is required not only in the field of technology, remains ijuga in all fields, including education pendidikan. pembaruan applied in various levels of education as well as in each component of the education system.

As educators, we need to know and be able to apply innovations in order to develop a conducive learning process so as to obtain maximum results.
The progress of an educational institution is very influential on the output so that it would appear that the real recognition of students, parents and the community. However , schools / educational institutions will not achieve the real recognition when the school community is not doing an innovation in it with the background strengths, weaknesses challenges and obstacles.
According to Santoso (1974), the main goal is innovation, which is increasing the sources of power, money and facilities, including the structure and procedures of the organization.
Purpose of Education Innovation
The purpose of education is to improve the efficiency of innovation, relevance, quality and effectiveness: the means and the maximum amount of education (according to the criteria of the needs of learners, communities, and pembangunana), using sources, tenga, money, tools, and time in the amount sekecil- small.

Step by step towards the goal of educational innovation Indonesia:

Teaching lag-lag generated by the advances of science and technology so that more and more education in Indonesia is running sejajara with kemjuan.
Ensuring the implementation of school and outside of school education for every citizen. For example , increasing the capacity of elementary school age, secondary schools and universities.

Figure 1 . 1 Enthusiastic Student Learning with Innovative Learning Model


Innovative Learning Model


Here is an innovative learning models, namely:

A. Model of Non Examples Examples

Examples can be from Case / Images Relevant to Basic Competence
Steps:
Teachers prepare the drawings in accordance with the purpose of learning.
Teachers gluing pictures on the board or presented on OHP / In Focus.
Teacher gives instructions and provide opportunities for students to observe / analyze the images.
Through discussion groups of 2-3 students, the results of the discussion of the analysis of the images recorded on paper.
Each group is given the opportunity to read the results of their discussion.
Start of comment / discussion results of students, teachers begin to explain the material to the purpose to be achieved.
Conclusion.


B. Picture And Picture

Steps:
Teachers convey competence to be achieved.
Presenting the material as an introduction.
Teacher shows / show images of activity relating to the material
Teacher pointing / call students alternately install / sort images into logical order.
The teacher asks the reason / rationale of the image sequence.
Of reasons / sequence of images of the teacher start menamkan concepts / materials in accordance with the competencies to be achieved.
Conclusion / summary.


C. Numbered Heads Together
Steps:
Students are divided into groups, each student in each group is given a number.
Teachers give assignments and each group do.
The group discussed the correct answers and ensure that each member of the group can do / know the answer.
Teachers call one of the numbers of students who called to report the results of their cooperation.
The response from another friend, and then the teacher pointed to another number.
Conclusion.


D. Cooperative Script
Method of learning in which students work in pairs and take turns orally summarizing, portions of the material being studied

Steps:
The teacher divides the students to pair up.
Teacher gives discourse / materials for each student to read and make a summary.
Teachers and students first establish who serves as the speaker and who acts as a listener.
Speakers read the summary as complete as possible, by incorporating the main ideas in summary. While listeners: (a) Listening / correcting / show the main ideas are sketchy; (b) Assist remember / memorize the main ideas by connecting previous material or any other material.
Exchanging the role, initially as a speaker and a listener convertible into reverse. As well done as above.
Conclusions students together with teachers.
Cover.


E. The Numbered Head Structure
Steps:
Students are divided into groups, each student in each group is given a number.
The assignment given to each student based on the task sequential nomorkan. For example: students are assigned to record the number one problem. Student number two students work on the problems and report the results of the job number three and so on.
If necessary, the teacher can tell the cooperation between groups. Students were told to get out of the group and join some of the same number of students from other groups. On this occasion the students with the same task can help each other or match the result of their cooperation.
Report results and feedback from the other group.
Conclusion.


F. Student Teams-Achievement Divisions (Stad) / Student Team Achievement Group (Slavin, 1995)

Steps:
Forming a group whose members = 4 in heterogeneous (mixed according to achievement, gender, ethnicity, etc . ).
The teacher presents a lesson.
The teacher gives the task to the group to be done by members of the group. Its members know to explain to other members until all members of the group understand.
The teacher gives a quiz / questions to the students. At the time of answering the quiz should not help each other.
Giving evaluation.
Conclusion.


