Psychology is a study about soul phenomena. A trip to the other country will open and recognize multicultural psychological aspects; in this case, the purpose of the trip is developing mathematics education. So more specific it will open multicultural psychological aspects of mathematics education.
This trip is Mr Marsigit trip to attend international seminar in Ubon, Thailand. He is specialist researcher that became speaker from Indonesia. This trip started from Yogyakarta and arrived in Jakarta, then continued to Bangkok. The next day, he continued the trip to Ubon. There are many activities that must be followed by him. The first is following seminar by invited speaker. Total person of invited seminar is eight people. Each person have 1 ½ our to present the paper. It was done in one day.
The next day, he presented the paper with the title “Teachers’ Simulation on Developing Problem Solving-Based Mathematics Textbook in Vocational Senior High School Mathematics Teaching in Indonesia”. It explained about the important textbook approach problem solving in teaching learning process, so the student more understand about concept. It would be better if the teacher to be author of the textbook, but teacher must have skill and experience to create the textbook approach problem solving. Before he explained the paper, he made introduction to introduce him self and explained condition of his country, Indonesia. It had purpose more clearly about what would explain. He explained his paper for one our. There not only him that presented the paper but also there were 14 people, so the total was 15 speakers in second day in seminar.
In Ubon, Mr Marsigit also became observer and commentator in open class activity in seminar symposium. There were four classes in open class activity. They are class 1, 3, 5, 6. Each class there was four observers. That observation was done formally. Activity in class one was interesting. Students must count the number of dragonfly in the picture. In the picture there were 13 dragonflies. But student used many ways to count the number of dragonfly. A student made mark by pen in every dragonfly that has counted. Other student just counted by the finger, and there were many way used by students. After students counted the number of dragonfly, they must explain how to count it in front of class. A student forward and explain the way counted it. She explained by her language as like children generally.
After some students explained their way in front of class a teacher gave tool as model to students for count the number of dragonfly. It had purpose to count easier. Then a student forward and explain her way to count it using the model. But, there was many student didn’t understand and difficult to use it. Actually the model is very simple. In first education / primary school, students should allow find the way to solve the problem, so that they will develop to be creative and brave people. They didn’t lock in one way to solve mathematics problems but more critic and creative to solve problems, because they understand mathematics contextually.
Mr. Marsigit not only become observer but also become commentator in presentation activity by invited speakers. Invited speaker from Russian explained about how the process of probability theory in Junior High School. People from Thailand explained about Modeling Problem Solving. From Japan, there was Sisumi Simitsu as invited speaker. He explained about mathematics learning. In the slide of his presentation was written “In principle, math activity carry out as problem solving”. So, if we talk about mathematics in all countries in the world, all will say that mathematics is never liberated by problem solving activity.
From explanation of Mr. Simitsu, there were sequences to starting the problem solving activity. They were generating wonder and questions, formulating problems by formulating them, understanding the problems, planning, implementing, and reflecting on solution processes.
First to start the problem solving we must appear curiosity of our self, then make question about the problem in mathematics. Second, we can formulate problems from other problems in mathematics. Third, we must understand about the problems that will solve. It is important, because we cannot solve the problem rightly if there is misunderstanding in hermeneutic of problems. Fourth is planning, it is phase what will we do to solve the problems. Fifth is implementing. It means that after we made planning, then we can implement it to make real the planning. Actually it is the real phase to solve the problem. The last is reflecting in solution process. It means that we make reflection in all phases of problem solving activity. It has purpose to look what we have done and what we have obtained.
Inspiring words have given by him in slide presentation. Those words say: “More important, end of a problem solving must be start for next challenge.” It make us aware about mathematics is great science that will never end in every problems, because mathematics is problem solving activity. A problem solving will start the next challenges.
In mathematics education we will never liberate from problem. There are three big problems in mathematics education. They are 1). Challenge of integrating student’s perspective into teaching practices 2). The gap between theories and practices 3). The lock of learning theories on teacher and education.
From tree big problems above we must try to minimize the problems and solve the problems. We know that each student has perspective about mathematics, but they cannot apply it in they daily life because they just understand math in abstract. So teacher should aim at practices to get students more understood and can apply in daily life. Teacher can use model and media to integrating student’s perspective into teaching practices.
In education, sometimes we find the gap between theories and practices. As teacher we must try to bring nearer between them. The way to bring nearer is teacher use any method to teach mathematics and do practices after theories. In this case students must more active and teacher is facilitator.
Learning theories is always given by teacher. But if it given in lock learning theories, mathematics education cannot develop. Teacher should teach students approach to lesson study, where student center and student find knowledge by experiences. Discussion and investigation is used.
Overall, speakers agree that mathematics education is better if it used lesson study approach. It is showed by teacher not only explain in class but also go directly to field. In lesson study, students find the experiences that think in them self. We will create the best students,if they can think and find their experience by them self.
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