EFFECTIVENESS HOMEWORK WITH COOPERATIVE LEARNING FOR TO SEE STUDENT THINKING ABOUT MATHEMATICS

A. INTRODUCTION

Mathematics is the science that many in use in various issues of life. By the students as subjects considered less fun for them. The student considers that mathematics is a difficult subject. Katagiri, S (2004) listed the types of mathematical thinking as mathematical attitudes, mathematical thinking related to mathematical methods, and mathematical thinking related to mathematical contents. So it depends on mathematical thinking of the attitude, the methods used in conveying the content of mathematics and mathematics learning

In mathematics, many teachers are complaining about low student skills in applying mathematical concepts. This can be seen from the many mistakes the students in understanding math concepts that lead to mistakes in doing so lead to problems of low student learning outcomes (score) in both the daily tests, semester, or school final examination, whereas in the implementation of the learning process in class the teacher usually provide task (stabilization) is continuously in the form of exercises. Real conditions in practice exercises given are not fully able to enhance students' skills in applying mathematical concepts.

Homework from primary school level to universities by the educator is seen as part of math. Much time is needed in presenting the material, so little time that is used by students for practice. Therefore, one way to improve the knowledge, understanding, and ability to use math skills through Homework. Often students in Homework working only from other students cheat despite being given time to work at home, so that these students do not know what to do. Seeing this reality requires a step so that students know what. This requires an effective step, one way would be tested is referred to learning. cooperative learning cooperative is giving Homework teachers to students, then students work in groups and then presented to the teachers. Resulting in a strong cooperative learning.

B. PURPOSE OF RESEARCH

To determine the effectiveness of homework to cooperative learning methods in understanding the material linear equations. To determine student thinking about Mathematics

C. BENEFITS OF RESEARCH

For students (Ridwan) : Developing Skills Math, ability to cooperate and communication skills of student.
Researcher : Can be used as the basis for determining whether / whether or not to apply cooperative learning in teaching their students later. Can to know student thinking about Mathematics.

D. OBSERVATION & INTERWIEW

Observations conducted on Ridwan Maulana Gilang Student Class VII SMP N 1 Prambanan.

This Ridwan’s Profile:

Full Name : Ridwan Gilang Maulana

Nick Name : Ridwan

Addreas : Granting, Sapen, Manisrenggo, Klaten

School : SMP N 1 Prambanan (Class VIIB)

Parent’s Name : Teguh Purwanto

Hobbi : Football Playing

Observation is done by solving linear equations homework one variable given by Gilang math teacher. In this case the researchers not only act As with investigators, but he also acted as a friend Ridwan, so as if the researchers and Ridwan is a study group. This means that in learning to cooperative learning methods should be composed of different kinds of students with heterogeneous abilities. Therefore, when students are less familiar with the matter given the student can ask a friend who is smarter. In solving Ridwan must be willing to ask the researchers, as well as researchers. Researchers must ask Ridwan about the problem. If Ridwan can not solve the problem, then Ridwan researchers should ask that Ridwan to know about what is not known. In this case the interview process has occurred between the researcher with Ridwan. In the process of observation and research data collection in order to provoke Ridwan Ridwan would ask the researchers about what you do not know, so it will happen and the process of cooperative learning in problem-solving discussion material of one variable linear equations. When Ridwan enough to know and understand about what he did in solving the problem. Researchers then gave over to Ridwan with the same material. Then Ridwan told to do it hisself, but if Ridwan difficulties in question, can not do, so he could ask the researchers. After Ridwan completed and handed over to investigators. Researchers conducted interviews to Ridwan about what he has gained in cooperative learning teaching methods. Is Ridwan better understand the material in common? Or he does not understand?

E. RESULT OF OBSERVATION & INTERWIEW

Observation results showed that Ridwan not too happy with math, because he thinks that mathematics is a difficult subject, that subject is always associated with numbers. Ridwan also better able to understand the material linear equation if taught with cooperative learning methods. This is evident from the questions given researcher. Of the 10 questions given Ridwan 8 to finish with the right answers. Ridwan prefer cooperative learning methods. Because this method can Ridwan know about what he does not know when to ask the researcherThe following are excerpts of the interview

Q: What do you think about math?
R: Mathematics is a difficult lesson, miss.
Q: Why do you think of mathematics as a difficult subject?
R: Because the mathematics is always associated with a number Miss, but it is not mathematics teacher friendly, fiercely.
P: Keep your teacher taught her how?
R: teacher explained to the class, then after he finished explaining, he told us to do exercises.
P: Then you're good teachers, not stern.
Q: When you understand not explained?
R: Pretty understand. But I'm more pleased with this method. Method of time working on a single variable linear equations was fun. Make me a better understanding of this material.
P: That was called Cooperative Learning, so you can apply it tomorrow with my friends. You biased asked a friend who is smarter about what you do not know.
R: OK.
Q: After learning this, do you think about the math how?
R: Maths was if not too difficult to learn, quite enjoyable.
P: Yes menyenagkan mathematics, we will not have trouble, if we want to learn.
R: OK. Thank's Miss:
P: You are welcome

