Yaya S.

Kusumah

Bandar Lampung, 13 Agustus 2018

Global Awareness
Financial Literacy
21st Century
Environmental Literacy
Competency
Civic Literacy

Learning Skills and Innovation

Information and Communication Technology
Life Skills and Career
Critical and Creative Thinking Skills
Communication Skills
 The Impact of High Expectation of Curriculum

Selecting materials on math The application

of ICT as media
The structure of knowledge
in Teaching
The depth of materials Math
The characteristics of materials
Their application in real world Innovation in
Teaching Math
Selecting a few methods and approaches
Optimizing student motivation; enhance student self-
regulated learning; enhance the process of students’
learning effectively; and counterbalance (keep up) the
speed of science and technology development
 Innovation of Teaching

To be involved in study of To implement

the content of subject professional knowledge
matters
To encourage students
Strive to integrate theory to be a good problem
into practice solver
To know the knowledge of To create the climate of
students’ understanding discussion and
and their way of thinking students’ activity
To strengthen self To foster students to
competency learning by doing
 Learning by Doing

Exploring concepts Providing conceptual

arguments
Constructing general-
ization Verifying results
Constructing conjectures Reducing an emphasis
Examining all possible on a mechanistic
procedures and answers answer- finding
 Teaching Competency

In teaching activities, teachers need to have:

A sound knowledge of subject matters

Understanding on school subject matters
Variety of teaching and learning strategies
Understanding of Individual Differences
 Using Strategies in Teaching

Fostering Strategies
Strengthening Students’ Understanding
Utilizing Information and Communication Technology
Strengthening Students’ Reasoning
Applying Problem Solving Approach
Applying Problem Posing Approach
Extensifying Teaching Practices
 Cara untuk sampai pada suatu konsep
Pendekatan
Pendekatan Merupakan otonomi (kewenangan) guru
Pendekatan

Berperan penting dalam pembelajaran

matematika

Berbeda dengan strategi/metode/model

 Kemampuan Berpikir Logis

Kemampuan Berpikir Kreatif

Persiapan
Apa yang
Diperlukan? Kemampuan Berpikir Kritis

Kemampuan Komunikasi
THINKING SKILLS IN MATHEMATICS

Mathematical Understanding
Mathematical Reasoning
Mathematical Connection
Mathematical Problem Solving
Mathematical Problem Posing
Mathematical Representation
Mathematical Communication
Critical Thinking
Creative Thinking
Motivations Physical Maturity
Interests Emotional Maturity
Attitudes Social Maturity
Appreciations Self Disciplines
Talents Reading Skills
Creativities Writing Skills
Retention Span
Students’
Learning habits
achievements and
Attentions performance
 Kemampuan Matematis
1. Menyelenggarakan pendidikan dengan membina dan
mengembangkan disiplin ilmu pendidikan dan pendidikan
Pemecahan
disiplin ilmu, serta disiplin Berpikir
ilmu agama,
Masalah ilmu sosial, ilmu
alam, Komunikasi
ilmu formal, dan Kritis proporsional
ilmu terapan secara
Matematis
Matematis disiplin ilmu pendidikan
untuk memperkuat Matematis
dan pendidikan
disiplin ilmu; Berpikr
Penalaran
1. Menyelenggarakan pendidikan dengan membina Kreatif
dan
Matematis Matematis
mengembangkan disiplin ilmu pendidikan dan pendidikan
disiplin ilmu, serta disiplin ilmu agama, ilmu sosial, ilmu
alam, ilmu formal, dan ilmu terapan secara proporsional
untuk memperkuat disiplin
Pemahaman ilmu pendidikan dan pendidikan
Kemampuan Berpikir Logis
Matematis
disiplin ilmu; Matematis Matematis
Ranah Kognitif (Taksonomi Bloom – Revisi)
1. Students’ willingness to attend to a particular phenomena or
stimuli, concerned with getting, holdin, and directing the
students’ attention. From the simple awareness that a thing
exist to selective attention . Analisis Evaluasi
Penerapan

1. Pemahaman
Refers to active participatio. Attend and react to a particular
reacts to a particular phenomena/Menyelenggarakan Kreasi
pendidikan dengan membina dan mengembangkan disiplin
ilmu pendidikan dan pendidikan disiplin ilmu, serta disiplin
Domain
ilmu
Ingatan agama, ilmu sosial, ilmu alam, ilmu formal, dan ilmu
Kognitif
terapan secara proporsional untuk memperkuat disiplin ilmu
pendidikan dan pendidikan disiplin ilmu;
 Ranah Afektif
1. Students’ willingness to attend to a particular phenomena or
stimuli, concerned with getting, holdin, and directing the
students’ attention. From the simple awareness that a thing
exist to selective attention .Organization Charaterization
by a Value or
Valuing Value Complex

