Situsnya Guru Matematika

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.

  1. Dr. Wahyudi (The Director of SEAMEO QITEP in Mathematics).
  2. 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 

  1. 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?
  2. 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

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

http://www.criced.tsukuba.ac.jp/math/apec/ or


These were the PowerPoint Discussion from Fadjar Shadiq


These were the PowerPoint Keynotes and Discussion.

maitree keynote

mochizuki keynote

musafir keynote

seameo keynote ethel pdf

carl keynote


apec keynote eddy

wongtrangan keynote

seameo kamal keynote

seameo keynote wahyudi

seameo keynote triyanta

seameo keynote quan

ivan discussion

ulep discussion

jahanandnur presentation

nurjahan lesson plan

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