F. CONCLUTION

From the observation it can be concluded that students often think of mathematics as a frightening subject, subjects that are difficult to understand. They do not like the subject, because the teacher is less fun in teaching, the methods used or because the material is difficult. In this case showed that cooperative learning methods can enhance students' understanding of the material one variable linear equations. Students become more aware of the material one variable linear equations. So this method is very suitable to be applied in the learning process. Cooperative Learning method students become more able to ask and no longer embarrassed to ask, if they do not understand. More interaction between students of one with another student so that the process of understanding the material will be increased, compared with other methods. So as a prospective educators we must be able to create a pleasant learning atmosphere, learning atmosphere that can make students become more interested in mathematics. One was by the method of Cooperative Learning. With this method the students will understand more about the content / material of mathematics, so that their attitudes about mathematics to be changed. They would prefer to mathematics.

G. REFERENCE

http://supardimpd.blogspot.com/2009/05/meningkatkan-hasil-belajar-matematika.html

http://marsigitpsiko.blogspot.com/2008_12_01_archive.html

http://pbmmatmarsigit.blogspot.com/2008/12/reflection-on-teaching-of.html

THE POWER OF CATEGORY AND NETWORKING

A. ABSTRACT

In Kant's philosophy, a category is a pure concept of the understanding. A Kantian category is a characteristic of the appearance of any object in general, before it has been experienced. Every object or issue must be categorized into certain categories. Each of these categories will be formed to form a relationship. So that there can not be categorized as something unrelated. The relationship formed between a single category with other categories related to each other, unable to stand alone

B. INTRODUCTION

Category is a beginning, a foundation that will form a conclusion. A basic category is based on something. Category be the beginning of all things. Category theory has come to occupy a central position in contemporary mathematics and theoretical computer science, and is also applied to mathematical physics. Roughly, it is a general mathematical theory of structures and of systems of structures. As category theory is still evolving, its functions are correspondingly developing, expanding and multiplying. Most people have the wrong idea about networking. It's not something you turn on when you find yourself out of a job or anxiously looking for business. It doesn't require you to be pushy, to be a "schmoozer" or to have that ability to snap your finger, point at someone and say "hey.. let's do lunch!". And it is not about randomly showing up at events and asking strangers for the dream job. ncreasing number of categories formed so that the more people become connected between one with other human beings, although categorized into different things that are separated according to the life and needs, but they all must have mutual networking, it's impossible to live alone.

C. THE POWER OF CATEGORY

The word comes from the Greek κατηγορία, katēgoria, meaning "that which can be said, predicated, or publicly declared and asserted, about something." A category is an attribute, property, quality, or characteristic that can be predicated of a thing. "…I remark concerning the categories…that their logical employment consists in their use as predicates of objects. ^]Kant called them "ontological predicates."Kant had claimed the table of categories is:

1. Quantity : Unity , Plurality , Totality

2. Quality : Reality , Negation , Limitation

3. Relation: Inherence and Subsistence (substance and accident), Causality and Dependence (cause and effect), Community (reciprocity)

4. Modality : Possibility, Existence, Necessity

Aristoteles had claimed that the following ten predicates or categories could be asserted of anything in general: substance, quantity, quality, relation, action, affection (passivity), place, time (date), position, and state.

The categories were believed to be an enumeration of all things capable off being named, an enumeration by the summa genera. The most extensive classes into which things could be distributed, which, therefore, were so many highest Predicates, one or other of which was supposed capable of being affirmed with truth of every nameable thing what so ever. These are supposed to be the qualities or attributes that can be affirmed of each and every thing in experience. Any particular object that exists in thought must have been able to have the Categories attributed to it as possible predicates because the Categories are the properties, qualities, or characteristics of any possible object in general. The Categories of Aristotle and Kant are the general properties that belong to all things without expressing the peculiar nature of any particular thing. Kant appreciated Aristotle's effort, but said that his table was imperfect because " … as he had no guiding principle, he merely picked them up as they occurred to him..."

The Categories do not provide knowledge of individual, particular objects. Any object, however, must have Categories as its characteristics if it is to be an object of experience. It is presupposed or assumed that anything that is a specific object must possess Categories as its properties because Categories are predicates of an object in general. An object in general does not have all of the Categories as predicates at one time. For example, a general object cannot have the qualitative Categories of reality and negation at the same time. Similarly, an object in general cannot have both unity and plurality as quantitative predicates at once. The Categories of Modality exclude each other. Therefore, a general object cannot simultaneously have the Categories of possibility/impossibility and existence/non–existence as qualities.