1. Responding
Refers to active participatio. Attend and react to a particular
reacts to a particular phenomena/Menyelenggarakan
pendidikan dengan membina dan mengembangkan disiplin
ilmu pendidikan dan pendidikan disiplin ilmu, serta disiplin
Affective
ilmu
Receivingagama, ilmu sosial, ilmu alam, ilmu formal, dan ilmu
Domain
terapan secara proporsional untuk memperkuat disiplin ilmu
pendidikan dan pendidikan disiplin ilmu;
 Ranah Afektif
1. Receiving: Willingness to attend to a particular phenomena or
stimuli. Learning Outcomes (LO): From the simple awareness
that a thing exist to selective attention . EX: Listen attentively.

2. Responding: Refers to active participation. Attend and react to

a particular phenomenain some way. Learning outcomes:
acquiescence in responding, willingess to respond, satisfaction in
responding. Highest level: interests. EX: Shows interests

3. Valuing: Refers to active participation. Attend and react to a

particular phenomena in some way. LO: acquiescence in
responding, willingess to respond, satisfaction in responding.
Highest level: interests. IO: attitudes and appreciation. EX:
appreciates the role of math in everyday life.
 Ranah Afektif
4. Organization: bringing together different values, resolving
conflicts between them, beginning the building of an internally
consistent value system. Emphasis: comparing, relating, and
synthesizing values. LO: conceptualization of a value. EX:
understand and accepts own strengths and limitations. IO:
development of a philosiphy of life.

5. Characterization by a Value or Value Complex: having a

value system that has controlled his behavior for a sufficiently
long time for him to have developed a characteristic life style. The
behavior: pervasive, consistent, predictable. LO: typical behavior.
IO: students’ general pettern of adjustment (persona, social,
emotional)
 Ranah Psikomotor
1. Students’ willingness to attend to a particular phenomena or
stimuli, concerned with getting, holdin, and directing the
students’ attention. From the simple awareness that a thing
Complex Overt
exist to selective attention . Mechanism
Guided Response
Response

Set
Adaptation

Psychomotor
Perception Domain Origination
 Ranah Psikomotor
1. Perception: the use of the sense organs to obtain cues that
guide motor activity. From sensory stimulation (awareness of
stimulus), cue selection (selecting task-relevant cues), translation
(relating cue perception to action in performance). Ex.: Relates
music to a particular dance step.

2. Set: Readiness (mental and physical) to take a particular of

action. Ex: Demonstares proper bodily stance for batting a ball.

3. Guided Response: (early stages in learning a complex

skills). Imitation and trial and error.
 Ranah Psikomotor
4. Mechanism: performance acts where the learned responses
have become habitual and the movements can be performed with
some confidence and proficiency. Ex.: Operates a slide projector;
demosntrates a simple dance step.

5. Complex Overt Response: skillful performance of motor

acts, involve complex movement patterns. Ex. Demonstrates
correct for in swimming; demonstrates skill in driving an
automobile.
Six standards in Professional Development
Standards for the Professional Development of Teachers of
Mathematics (NCTM, 1991):
There are at least 6 standards in professional development for
mathematics teachers, which focus on what a teacher needs to
know about mathematics, school school mathematics, and
pedagogy for mathematics, in order to be able to carry out the
vision of teaching:
a. Modeling good mathematics teaching.
b. Knowing mathematics and school mathematics.
c. Knowing students as learners of mathematics.
d. Knowing mathematical pedagogy.
e. Developing as a teacher of mathematics.
f. Teachers’ roles in professional development.
Attending Further study
Conducting Self study
Attending workshops, Seminars, Conferences
Being involved in Curriculum Analyses
Being involved in Curriculum Implementation
Conducting Classroom Action Research
 Beberapa Pendekatan Pembelajaran Matematika

Pengajuan Masalah (Problem Posing)

Pembelajaran Berbasis Masalah
(Problem-Based Learning)
Metakognitif
Pendekatan
Pendekatan
Pendekatan Induktif
Pendekatan
Deduktif

Kontekstual (CTL)