G. Jigsaw (Expert Team Model) / (Aronson, Blaney, Stephen, Sikes, And Snapp, 1978)
Steps:
Students are grouped into four team members.
Each person on the team was given a different material.
Each person in the team is given a part of the material assigned.
Members from different teams who have studied part / section in the same meeting a new group (group of experts) to discuss their section.
After completion of the discussion as each member of the team of experts return to the original group and take turns teaching their teammates about the section they control and each of the other members listen intently.
Each team of experts presented the results of the discussion.
Teacher gives evaluation.
Cover.


H. Problem Based Introductuon (PBI) / (Problem Based Learning)
Steps:
The teacher explains the purpose of learning. Explaining the logistics required. Motivating students engage in problem solving activities selected.
Teachers help students learn to define and organize the tasks related to the issue (set of topics, tasks, schedules, etc . ).
Teachers encourage students to gather the appropriate information, the experiment to get an explanation and problem solving, data collection, hypothesis, problem solving.
Teachers assist students in preparing a work plan that is appropriate such as reports and help them share the duties with his friend.
Teachers help students to reflect on or evaluation of their investigation and the processes they use.


I. Articulation
Steps:
Delivering the learning objectives to be achieved.
The teacher presents the material as usual.
To determine the absorption capacity of students, form a group in pairs of two.
Suruhlan one of the couple tells the new material received from the teacher and his partner heard while making little notes, then switch roles. So did the other groups.
Tell students to take turns / encrypted convey the results of interviews with friends partner. Until the majority of students have submitted the results of the interview.
The teacher repeated / reiterated that if the material is not yet understood students.
Conclusion / cover.


J. Mind Mapping
Very good for students' prior knowledge or to find alternative answers

Steps:
Teachers convey competence to be achieved.
Teachers express concepts / issues to be addressed by the student / problems should have alternative answers.
Forming a group whose members are 2-3 people.
Each group inventory / record the results of the discussion of alternative answers.
Each group (or a specific group randomized) read the results of the discussion and the teacher notes on the board and grouped according to the needs of teachers.
From the data on the board students are asked to make inferences or teacher gives a comparison according to the concept provided by the teacher.


K. Make - A Match (for Couples) (Lorna Curran, 1994)
Steps:
Teachers prepare some cards containing multiple concepts or topics that are suitable for the review session, otherwise the part about the card and other parts of the answer card.
Each student gets a single card.
Each student is thinking of an answer / question of the cards are held.
Each student is looking for a partner who has a card that matches the card (answer questions).
Any student who can match his cards before the deadline given points.
After one round of cards shuffled again so that each student gets a different card than before.
And so on.
Conclusion / cover.


L. And Think Pair Share (Frank Lyman, 1985)
Steps:
Teachers deliver the core material and the competency
Students are asked to think about the material / problems submitted by teachers
Students are asked to pair up with a friend next to it (group 2) and express the ideas of each
Teacher led small plenary discussion, each group put forward the results of their discussions
Starting from activities tersebutmengarahkan talks on the subject matter and add material that the student has not diuangkapkan
Teacher gives conclusions
cover


M. Debate
Steps:
The teacher divides the two groups of participants debate the pros and cons of any others.
The teacher gives an assignment to read materiyang be debated by the two groups above.
After reading the material. The teacher pointed to one of the members of the pro to speak when it responded to or returned by the counter so forth until most students can express their opinions.
While students expressed the idea of teachers writing teachers write core / ideas of every conversation on the board. Until a number of ideas that teachers are expected to be fulfilled.
She added concepts / ideas that have not been revealed.
From the data available on the board, the teacher invites students to make a conclusion / summary refers to the topics to be achieved.

Definition of School Administration

schoolash.blog - Etymology (word origins) administration said the administration says is derived from Latin, ad + ministrare. Ad bearti intensive, while ministrare meant to serve, help, and meet. Administrare is a verb, while the noun and adjective are administratio is administrativus. Administratio translated in English into administration, the Dutch became administratie, and in language Indosenia into administration. So, administrare means serving intensively (Husaini Usman: 2006).

According to Simon (1987), can be interpreted as an arts administration to get things done. Furthermore, he said that the activities of the administration of emphasis placed on the process and methods to ensure the appropriate action. Administrative activities are group activities, and efforts to plan and implement an activity so that it runs smoothly disebur administrative process.

Administration can be seen as a process and can also be viewed as a duty (obligation). Administration as a process similar to the administration in its broadest sense. Administration as a duty (duty) in the context of education is also called the school administration include four things: 1) administration of students, 2) administration of educators and education personnel, as well as struksut organization, 3) financial administration, 4) administrative facilities working paper, 5) the administration of schools with community relations, 6) adminiatrasi special services (guidance counseling, student health unit, cooperative unit school and extra-curricular activities (Husaini Usman: 2006).

