Report on Attending the 2017 APEC-Tsukuba and UNESCO (MGIEP) International Conference XI: Innovation on Mathematics Education through Lesson Study, Textbook Development for SDGs, STEM, and Energy by Cross-border Education February 9-12, 2017 At Tokyo Campus, University of Tsukuba, Japan.
The Centre for Research on International Cooperation in Educational Development (CRICED), University of Tsukuba, Japan, invited 2 participants from SEAMEO QITEP in Mathematics, Yogyakarta, Indonesia, to attend the APEC-Tsukuba International Conference XI. Those two participants were.
- Dr. Wahyudi (The Director of SEAMEO QITEP in Mathematics).
- Fadjar Shadiq, M.App.Sc (The Consultant of SEAMEO QITEP in Mathematics.)
The APEC-Tsukuba International Conference XI
Such as the previous Conference, this Conference includes keynote lectures, short presentations, discussions, open lesson, and workshops. The Conference was hosted by CRICED, University of Tsukuba under the APEC HRD 03-2015a. The Conference was also Co-hosted by Ministry of Education, Culture, Sports, Science and Technology (MEXT), Japan; Ministry of Education, Thailand; Khon Kaen University, Thailand; Mahatma Gandhi Institute of Education for Peace and Sustainable Development (UNESCO-MGIEP) and Southeast Asian Ministers of Education Organization (SEAMEO). This conference also supported by Mathematics Education Society, Japan.
The General Chair of this conference was Prof. Dr. Masami Isoda (APEC Project Overseer), while the APEC Project Co-Overseer was Ass. Prof. Dr. Maitree Inprasitha (Khon Kaen University Thailand). In addition, this international level conference was attended by prominent mathematics educators from Europe: Prof Dr. Carl Winsløw (Denmark) and Prof Dr. Ivan Rostislavovich Vysotskiy (Russia); from Canada (Professor Dr. David Wagner) from USA (Dr Patsy Wang Iverson and Dr. Colleen M. Eddy); from Korea (Prof. Dr. Hee-chan Lew) and from Chile (Prof Roberto Araya).
Rationale under the APEC Projects
APEC Lesson Study Projects (since 2006) proposed by Thailand and Japan have established APEC Lesson Study Network and held the meetings for project-planning in Tokyo every February and for reporting in Thailand every September, annually. The Project approved as APEC HRD 03-2015a on the topic of Energy Efficiency will be extended until the year 2017. Educational Ministerial Meeting (2016) on APEC HRD emphasized the importance of SDGs by UNESCO in terms of implementing in particular SDG 4 on education. In this context, in the year 2017, the conference will be focused on followings:
- Planning the development of the textbooks for Energy Efficiency by cross-border lesson study
- For the development of the textbooks, participants will learn about SDGs, STEM education, reform issues in education and lesson study addition to the year 2016 project meetings
In relation to these topics, the project meetings will provide the necessary opportunities to learn from the UNESCO-MGIEP and SEAMEO for APEC economies’ welfare. On this demands, the Tokyo meeting on February, 2017, is co-hosted by UNESCO (MGIEP) and set the back to back meeting with SEAMEO Secretariat.
Back to Back Meeting: SEAMEO-University of Tsukuba Symposium V SEAMEO Priority Areas and Collaborations
This Back to Back Meeting activity was hosted by University of Tsukuba and co-hosted by Southeast Asian Ministers of Education Organization (SEAMEO) and Ministry of Education, Culture, Sports, Science and Technology (MEXT), Japan
On the establishment of ASEAN community, SEAMEO proposed seven priority areas for ASEAN educational reform until the year 2035, and began several projects for the first 5 years of reform. Some of the participating institutions on APEC Lesson Study Projects adopted the experience of APEC project and contributed to the SEAMEO Projects. This symposium will be held as the back to back meeting on APEC-Tsukuba and UNESCO (MGIEP) International Conference. The participants will learn the educational reforms of ASEAN for contributing to the other international organizations such as UNESCO and APEC.
These are the Conclusions of both Activities
- Imagine the future of our nations, economies or countries. Our focus must be on our students and mathematics classes. It imply that the questions can be aroused are: What kinds of: (1) Mathematical knowledge, (2) Mathematical skills and (3) Mathematical attitudes are needed by our young generation to survive in the 21st Century and beyond? The next question was how to help Mathematics Teachers in our countries or in our economies?