Pendidikan Matematika Realistik

Open Ended
 Kemampuan Matematis
1. Menyelenggarakan pendidikan dengan membina dan
mengembangkan disiplin ilmu pendidikan dan pendidikan
Pemecahan
disiplin ilmu, serta disiplin ilmu agama,
Masalah ilmu sosial, ilmu
Berpikir
Komunikasi
alam, ilmu formal, dan ilmu terapan secara
Kritis proporsional
Matematis
Matematis disiplin ilmu pendidikan
untuk memperkuat Matematis
dan pendidikan
disiplin ilmu;
Berpikr
Penalaran
1. Menyelenggarakan pendidikan dengan membina Kreatifdan
Matematis
mengembangkan disiplin ilmu pendidikan dan Matematis
pendidikan
disiplin ilmu, serta disiplin ilmu agama, ilmu sosial, ilmu
alam, ilmu formal, dan ilmu terapan secara proporsional
untuk memperkuat disiplin
Pemahaman ilmu pendidikan dan pendidikan
Kemampuan Berpikir Logis
Matematis
disiplin ilmu; Matematis Matematis
 Sekilas Perkembangan Pendekatan Open- Ended

Pendekatan open ended pada awalnya dikembangkan

di Jepang di tahun 70an.

Dalam perkembangan pembelajaran yang dimunculkan

Shimada (1977), telah dikembangkan masalah-
masalah terbuka (open ended) atau masalah tak
lengkap (incomplete problem).

Masalah-masalah open ended memiliki banyak jawaban

yang benar, dan juga mengandung banyak cara atau
pendekatan.
Pemberian
masalah terbuka
meningkatkan
keaktifan dan
kemampuan
berpikir kreatif
matematis
 Perbandingan antara Pendekatan Open-ended
dan Frontal Teaching

Pendekatan open-ended berawal dari kerja

penelitian Shigeru Shimada, Toshio Sawada, Yoshiko
Yashimoto, dan Kenichi Shibuya (Nohda, 2000).

Pendekatan ini merupakan jawaban atas

permasalahan pendidikan matematika sekolah dasar
yang aktivitasnya kerapkali bersifat “frontal
teaching”, yang menjelaskan konsep baru di depan
kelas kepada para siswa, dan dilanjutkan dengan
pemberian contoh penyelesaian beberapa soal.
Shimada: Ide munculnya pendekatan open-ended
berawal dari pandangan bagaimana
mengevaluasi kemampuan siswa secara
objektif dalam berfikir.
Nohda (2000) mengasumsikan tiga prinsip
pada pembelajaran dengan pendekatan open-
ended:
Pendekatan open-ended
1. berkaitan dengan otonomi kegiatan siswa;
2. berkaitan dengan hakekat terpadu
pengetahuan matematika;
3. berkaitan dengan pengambilan keputusan
yang dilakukan guru di dalam kelas.
Pengembangan Bahan Ajar dan
Implementasinya di depan Kelas
 1. Prosesnya beragam
Keterbukaan
dalam
Pendekatan 2. Hasil akhirnya beragam
Open-Ended
3. Pengembangannya beragam
 Contoh Masalah Open-Ended

Topik: Bilangan genap

Pertanyaan biasa:
Manakah yang merupakan bilangan genap, 3254 atau 3425?
(Jawaban: 3524).

Pertanyaan open ended:

Buatlah sebuah bilangan genap yang terdiri atas 4 digit
dengan menggunakan digit-digit: 2, 3, 4, dan 5. Jelaskan
mengapa bilangan tersebut genap?
 Contoh Masalah Open-Ended

Topik: Barisan bilangan

Pertanyaan baku:
Tentukan 3 bilangan berikutnya dari barisan
bilangan
1, 4, 7, 10, 13, ... , ... , ...

Pertanyaan open-ended:
Perhatikan barisan bilangan berikut:
1, 4, 7, 10, 13, ... .
Apakah 100 termasuk anggota barisan ini? Jelaskan
alasanmu!
 Tiga Situasi dalam Pembelajaran
dengan Pendekatan Open-ended

Situasi A Situasi B
Merumuskan
Situasi C Menyelidiki berbagai Mengajukan
suatu masalah pendekatan masalah masalah lanjutan
secara matematis

Pemecahan Masalah Baru 1

Masalah 1

Masalah Awal Pemecahan Masalah Baru 3

Masalah 2

Pemecahan
Masalah Baru 2
Masalah 3
Field Experiences with Various Teaching Approaches
 Beberapa persayaratan
pertanyaan open ended
Meminta siswa untuk membuat sebuah situasi atau contoh
yang memenuhi syarat tertentu.