Thus, it can be concluded that the school administration is setting and utilization of all school resources effectively and efficiently in education for educational purposes in schools achieved optimally.

Knowing Studying Strategi Through the Professional

Schoolash - Could be construed like a technique describes from the ribbon and bow to behave to have particular focuses on. After that related to training as well as studying, techniques may also be construed since the common designs associated with actions associated with educators as well as college students within the recognition associated with studying actions to offer the objectives which have been layed out. Within schooling, understood to be the preparing technique which has a number of actions made to accomplish academic objectives specific.



Sri Anitah Watts (2008: 15) describes 2 sensory faculties associated with studying techniques based on the specialists, specifically:
Based on Kemp (1995) describes which studying technique is really a studying action that needs to be carried out so the instructor as well as college student studying goals may be accomplished efficiently as well as effectively.
Cock as well as Carey (1985) additionally describes that this studying technique is really a group of studying components as well as methods are utilized with each other to produce college student studying final results (Sanjaya, 3 years ago: 126). Through both of these sensory faculties could be figured the training technique is really a course of action ( number of events) which includes the usage of techniques as well as usage of numerous sources or advantages within pembelajaranagar tujuaan studying may be accomplished efficiently as well as effectively. Bibliography: Sri Anitah Watts, the top 's. 08 Studying Techniques. Ny: The actual Open up College

School is

Schoolash - A school can be an company suitable for typically the instructing involving scholars (or "pupils") within the route involving lecturers. Almost all international locations get methods involving conventional training, and that is typically necessary.[citation needed] During these methods, scholars advancement through the compilation of universities. What they are called for those universities change based on country (discussed from the Comarcal part below) generally incorporate principal institution intended for children along with 2nd institution for teenagers diagnosed with done principal training. A company exactly where university is usually educated, is often known as university or college university.

As well as all these central universities, scholars in the granted state can also enroll in universities before and after principal along with 2nd training. Guardería or maybe pre-school present a number of education and learning for you to babies and toddlers (typically age ranges 3-5). University or college, business institution, college or university or maybe seminary can be offered soon after 2nd institution. A school might also be devoted to just one particular discipline, say for example a institution involving economics or possibly a institution involving boogie. Substitute universities may well present nontraditional programs along with approaches.

In addition there are non-government universities, referred to as non-public universities. Non-public universities can be essential as soon as the govt is not going to offer satisfactory, or maybe particular training. Various other non-public universities can even be non secular, for instance Roscoe universities, hawzas, yeshivas, yet others; or maybe universities which may have higher level of00 involving training or maybe try to engender various other personalized success. Universities intended for grownups incorporate companies involving company teaching, Government training along with teaching along with organization universities.

Throughout homeschooling along with on the web universities, instructing along with mastering come about away from a regular institution constructing.

KNOWING SCHOOLING

Schoolash - According towards the Schooling Legislation (2003: 1) Schooling is really a mindful as well as planned work to produce a good environment associated with studying and also the studying procedure to ensure that individuals tend to be positively building the opportunity of your pet to get the religious power of spiritual, self-control, character, cleverness, commendable personality, as well as abilities required your pet, local community, country as well as Negeri. Sedangkan Based on Billings Sixth is v. Great (1977: 1) Schooling may be the procedure for abilities advancement by means of a homeowner's behaviour as well as conduct predominant within the community. Interpersonal procedure when a individual is actually impacted by something which well guided atmosphere (especially within schools) therefore yes can perform interpersonal abilities as well as create their character.