- Lesson Study, Textbook Development for SDGs, STEM, Energy by Cross-border Education and the 7 SEAMEO Priority Areas can be used to innovate and boost Mathematics Educator in APEC economies to help Mathematics Teachers in helping their children to be independent, so that they able to find issues by their self, to make decisions independently and to act. So that each child or student can solve problems more skillfully, regardless of how society might change in the future.
These are the Recommendations
- The Indonesian Scientific Approach (MoEC, 2013), which consists of 5 steps: (1) Observing, (2) Questioning, (3) Reasoning, (4) Collecting data or experimenting and (5) Communicating can be supported by the Japanese Problem Solving Approach (PSA) which consists of 4 steps as: (1) Problem Posing, (2) Independent Solving, (3) Comparison and Discussion and (4) Summary and Integration. Based on our experience in SEAMEO QITEP in Mathematics, the first step of PSA, namely ‘Problem Posing’ was an important steps. The reason was, our students can be facilitated to implement the Scientific Approach that has been proposed by MoEC of Indonesia.
- In helping our students, SEAMEO Centers can implement ‘PSA’, so that the students can be facilitated to find issues by their self, to make decisions independently and to act. So that each child or student can solve problems more skillfully, regardless of how society might change in the future.
- In helping our mathematics teachers, SEAMEO Centers can implement ‘LS or Lesson Study’, so that each mathematics teachers can be facilitated to find issues by her/him self, to make decisions independently and to act. So that each mathematics teachers, can solve problems more skillfully, regardless of how the problems of mathematics teaching and learning might change in the future. Learn from the Japanese educators, the discussion should be based on the strengths/advantages that can be encouraged and also should be based on the weakness/disadvantages that can be diminished.
- The current issues and trends of SDGs, STEM, Energy by Cross-border Education and SEAMEO Priority Areas must be taken into account in facilitating our young generations. SEAMEO Center should provide ‘real example’ of ‘ideal’ Mathematics teaching process in Mathematics classes, such as Lesson Plan, Video, Open Lesson and Text-Books.
- The need of radical change on the nature of examination and on the pre-services system to ensure that every stakeholder can help learners to be independent in his future regardless of how society might change in the future.
- Based on the experience of Japanese experts in pioneering and developing the successful of ‘Problem Solving Approach’ and ‘Lesson Study’, it would be better if we work together with Japanese experts and educators in helping students and Mathematics Teachers. It is recommended that the relation between SEAMEO and CRICED, the University of Tsukuba can be tightened for our future need and our nation prosperity.
All of the PowerPoint Keynotes and Discussion. can be downloaded also from:
These were the PowerPoint Discussion from Fadjar Shadiq
These were the PowerPoint Keynotes and Discussion.
How Can SEAMEO QITEP in Mathematics Help Indonesian Mathematics Teachers to Help Their Students to be Independent Learners in the Case of Disaster Risk Reduction (DRR)?
This article has been published on SEAMEJ (Southeast Asian Mathematics Education Journal) 2016. The SEAMEJ Year 2016 is published by Southeast Asian Ministers of Education Organization (SEAMEO) Regional Centre for Quality Improvement of Teachers and Education Personnel (QITEP) in Mathematics, Yogyakarta, Indonesia. The SEAMEJ 2016 (pages 3 – 18) can be downloaded from:
Other editions of SEAMEJ can be downloaded from:
Naskah ini sudah dimuat di Majalah LIMAS (PPPPTK Matematika) Edisi Nomor 35, November 2016. Jika Anda berminat membacanya secara lengkap, klik pada kata berikut:
Jika Anda ingin memberi komentar dan saran, sudilah mengklik pada judul di atas, tunggu sebentar, lalu ketik pada tempat yang disediakan di bawahnya’.
Pada hari Jumat, 9 Desember 2016 pukul 14.00 siang, telah diadakan pertemuan antara Tim INOVASI yang terdiri atas:
- Prof. Fasli Jalal, Strategic Advisor INOVASI diwakili oleh Ibu Wita Krisanti, Wakil Direktur Program.
- Cici Tri Wanita, Education Officer INOVASI
- Maya Augustin, Program Assistant INOVASI
Saya termasuk tim SEAMEO QITEP in Mathematics;
Sedangkan topik bahasan/informasi yang ingin kami diskusikan adalah:
- Fokus dari program-program pelatihan guru di bidang Matematika yang telah dilaksanakan oleh SEAMEOQITEP in Mathematics dalam 5 tahun terakhir.
