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All Journal Jurnal Pengabdian Nasional (JPN) Indonesia Media Pendidikan Matematika
Arin Berliana Angrenani
Universitas Jember
Computer Science & IT Education Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Aktivasi MPCK Guru Matematika dalam Pembelajaran Geometri: Studi Komparatif pada Guru yang Telah dan Belum Mengikuti PPG Muhamad Badrul Mutammam; Evi Novita Wulandari; Frenza Fairuz Firmansyah; Ngizatul Afifah; Shima Kunaza Fazira; Arin Berliana Angrenani
Media Pendidikan Matematika Vol. 14 No. 1 (2026): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

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Abstract

This study aims to describe and compare the activation of mathematics teachers' Mathematics Pedagogical Content Knowledge (MPCK) in geometry instruction in two observed cases: one teacher who had participated in the Professional Teacher Education Program (PPG) and one teacher who had not participated in PPG. This study used a comparative qualitative case study design involving two junior high school mathematics teachers with more than ten years of teaching experience. Both teachers taught the same topic, namely cubes in flat-sided solid geometry, in two different Grade 8 classes with 36 students in each class. Data were collected through video-based classroom observations, analysis of lesson plans and students' worksheets, and semi-structured interviews. The video data were transcribed, segmented into instructional episodes, coded using MPCK indicators, and triangulated with document and interview data. The findings show that the teacher who had participated in PPG displayed more varied MPCK activation, particularly in the use of concrete and visual representations, mathematical communication, classroom discussion, formative responses, and responses to students' misconceptions about edges, faces, cube nets, and surface area. In the observed cases, participation in PPG may be associated with more varied MPCK activation; however, this relationship cannot be interpreted causally because the study involved only two teachers in a limited context. The findings also indicate that Mathematical Content Knowledge (MCK) functions as an important foundation for MPCK, but MPCK becomes visible when content knowledge is transformed into representations, guiding questions, discussion, and formative feedback that support students' conceptual understanding
Membangun Kesadaran Siswa terhadap Dampak Psikologis Bullying melalui Literasi Sekolah di MI Nurul Jadid Bondowoso Dwi Wahyuni; Surya Yudhisthira Suwito; Yustisia Ramadhani Hendratno; Lala Bunga Istian; Aulia Nur Maharani Putri; Arifa Nur Fadhilah; Kiki Ayu Lestari; Agung Nugroro Puspito; Arin Berliana Angrenani; Mailulah Ely Fauziyah
Jurnal Pengabdian Nasional (JPN) Indonesia Vol. 7 No. 2 (2026): Mei
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) STMIK Indonesia Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63447/jpni.v7i2.1721

Abstract

This community service activity aims to build students' awareness of the psychological impact of bullying through a school literacy approach at MI Nurul Jadid Bondowoso. The main problem is the low level of student understanding regarding the forms and impacts of bullying, which are often considered normal. The program was carried out by seven students through three meetings on September 20, October 4, and October 19, 2025, using a participatory literacy approach involving discussions, video analysis, mini-dramas, and reflections. Evaluation results showed a 91% increase in student understanding based on a comparison of pre-test and post-test results. The activity concluded with the distribution of snacks and an educational trip to the lake behind the school as a means of applying the values of empathy and togetherness. Teachers responded positively as the activity helped students understand the dangers of bullying and fostered an attitude of mutual respect. The program succeeded in changing student behavior to become more caring and is expected to create a school environment free from bullying.
Co-Authors Agung Nugroro Puspito Arifa Nur Fadhilah Aulia Nur Maharani Putri Dwi Wahyuni Evi Novita Wulandari Frenza Fairuz Firmansyah Kiki Ayu Lestari Lala Bunga Istian Mailulah Ely Fauziyah Muhamad Badrul Mutammam Ngizatul Afifah Shima Kunaza Fazira Surya Yudhisthira Suwito Yustisia Ramadhani Hendratno