Schooling Based on Godfrey Thomson (1977: 2) Schooling may be the impact from the atmosphere within the person to help make the correct modifications in our routines associated with their conduct, their thoughts great emotions. Based on UNESCO (1999: 2) says which: "education is currently involved is actually preparinment the tife Community for your that will not however exist" or even which schooling now could be to get ready males for any kind of community which is nevertheless number The idea of the training program might be transformed according to the introduction of community and also the move associated with social beliefs (the move associated with tradition value). The idea of schooling these days cannot be divided through schooling ought to be according to the requirements from the academic requirements from the previous, existing, as well as upcoming in accordance Thedore muncuk. Sedangkan Brameld (1999: 2) 'Education because energy indicates copetent as well as powerful sufficient to allow all of us, most people, to determine what type of a new '. (Education like a significant pressure has got the expert as well as powerful sufficient for all of us, for your individuals to know what type of a new we would like and also the type that accomplish this type of purpose). Bibliography: Schooling Legislation. the year 2003 Fundamental Idea of Meaningful Schooling. Jakarta: ALFABETA Billings Sixth is v. Great. 1977 Fundamental Idea of Meaningful Schooling. Jakarta: ALFABETA Godfrey Thomson. 1977 Fundamental Idea of Meaningful Schooling. Jakarta: ALFABETA UNESCO. 99 Fundamental Idea of Meaningful Schooling. Jakarta: ALFABETA Thedore Brameld. 99 Fundamental Idea of Meaningful Schooling. Jakarta: ALFABETA UNESCO. 99 Fundamental Idea of Meaningful Schooling. Jakarta: ALFABETA

MEANING OF PROGRAMS

Schoolash - From the common watch, typically the programs sometimes appears being a tutorial prepare in the institution. The teachings and what elements needs to be consumed with institution, in which programs. subsequently George Some sort of. Beauchamp (1986) proposed in which: very well Some sort of Curriculun can be a published contract roomates may well Have a lot of substances, nevertheless fundamentally this can be a cover the training involving learners through granted Opinions their very own sign up at school very well. In the present00 watch, the notion involving programs is considered as a true expertise or maybe something comes about from the instructional course of action, while proposed by simply Caswel along with Campbell (1935), which often affirms how the programs... being consisting of the many experience young children get within the instruction involving lecturers. Affirmed yet again with the imagined Ronald M. Girl doll (1974) which often affirms in which: very well... typically the programs has developed in the written content involving methods of analysis plus a report on things along with lessons to all or any experience typically the that happen to be wanted to students within the party or maybe route of faculty.

To allow for all these dissimilarities, Hamid Hasan (1988: 12) argues how the thought of programs will be displayed throughout a number of proportions, that is:
programs as being an plan; made throughout the concepts along with study, specially from the parts of programs along with training.
programs being a published prepare, for the reason that agreement on the programs as being an plan; consisting of typically the ambitions, elements, pursuits, instruments, along with time period.
programs as being an task, and that is a setup on the programs being a published prepare; available as instructing routines.
programs resulting from the effect on the programs as being an task, available as programs achievements on the aims involving reaching any improvement in habits or maybe talents on the students. In the mean time, Purwadi (2003: 25) working knowing the programs straight into five segments:

programs as being an plan;
typically the conventional programs can be a contract during the course of while tips along with instruction throughout putting into action typically the programs;
programs while observed by simply lecturers;
functioning working programs or maybe dioprasional executed by simply lecturers in their classroom;
programs have the programs simply by students; along with
programs created from the effective use of typically the programs.

From the standpoint on the country wide training insurance policy from the Rules about the Country wide Training Technique thirty involving 2003 claims in which: "The programs can be a set of plans along with agreements in connection with function, written content, along with instructing elements along with approaches employed to slowly move the setup involving mastering to get selected instructional ambitions. very well Personal references: Hamid Hasan. 1988 Programs along with Mastering. New york city: Literacy Growth Purwadi. 2003 Programs throughout Dalam negeri. Jakarta: Chester Hit

8 Kinds of Intelligence (Intelligence) According to Gardner

schoolash.blog - Gardner intelgensi defined as the ability to solve problems and produce products in a diverse setting and in a real situation (1983, 1993). In terms of the above it is clear that intelligence is not only a person's ability to respond to an IQ test in a room closed off from the environment. Intelligence includes the ability to solve real problems in a variety of situations. Pressure on the real issue is very important for Gardner because someone actually highly intelligent if he can solve the problem in real life, not just in theory. The higher intelligence if it can solve real-life problems and situations vary, complex real life situations. So, to understand one's intelligence that stands to be seen what the real issues that face in life, not just a test on the table. This is the difference with the measurements of a person's IQ, as measured by IQ tests on the table.

