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All Journal Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat
Mazlini Adnan
Mathematic, Science and Mathematics, Universiti Pendidikan Sultan Idris, Perak, Malaysia
Religion Agriculture, Biological Sciences & Forestry Arts Education Social Sciences

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Empowering Junior High School Mathematics Teachers through Sustainable Professional Development for Deep Learning Pedagogy Sutama; Nuqthy Faiziyah; Meggy Novitasari; Arief Rahman Hanif; Mazlini Adnan
ABDIMAS: Jurnal Pengabdian Masyarakat Vol. 9 No. 3 (2026): ABDIMAS UMTAS: Jurnal Pengabdian Kepada Masyarakat
Publisher : LPPM Universitas Muhammadiyah Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35568/abdimas.v9i3.7928

Abstract

The quality of mathematics education in lower secondary schools requires the integration of a deep learning approach that emphasises conceptual understanding, critical thinking, and collaboration. This urgency arises because conventional teaching practices remain predominantly focused on rote learning, accompanied by the limited availability of structured and sustainable professional development models for teachers in implementing deep learning. This community engagement initiative employed a qualitative approach involving mathematics teachers at SMP Sukoharjo, Central Java. It aimed to: \1) strengthen teachers’ understanding of deep learning concepts, 2) develop contextual learning materials that foster critical thinking, and 3) enhance teachers’ capacity for phased classroom implementation. The programme adopted a collaborative professional development model integrating workshops, intensive mentoring, guided teaching practice, and systematic reflection. Its novelty lies in a sustainable mentoring model that links conceptual reinforcement with direct classroom practice. The results, based on mentoring evaluations, classroom observations, and reflective discussions, showed measurable improvements in teachers’ conceptual understanding, the quality and contextual relevance of teaching materials, and the implementation of student-centred deep learning practices that encouraged active student engagement. These findings demonstrate the potential of this model as an adaptive and practical approach to the sustainable professional development of mathematics teachers.
Co-Authors Arief Rahman Hanif Meggy Novitasari Nuqthy Faiziyah Sutama