Since the Categories are a list of that which can be said of every object, they are related only to human language. In making a verbal statement about an object, a speaker makes a judgment. A general object, that is, every object, has attributes that are contained in Kant's list of Categories. In a judgment, or verbal statement, the Categories are the predicates that can be asserted of every object and all objects.

THE PHENOMENA OF MATHEMATIC EDUCATION IS ONE OF CATEGORY:

1. Katagiri, S (2004) mathematical thinking consist of 3 category, mathematical attitudes, mathematical thinking related to mathematical methods, and mathematical thinking related to mathematical contents. Mathemetical attitude is a power of mathematical method dan mathematical content.

2. According to Hans Freudental mathematics is human activity (human activities) and must be linked to reality. Thus, when students learn mathematics activities will occur within her matematikai process. There are two kinds of matematisasi, namely: (1) mathematics horizontal and (2) mathematics vertical. Mathematics horizontal proceeds from the real world into mathematical symbols. The process occurs in students when he was confronted with the problems that life / real situations. While vertical matematisasi is a process that occurs in the mathematical system itself; for example: the discovery of about menyelesaiakn strategy, linking the relationship between mathematical concepts or to apply the formula / formulas findings. So the category is something very important and powerful. Highly functional categories of defining something, make memisahan that will become a reference that is easy to understand.

D. THE POWER OF NETWORKING

The more category you know, the more category you can influence, either positively or negatively. People who work at developing strong clusters of networks across a broad cross-section of interests, age groups, demographics and cultures can often wield enormous positive or negative influence. These people are often referred to as master networkers and spheres of influence.

One of the challenges in our time-poor society is that many of us can’t be bothered investing the time required to work at and create new networks. It is so much easier and a great time saver to stick to the networks that we know and feel comfortable with. Our comfort zone becomes very safe and non-threatening. However, it is also very limiting and the potential for influencing large numbers is almost nonexistent – unless our smaller networkers are themselves filled with key spheres of influence who can network on our behalf.

One definition of people who are spheres of influence is ‘someone who knows a little bit about a lot of things and a lot about one or two areas’. They often specialise in one area, while having a good general knowledge of many areas. They are very good at keeping in touch with their networks, they remember what is ‘special’ and unique about individuals, and they are generally extremely good communicators.

Category that we already know then we will know what the networking was formed more powerful networks formed by any existing categories. Now we URLs category as people in the world. So many people, we are humans we are able to recognize that consists of various categories we are not easily form a network. In math, too. Every thing that appears certain they will together form a networking. We spell out a problem not only on a single formula focus, perhaps the formulas we've got, will we apply to solving the problem. Setipa branch of mathematics would be forming a networking. Calculus was not able to stand without algebra. Geometry was not able to stand without algebra. In the calculus is related to geometry. So every thing in the world would be possible to form a networking.

E. RELATIONSHIP BETWEEN CATEGORY AND NETWORKING

Relationship Between Category And Networking is all the categories that have been formed or separated with a different purpose, would form an interconnected network. Or there is a stand-alone category must have some time this category will form a networking

F. CONCLUTION

Category and networking are two things that can not be separated. Each category appears no doubt they will relate to form a networking. The networking will not be formed without a category. Categories can not be stand alone, this category would require the networking to indicate its existence. Although the categories have different names but after forming the networking must have only one name

G. REFERENCE

http://en.wikipedia.org/wiki/Category_(Kant)

http://pbmmatmarsigit.blogspot.com/2008/12/reflection-on-teaching-of.html

http://www.crme.kku.ac.th/APEC/PDF%202007/Madihah%20Khalid.pdf

http://marsigitpsiko.blogspot.com/2008_12_01_archive.html

http://www.yourbrandplan.com/forum/networking-connecting/262-power-networking-shy-networker.html

http://www.aim.com.au/publications/bkchapters/influence_ch5.html

http://portal.citysoup.ca/NR/exeres/BB5D2FA0-6A94-4B7E-B9DD-27A89ADDC0C0.htm

To Uncover Phenomena

Humans must have experienced something every day. Events in can be fun or maybe not fun. But basically any event that we reach will have their own meaning. Extraordinary events that could cause trauma to us. For example I had never experienced a motorcycle accident, after that I afraid was'nt riding a motorcycle. This is what we call the trauma, but the trauma it should be removed because if we live in the trauma, we feel afraid to try. But after some time we reach the trauma that would be lost, if the injury is not too much pressure on us.

Trauma is the result, and the result is always supposes a cause. Trauma can occur, because caused by one or several factors that accumulate each other. Furthermore, trauma in itself may cause further trauma, and that is, because of the trauma might have been other traumas.

Behind the events that we've been through there must be wisdom in it, God could not give a trial or happiness without any purpose. Wisdom that we have will make us be more thankful to God. Wisdom that we can certainly be mature us, make us become better human beings.

So should we have to be grateful for everything we get. Do not be afraid of the bad things we have achieved. But keep the spirit in the face of this life, because every event that we get is the best for us.