Contoh:
Tentukan 3 bilangan yang FPB-nya adalah 3 dan KPK-nya
adalah 90. Jelaskan, bagaimana caramu memperoleh ketiga
bilangan tersebut.
 Beberapa persayaratan
pertanyaan open ended

Meminta siswa untuk menjelaskan siapa yang benar

dan mengapa.
Tipe ini menghadirkan dua pandangan atau lebih
dari beberapa konsep atau prinsip matematis dan
siswa menentukan mana yang benar dengan disertai
alasannya.
 The Conflict Cognitive Strategy

 Cognitive conflict is a situation

where individual awareness is in
disequilibrium state (Mischel,
1971).
 Cognitive conflicts can occur when
new ideas, information, or facts
contradict to the previous
information which has been already
saved in the cognitive structure.
 Cognitive conflict can occur when
one’s idea is different from that of
others (Damon and Killen, 1982).
 The Conflict Cognitive Strategy

 With cogintive conflicts in their

mind, students will utilize their
cognitive competence to find
justification, confirmation or
verification for their own ideas or
understanding.
 If students give correct response
to a cognitive conflict they
encounter, they will study
concepts deeply, and as the
result, their cognitive competence
will be much better.
 Problem-Based Learning (PBL) is an approach of teaching
emphasized on problem solving activity, where the problems
are ill structured, conextual, interesting, and challenge
students’ thinking individually or in a group.

In PBL, students are given a real world problem or simulated

problems to be solved and they have to discuss and do
negotiation among the others to construct their cognition.
(Gallagher, 1997; Gijsalaers, 1996, Delishe, 1997;
Fogarty, 1997; Ngeow & San, 2001)
•
PBL
consists of questions for a problem or situation.
focuses on the relationship between disciplines.
contains authentic investigation.
produces work or product.
(Slavin, 1994)

In PBL, the following processes are constructed: engagement,

inquiry and investigation, performance, debriefing.
(Howey, et al, 2001)
Some steps in PBL:
Posing a conflict cognitive to students.
Organizing students’ learning.
Guiding students in doing investigation individually or in
group.
Developing and presenting solutions.
Analyzing and evaluating the process of solving problems
Piaget theory regarding the process of cognitive development
said that cognitive structure in human’s mind always has
interaction with its environment through assimilation and
accommodation process. If the assimilation and accommodation
process are carried out without a conflict, then an equilibrium
state occurs, otherwise a disequilibrium state occurs.

Based on the above consideration, a research regarding

problem-based learning with cognitive conflict has been
implemented to enhance students’ creative mathematical ability.
This research has commenced in Palu, a city in Central Sulawesi
Province.
A small garden in the front of Agra’s home has a shape of
square. Its perimeter is 144 m .
a. From the above information, write down anything you
know. 2
b. From the above information, write down anything you do
not know.
c. If the length of the garden is represented in x and y, write
the equation satisfying the above information.
d. Can you mention the definition of linear equation in one
variable?
e. Is the equation you obtain represents a linear equation in
one variable?
Students’ mathematical creative
thinking who learned mathematics
under problem-based learning is
much better than those who
learned mathematics under
conventional approach;
Viewed from school level and
students’ prior knowledge, the
students’ mathematical creative
thinking is different;
There is no interaction efffect
between school level and teaching
model toward mathematical
creative thinking and attitudes.
Field Experiences with Various Models of
Teaching
Planning for teaching
particular topics and
concepts via academic
exploration.
 Developing Teaching Material
and Its Implementation in Classroom
Preparing the Lesson (Discussion with Experts)
Teaching activities based on the prepared
plan and material, and inviting
counterparts from other schools for
observation purposes
 Teaching with the characteristics of
hands-on activity, minds-on activity,
Local material, and daily life
Junior high school teachers from ASEAN Countries
(Thailand) are teaching mathematics in Yogyakarta.
Doing Exploration in Finding the Area of Circles

Implementing Teaching Approaches in Classroom

Implementing Models of Teaching
Conducting
reflection session
(post-class
discussion) for
exchanging
ideas, opinion,
comments, and
discussions.

Reflection Session (Post-Class Discussion).

 Beberapa persayaratan
pertanyaan open ended

(1) Melibatkan matematika secara bermakna.

