Sabtu, 31 Desember 2011

Solve for mathematics


When the volcano erupted in 2011 issued a hot cloud reaches 300km/hour speed, distancefrom the top of the mountain farm fields as far as 10 miles, the fields owned by residentspertanan around 1000 hectares of mountain slopes pants. If the hot clouds only up tokilometers to 20, what percentage of the charred fields due to hot clouds and how many hours of hot clouds can scorch the field? (If pyroclastic flows in all directions and fields in the form of a square)
Given:
Hot cloud velocity = 300 km / h
Field distance from the top of the mountain is 10 km
Area of ​​field = 10,000 ha = 100.000.000 m2
Hot clouds up to 20 km
Question:
What percentage of the charred fields due to hot clouds?
how many hours can be scorching hot cloud fields?
Answer:
Width fields:
√ 100 million = 10,000 m
The amount of the forfeited lands:
20-10 = 10km
Percent of land forfeited: (10/10.000) * 100% = 0.01%
Heat can scorch time cloud fields:
Time = 200/300 = 2 / 3 = 0.67 hours = 40 minutes = 2400 seconds

Selasa, 27 Desember 2011

PEDOMAN KHUSUS PENGEMBANGAN SILABUS MATEMATIKA BERBASIS KOMPETENSI SISWA SEKOLAH MENENGAH UMUM(SMU)/MADRASAH ALIYAH NEGERI (MAN)


PEDOMAN KHUSUS
PENGEMBANGAN SILABUS MATEMATIKA BERBASIS KOMPETENSI
SISWA SEKOLAH MENENGAH UMUM(SMU)/MADRASAH ALIYAH
NEGERI (MAN)
Oleh : Marsigit, FMIPA Universitas Negeri Yogyakarta
Disampaikan pada Pelatihan Guru MAN Se Indonesia di Yogyakarta, 
8-15 September 2003
Concluding remark by:
Tinuk Suparyatun
Matematika Swadana 2010/10305144028
In the syllabus, teachers must include source material
used as reference by using the rules of writing in accordance with
applicable regulations. References used should be in harmony with
implementation of competency-based curriculum and learning with
approach.
SP components include: Identity Subjects, Basic Capabilities, meteri Learning, Learning Strategies, Learning Media, assessment, and Source Material.
Experiences and learning activities is an activity that needs to be done
students in order to achieve basic skills and learning materials.
Judging from the competencies to be achieved, the experience can learn to memorize,
use, and find; viewed from the side of the experience of learning materials
can be blessings in obtaining facts, concepts, principles, etc..

Pembelajaran Matematika Berbantuan Kalkulator: Studi Kasus Penggunaan Kalkulator Texas Instrument TI 89 pada PBM Matematika di SMK MUHAMMADIYAH IV YOGYAKARTA


Pembelajaran Matematika Berbantuan Kalkulator:
Studi Kasus Penggunaan Kalkulator Texas Instrument TI
89 pada PBM Matematika di SMK MUHAMMADIYAH
IV YOGYAKARTA
Disampaikan Pada Seminar Nasional
“National Seminar on Science and Mathematics Education: The Role of
IT/ICT in Supporting the Implementation of Competent-Based Curriculum”
di Universitas Pendidikan Indonesia, Bandung
25 Agustus 2003
Oleh :
Drs. Marsigit MA
(Dosen pada Jurusan Pendidikan Matematika, FMIPA, Universitas Negeri Yogyakarta) dan Retno Siswanto SPd
(Guru Matematika pada SMK Muhammadiyah IV Yogyakarta)
Concluding remark by:
Tinuk Suparyatun(Matematika Swadana 2010/10305144028)
The constraints experienced by students in using the graphing calculator, among others,difficulties in paraphrase sentences in the language of mathematics into the calculator andin expressing any view into the calculator display mathematical sentence. The learning process that occurs because of the interaction between a person and their environment.One sign that the person has learned is the presence of behavioral changes in this personthat may be caused by changes in the level of knowledge, skills, and sikapnya.Sementaracalculator can be viewed as an aid in learning.
Of the five processes, namely at the stages that exist in the paper, can mean that studentswill
experiencing the process in a row. This means that the process
is an inductive process

“LANDASAN PENGEMBANGAN DESAIN PEMBELAJARAN MATEMATIKA DI SEKOLAH LANJUTAN”


“LANDASAN PENGEMBANGAN DESAIN PEMBELAJARAN MATEMATIKA DI SEKOLAH LANJUTAN”
Disampaikan pada
Penataran Guru Guru Matematika MAN/S se DIY
di PPPG Matematika Yogyakarta Selasa, 12 Juli 2005
Oleh :
Drs. Marsigit MA
Jurusan Pendidikan Matematika FMIPA UNY
Conclussion by: Tinuk Suparyatun(10305144028)
Reconciling subjective and objective mathematical knowledge through social interaction toobtain, test, represent new knowledge they have gained. Mathematics is also able tointroduce students in the calculation of daily and this is very interesting, although on the other hand, students still feel bored with the lesson. Teachers also need to teachcommunication through mathematics and fun so that students learn metematika notsaturated with these lessons.
appreciate the students' mother tongue in discussing mathematics. Because it encouragesstudents to be more like mengehtahui about the lesson.

Memanfaatkan Microsoft Word 2007 Sebagai Media Pembelajaran Geometri di SMP

Memanfaatkan Microsoft Word 2007
Sebagai Media Pembelajaran Geometri di SMP
Oleh :
Dr. Marsigit M.A.
Jurusan Pendidikan Matematika,
FMIPA Universitas Negeri Yogyakarta
Conclusion by:
Learning geometry in Microsoft Word 2007 to study the geometry in junior high school is very important. With a full menu of available icons is draw, shape, etc., can facilitatestudents to learn to get up and wake-up room flat in learning geometry.
By using Microsoft Word 2007, students can perform activities
problem solving or mathematical problem solving.