Cooperative Learning Model of Think-Pair-Share

schoolash.blog - This method was developed by Frank Lyman and his colleagues from the University of Maryland and was able to change the assumption that the method of recitation and discussion should be held in a classroom setting as a whole group. Methods Think-Pair-Share gives to the students to think and respond and help each other with each other. For example, a teacher has just completed a short presentation or the students have finished reading a task. Furthermore, the teacher asked the students to realize the seriousness of what has been described by the teacher or what has been read. The teacher chosen the Think-Pair-Share instead of questioning methods for the overall group (whole-group question and answer). Lyman and his friends use the following steps:

Langah 1 - (Thinking): Teachers ask questions or issues related to the lesson and the students were given one minute to think about the answers themselves or issue.

ENOUGH 3 LESSONS IN ELEMENTARY SCHOOL

schoolash.blog - Ideally students from elementary schools (SD) is given only three subjects, for a growing number given subject will only add to the burden and make them confused.

Education Observer North Sumatra University (USU), Zulnaidi, in Medan, Saturday (15/11), say, which is needed for elementary level students really only three basic principles of education that is at math, smart reading, and writing. With smart reading, any knowledge that can be gained and wanted to know if students can have brilliant ideas to put it in writing.

"So in essence SD subjects that do not have too many students so that students do not become stressed and can develop more creative," he said.

During this education in Indonesia is also not able to achieve the objectives as stated in the law of national education goals. Quality education is capable of carrying a human resources towards more superior.

As per the law, it must be able to deliver education students become citizens who have a concern and awareness of the progress of the nation, so the reference to educational success is measured not only by being able to make as much money and become rich.

If education was limited to be able to make money, it is the most ugly character education and school principals should have tried to change the orientation of education is already one for this.

"It's not a rich country that can ensure quality education, but the quality of education that can make a country becomes richer. So now is how do we all, including the government could control towards a better education," he said.

Managing Classroom

schoolash.blog - The class is for children learning garden, where they grow and the development of physical, intellectual and emotional. In the classroom, teaching all aspects of education meeting and proceed. Teachers with all his ability, the child with all the background and individual characteristics; curriculum with all its components, and materials and resources with all the principal language learning and blended to meet and interact in the classroom.

One characteristic of a professional teacher is a teacher who is able to manage the class well. Child's behavior and actions are always changing. Today's children can learn well and quiet, but not necessarily tomorrow. Yesterday healthy rivalry within the group, whereas in the future may be less healthy competition. Classes are always dynamic in the form of behaviors, actions, attitudes, mental, and emotional. Therefore it is fitting for the class managed by a professional.

Definition of Learning Activities

schoolash.blog -According to Big Indonesian Dictionary, means the activity is "activity / active". W.J.S. Poewadarminto describes the activity as an activity or activity. S. Nasution said the activities are physically and mentally active, and both of whom must be connected.

Learning by Dimyati and Mudjiono (1999: 7) is an action and a complex behavior of students. Furthermore Sardiman (1994: 24) states: "Learning as a process of interaction between human beings with their environment that may be tangible personal, facts, concepts or theories".

Writing objectives

schoolash.blog - Each paper has a purpose, Agus Budi Wahyudi (2011:77) describes some of the goals contained in the article include:
a) A paper aims to inform or teach so-called informative discourse.
b) A paper aimed at convincing or persuasive discourse called urgent.
c) A paper aims to entertain, or happy-called literary discourse, literary writings.
d) A paper aimed to express feelings and emotions that are called fiery expressive discourse.

DEFINITION OF LEARNING BY or UNDERSTANDING THE EXPERTS

schoolash.blog -   According Dimyati and Mudjiono (1999:250), the learning is to be viewed from two sides of the side of the students and teachers. From the students, learning outcomes is the level of mental development better than it was before the study. Level of mental development is manifested in the types of cognitive, affective, and psychomotor. In terms of teachers, the study is currently terselesikannya learning materials.

According Hamalik (2006:30), the result of learning is when someone has learned there will be changes in the person's behavior, for example, from not knowing to knowing, and from not understanding to understanding. Based on Bloom's Taxonomy theory in order to study learning outcomes achieved through the three categories of domains, two of which are cognitive, and affective. The breakdown is as follows:

Definition of written by language lecturers

schoolash.blog -  Writing is lowered or depict the symbols graph that describes a language understood by a person in so others can read directly the symbols of the chart if they understand the language and picture of the graph.

Writing is the process of describing a language so that the message the writer can understand readers.

Writing is a process of composing, recording, and communicating the multiple levels of meaning in interactive and geared to achieve specific goals by using a conventional system of signs that can be seen / read.
(Source: http://pembelajaranmenulis.blogspot.com/2009/10/29/yuliaalimudin.pembelajaran-menulis/).