(2) Memunculkan respon yang luas.

(3) Membutuhkan komunikasi matematis.
(4) Dinyatakan dengan jelas.
(5) Mendorong kepada suatu rubrik skor.
 Beberapa hal yang harus diperhatikan:

a. Tuliskan respon siswa yang diharapkan.

b. Perjelas tujuan yang harus dicapai dari masalah
yang diberikan.
c. Lengkapi dengan prinsip problem posing
sehingga siswa dapat memahami maksud dari
masalah tersebut.
d. Sajikan masalah semenarik mungkin.
e. Berikan waktu yang cukup kepada siswa untuk
mengeksplorasi masalah.
 Creative Thinking Ability

 Creative Thinking: creating

hypothesis by applying knowledge
and inspiration in solving problems.

 Creative Thinking Ability: Flexibility,

Sensitivity, Elaboration, Fluency,
Originality.

 Five phases in creative process:

stimulus, exploration, planning,
activity, review.
Contoh:
Seorang Bapak memiliki sebidang tanah yang
berbentuk persegi panjang. Dia ingin membagikan
hartanya itu kepada keempat anaknya. Apa yang
harus dia lakukan agar keempat anaknya itu
memperoleh bagian yang sama?
Putra sulungnya mengusulkan agar ayahnya
membagi seperti pada gambar berikut.

Namun putra bungsunya kurang setuju dengan cara-

cara pembagian seperti itu, yang dipandangnya
kurang adil. Siapa yang pendapatnya paling tepat?
Apa dasarnya?
2813 = ...
20 8

10 200 180

3 60 24
Do they have the same area?

1 1
L = x_ x a x b
_
2 2
Cows are creature.
4-leg animals are creature.
Therefore, . . .
Women are creature.
Cats are creature.
Therefore, . . .
From the first four figures in the pattern, we can create a summary
table:

Figure number 1 2 3 4
Number of matches 4 7 10 13

+3 +3 +3
4 = (1x3)+1 7 = (2x3)+1 10 = (3x3)+1 13 = (4x3)+1
We can use the pattern to predict that the 10th figure has ... matches.
So, for the nth figure, where n is any positive whole number, m = ...
How many tooth picks are necessary to create the
fourth figure, the fifth figure, the n-th figure?
Linda builds standard steel fences
with the following structure types.

Is it possible to find the number of steel lengths

Linda requires to make a fence of 4 sections, 5
sections, and 20 sections?
Sebuah pesta keluarga terdiri dari
1 kakek, 1 nenek, 2 bapak, 2 ibu, 4 anak,
3 cucu, 1 saudara laki-laki, 2 saudara
perempuan, 2 anak laki-laki, 2 anak
perempuan, 1 bapak tiri, 1 ibu tiri, dan 1
anak tiri.
Berapa orang semuanya?
The problems in using math terms and expressions:
Having difficulties in understanding the difference
between two words
e.g. “the number of” and “the sum of”
“zero” and “void /empty”
“negative” and “minus”
“numeral” and “number”
(banyaknya dan jumlah, nol dan kosong, negatif
dan minus, angka dan bilangan)
Examples:
Jika angka 12 dikalikan dengan angka 4, maka
diperoleh hasil 48.
(If the numeral 12 is multiplied by the numeral 4,
we obtain 48)

-2 – (-2) is often read as “minus two minus minus two”

Terdapat 12 batang korek api yang disusun dalam
bentuk 3 persegi. Bagaimanakah cara membuat
gambar tersebut menjadi 5 persegi dengan hanya
memindahkan tepat 3 batang korek api?
Susunlah bilangan asli dari 1 hingga 6 dan letakkan
pada 6 lingkaran di atas, demikian sehingga jumlah
bilangan di setiap sisi segitiga tersebut bernilai
sama.
Susunlah bilangan asli dari 1 hingga 7 dan letakkan
pada lingkaran-lingkaran di atas, demikian sehingga
jumlah bilangan di setiap garisnya adalah 10.
 Susunlah bilangan cacah dari 1 hingga 9 dan
letakkan pada 9 lingkaran di atas, demikian sehingga
jumlah bilangan di setiap sisi segitiga tersebut
bernilai sama.
Perlihatkan bagaimana menggambar 4 ruas garis
yang tersambung melalui 9 noktah di atas tanpa
mengangkat ballpoint Anda dari kertas.
3 5 7

4 9 2

8 1 6
6 7 5 4 3
8 6
4 3
7 3 9 2 5
6 9
8 1
2 6 1 5
5 1 3
7 4 8 2
 2 3 4
4 6 8
6 9 1 2
8 1 2 1 6
1 0 1 5 2 0
1 2 1 8 2 4 234 x 6 = 1404
1 4 2 1 2 8
1 6 2 4 3 2
1 8 2 7 1 6 234 x 9 = 2086
Buatlah susunan bilangan yang merupakan hasil
perkalian dengan bilangan cacah 2,3,4, ... , 9 seperti
pada diagram di atas. Gunakan untuk menentukan
hasil kali beberapa bilangan
3 apples + 2 apples = 5 apples.