- Program-program pelatihan guru di bidang Matematika yang paling efektif yang berkontribusi pada peningkatan pengetahuan, keterampilan dan profesionalisme guru.
- Mekanisme implementasi program-program pelatihan guru.
- Narasumber utama untuk setiap fokus program pelatihan guru di bidang Matematika.
- Informasi tentang program-program pelatihan guru untuk Penilaian Formatif (formative assessment), termasuk mekanisme implementasi program pelatihan dan narasumber program pelatihan.
- Kemungkinan kerjasama di masa depan.
Berikut ini adalah power point paparan tim SEAMEO QITEP in Mathematics.
What Can We Learn from the Australian ELPSA, the Indonesian SA and the Japanese PSA? Experience of SEAMEO QITEP in Mathematics
SEAQiM conducted its International Symposium on Mathematics Education (ISMEI) during 1 to 3 November 2016. This forth symposium focused on a theme “Issues and Challenges in 21st Century Mathematics Education: Working towards Meaningful Teaching and Learning”. Realizing the importance of this biannual events, SEAQiM invited five mathematics experts as the keynote speakers. They were Associate Professor Allan White from the University of Western Sydney, Assistant Professor Maitree Inprasitha from the University of Khon Kaen, Professor Tom Lowrie of the University of Canberra, Professor Mohan Chinnappan from the University of South Australia, and Dr. Thien Lei Mee from SEAQiM’s sister Centre, SEAMEO RECSAM. The symposium was event more and more alive since it was attended by approximately 150 mathematics teachers, lecturers, students, and policy makers.
Fadjar Shadiq also participated on this occasion by presenting his paper. Please find his paper and also his power point.
Berikut ini adalah tulisan terbaru Pak Soleh. Pak Soleh, lengkapnya Drs. Moh Soleh, M.Ed., mantan Instruktur Nasional PKG (Pemantapan Kerja Guru) Matematika, region Jakarta mantan Pengawas di DKI Jakarta. Beliau mendapat gelar M.Ed dari University of Bristol (UK).
Saya pernah satu kamar dengan Pak Soleh waktu kita mengikuti diklat di University of Bristol. Berkait dengan acara TV beliau suka acara Drama sedang saya suka acara Olah Raga. Ketika hari Sabtu, beliau ingin acaranya drama sedangkan saya ingin acaranya Olah Raga, yaitu sepak bola, waktu itu yang ditayangkan liga Italia. Jadilah kita rebutan acara TV. Akhirnya didapat kesepakatan tidak tertulis, bahwa untuk acara Olah Raga, yaitu sepak bola liga Italia, kita melihat acara Olah Raga yang ditayangkan tersebut, selebihnya saya mengalah untuk melihat film drama.
Beliau juga produktif menulis tentang Islam dikaitkan dengan Matematika. Tulisan beliau enak dibaca dan perlu. Selamat menikmati.
Berikut ini adalah pengantar untuk tiga tulisan pertama:
- Pengembangan diri dengan kreatif: membuat alat permainan sendiri.
- Bersahabat dengan alam. Alam pun membalas dengan keberkahan.
- Pergaulan sosial yang tulus, tolong menolong, gotong royong.
- Potensi diri dikembangkan secara terpadu: Intelektual, emosi dan akhlak
- Kepatuhan kepada orang tua dan guru membawa berkah kepandaian
- Keterbatasan biaya, tidak menjadi penghalang untuk maju
- Bidang karir kita sudah diatur oleh Allah.
- Allah membukakan jalan, jika hambanya berusaha dan berdoa.
- Pertolongan Allah datang melalui orang-orang yang tak terduga
- Mensyukuri nikmat pekerjaan, bekerja dengan ikhlas, sungguh sungguh dan tawakkal, akan meningkatkan karir
- Prestasi kerja tetap diupayakan secara profesional, dan tidak perlu dikejar dengan cara-cara tak terpuji.
This video will give you a clear example of the Japanese Problem Solving Approach (PSA). Prof Masami Isoda sensei proposed PSA (Problem Solving Approach) which consists of four steps: (1) Problem Posing, (2) Independent Solving, (3) Comparison and Discussion and (4) Summary and Integration.
I do believe that if Indonesian mathematics teacher apply the PSA during the teaching and learning of mathematics then it can be said that the teacher apply the Scientific Approach proposed by MoEC of the Republic of Indonesia which consists of five steps: (1) observing, (2) questioning, (3) collecting data, (4) reasoning and (5) Communicating. Please observe this video and study it carefully, especially the relationship of PSA and SA.