From Traditional Teaching Into Progressive Teaching In Mathematics Education

Mathematics education has some problems in improving the quality of learners. To overcome these problems we can change traditional teaching into progressive teaching. There are few levels on teaching and learning, which are: 

1. Spiritual level, In this level there are factors which support this level that are : spiritual, future vision,  know about good or bad, and way of life. 
2. Normatif  level, In this level there are factors which support this level that are : low, decree, education system, and paradigm of education. 
3. Formal level, In this level there are factors which support this level that are : curriculum, syllabi. 
4. Material level, In this level there are factors which support this level that are : class, teacing content, student, book, building and student.

Traditional teaching and progressive teaching have large differences. In traditional teaching, teacher base on expository method with cycle : to explain, to give example, give problem, and give task classically.

In traditional teching Student controlled by teacher and teacher is teaching, It makes student passive and between teacher and students have a passive interaction.

In progressive teaching use variation method, can choose one or more method dynamically and flexible :  (1) Exposition Method, (2) Discussion Method, (3) Training Method and give task, (4) Invention Method, (5) Problem Solving Method, (6) Using props. In progressive teaching, teaching means develop,  construct their own knowledge.  Students don’t depend on teacher and teacher is facilitated. It makes students be an active learner and between teacher and students have an active interaction.

            In view of traditional teaching, it have different student, but the traditional teaching give same time, same mathematics, same facilities, same objects, and same result. It makes student can construct and develop their own knowledge. But in view of progressive teaching, it has different student, different time, different mathematics, different facilities, different objects, and different result. It makes student can construct, build, and develop their own knowledge.

According to Plowden Report (1976) in (Delamont, 1987, p. 48) from Dr. Marsigit, M.A, in “Pembelajaran Matematika Berdasarkan Kurikulum Berbasis Kompeensi di SMK” describe the characteristics of traditional teaching and  the caracteristics of progressive teaching as shown below:

	Characteritics of Traditional Teaching	Characteristics of Progressive Teaching
1.	Separated subject matter	Integrated subject matter
2.	Teacher as distributor of knowledge	Teacher as guide to educational experiences
3.	Passive pupil role	Active pupil role
4.	Pupils have no say in curriculum planning	Pupils participate in curriculum planning
5.	Accent on memory, practice and rote	Learning predominantly by discovery techniques
6.	External rewards used, for example, grades, i.e. extrinsic motivation	External rewards and punishments not necessary i.e. intrinsic motivation
7.	Teachers give highest priority to academic attainment	Teachers give high priority to social and emotional development
8.	Regular testing	Little testing
9.	Accent on competition	Accent on cooperative group work
10.	Little emphasis on creative expression	Accent on creative expression