This document discusses the role of key teachers in disseminating PMRI (Realistic Mathematics Education) in Indonesia. It describes key teachers as highly motivated teachers who support their colleagues by designing PMRI lessons, observing lessons, and co-teaching. It explains that the PMRI team in Banjarmasin mobilized key teachers to support schools and teachers through KKG forums. The document outlines three main PMRI activities in Banjarmasin: start-up workshops to familiarize teachers with PMRI, follow-up workshops to strengthen teacher knowledge, and a quality boost program focusing on improving classroom instruction through lesson design, teaching experiments, and reflection.

1. L/O/G/O
The Role of Key
Teachers in PMRI
dissemination
Sutarto Hadi, Maarten
Dolk, Ellen Zonneveld
A decade of PMRI
5
2
+
:

2. INTRODUCTION
The implementation of PMRI in Indonesia is
increasingly requiring the support of lecturers from
teacher education colleges. However, the capacity
of them is LIMITED.
An alternative way is needed to
support schools and teachers.
The PMRI team of Banjarmasin
has mobilized KEY TEACHERS.

3. Who are key teachers ?
Key teachers are highly motivated teachers
who are role models in their school.
Why are key teachers needed ?
Key teachers support their colleagues in
designing PMRI lessons, observe lessons,
give feedback, and also co-teach with their
colleagues in KKG forum.

4. What is KKG?
KKG is a forum for teachers from a “cluster
of school” (six to eight primary schools).
Why is KKG chosen ?
It is currently seen as a tool for primary
school teachers’ professional development.

5. Key teacher and KKG ???
Key teachers
can be a vital
link between
the school and
PMRI.
Improving KKGs
Banjarmasin
means
improving
professionalism
.
Key teachers
started to
give
important
role in the
KKGs
They can
support their
colleagues in
implementing
PMRI.

6. PMRI ACTIVITIES IN
BANJARMASIN
PMRI dissemination in
Banjarmasin is
conducted under the
support of the local
P4MRI center at
Lambung Mangkurat
University (UNLAM)

7. Three Main Activities
A Start-up
Workshop
Follow-up
Workshop
A quality
Boost
Program

8. PMRI START-UP WORKSHOP
In 2007, teachers and principals from 14
schools in Banjarmasin invited to attend the
socialization workshop. In which to
familiarize with PMRI.

9. PMRI START-UP WORKSHOP
More practical than theoretical
School visit before workshop
Observing lesson in a real setting
Preparing lesson,
Participants working in
groups at the workshop
Team teaching after workshop

10. PMRI FOLLOW-UP
WORKSHOP
The main idea is teachers working with
teachers.
It is aimed to strengthen the teachers’
knowledge on PMRI

11. School visit before Trying out lesson workshop
Teachers play an active
role during workshop
Outdoor lesson, as an
example of PMRI teaching
Ready for implementation

12. After the follow-up workshop
A cluster of schools from the Central Banjarmasin sub-
district conducted a socialization workshop to implement
the idea of lesson studies in their KKG.
Insertion Lesson Study in KKG
Goals :
1. Put theory into practice, show teachers PMRI lesson is
not odd
2. Enhance skill on PMRI teaching
3. Developing best practice on PMRI teaching.
4. School cluster meeting, open lesson, reflection.

13. THE QUALITY BOOST
PROGRAM
In total there were 22 participants. Ten lecturers and
prospective student teachers also participated.
The program had a cyclical design and consisted of three
main steps :
The lesson design (plan) > teaching experiment (do), and
reflection (see)
The focus was on improving classroom instruction by
monitoring the students (designing a good PMRI lesson)

14. In Retrospection
A Start-up
Workshop
A quality
Boost
Program
Key teacher became the
agents of change in the
schools.
Follow-up
Workshop

15. L/O/G/O
Thank You!
Reference :
Sembiring Robert,Hoogland Kees, Dolk
Maarten.2010. A decade of PMRI In
Indonesia.Belanda APS
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For further information, please contact the source cited
above