This can be simplified into:

3a + 2 a = 5a.
What do you think about the graph of
the following functions?

x 2- 1
y= x-1 and y= x + 1
Most of teachers and students do not
refer to the following rule:
Hatur Nuhun Hatur Nuhun Hatur Nuhun Hatur Nuhun Hatur Nuhun Hatur Nuhun
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Jazzakumullahu Khairan Katsira Jazzakumullahu Khairan Katsira Jazzakumullahu
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Jazzakumullahu Khairan Katsira Jazzakumullahu Khairan Katsira Jazzakumullahu
Hatur Nuhun Hatur Nuhun Hatur Nuhun Hatur Nuhun Hatur Nuhun Hatur Nuhun
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Arigato Gozaimasu Arigato Gozaimasu Arigato Gozaimasu Arigato Gozaimasu Arig
Jazzakumullahu Khairan Katsira Jazzakumullahu Khairan Katsira Jazzakumullahu
Hatur Nuhun Hatur Nuhun Hatur Nuhun Hatur Nuhun Hatur Nuhun Hatur Nuhun
Matur Nuwun Matur Nuwun Matur Nuwun Matur Nuwun Matur Nuwun Matur Nuw
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Jazzakumullahu Khairan Katsira Jazzakumullahu Khairan Katsira Jazzakumullahu
Wilujeng kantun Wilujeng kantun Wilujeng kantun Wilujeng kantun Wilujeng kantu
Ndereaken sugeng tindak Ndereaken sugeng tindak Ndereaken sugeng tindak Nde
See you again soon See you again soon See you again soon See you again soon S
Sayonara Sayonara Sayonara Sayonara Sayonara Sayonara Sayonara Sayonara Sa
Arrivederci Arrivederci Arrivederci Arrivederci Arrivederci Arrivederci Arrivederci Ari
Sawasdee Sawasdee Sawasdee Sawasdee Sawasdee Sawasdee Sawasdee Sawasde
Au Revoir Au Revoir Au Revoir Au Revoir Au Revoir Au Revoir Au Revoir Au Revoir
Ilalliqa i yaumil ati Ilalliqa i yaumil ati Ilalliqa i yaumil ati Ilalliqa i yaumil ati Ilalliqa
Sampai jumpa lagi Sampai jumpa lagi Sampai jumpa lagi Sampai jumpa lagi Sampai
Wilujeng kantun Wilujeng kantun Wilujeng kantun Wilujeng kantun Wilujeng kantu
Ndereaken sugeng tindak Ndereaken sugeng tindak Ndereaken sugeng tindak Nd
See you again soon See you again soon See you again soon See you again soon S
Sayonara Sayonara Sayonara Sayonara Sayonara Sayonara Sayonara Sayonara Sa
Arrivederci Arrivederci Arrivederci Arrivederci Arrivederci Arrivederci Arrivederci Ari
Sawasdee Sawasdee Sawasdee Sawasdee Sawasdee Sawasdee Sawasdee Sawasde
Au Revoir Au Revoir Au Revoir Au Revoir Au Revoir Au Revoir Au Revoir Au Revoir
Ilalliqa i yaumil ati Ilalliqa i yaumil ati Ilalliqa i yaumil ati Ilalliqa i yaumil ati Ilalliqa
Sampai jumpa lagi Sampai jumpa lagi Sampai jumpa lagi Sampai jumpa lagi Sampai
Wilujeng kantun Wilujeng kantun Wilujeng kantun Wilujeng kantun Wilujeng kantu
Ndereaken sugeng tindak Ndereaken sugeng tindak Ndereaken sugeng tindak Nde
See you again soon See you again soon See you again soon See you again soon S
Sayonara Sayonara Sayonara Sayonara Sayonara Sayonara Sayonara Sayonara Sa