For submission by this Saturday afternoon

Topik 1: Teaching and Schooling

Predominantly, teachers in Indonesia teach mathematics in transmissive ways. Teachers often stand up at the front, writing examples and exercises in the boards, and students take notes or doing repeated exercises in their note books. Classroom usually has at least 40 children. Teachers usually provide a test after finishing each mathematical topic (Pokok Bahasan), also give a big test at the end of semester. All students’ grades will determine whether the students can pass to the next level. Some students, if they cannot pass the test or having very low performances, they have to stay at the same class level in the next year teaching. At the end of each school level (elementary schools or Year 1-VI; junior high schools or Year VII – IX; and senior high schools: X-XII), students have national exams in which determine whether they can pass to the next level of school. As a result of the importance of the test, many mathematics teachers orients their teaching to prepare their students to success in mathematical test, even some teachers offered additional courses after school to groups of students for practising mathematical test and students paid this to the teachers.

Computers & Internet at school
The availability of the computers is varied from school to school. Some schools have no computer at all, some school have one computer at school and this is often for administrative only, and some others have a computer lab. The Internet connections are also varied. Some have access to the Internet and other not.

Teachers and Internet:
For a teacher wishing to connect to the Internet, this is a difficult task. In the city regions, people can access Internet through Internet café. However, logging on to the internet is expensive.
For schools in provinces, Internet access is not readily available. However, recently the government funded the building of education ICT centres at various locations, situated next to to the existing towers. They also provide training for teachers and this enables teachers to access to the Internet. This access is free.
[I might need to direct my writing into 2 topics: teacher discussion and ICT curriculum]
On a recent visit (2007) to an education centre, I accessed the Internet. Explain difficulties, such as: slow, quick at some websites, chat rooms accessed, resources e.g. Indonesian

ICT Curriculum
à it was introduced in 2004
à taught without computer access
à how it is taught
à how students accessed
à student and teacher familiarity with computer but no part of national test.

Case Study of 2 teachers


Students accessing the Internet.