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All Journal Jurnal Paedagogy ABSYARA: Jurnal Pengabdian Pada Masyarakat
Purbaningrum, Mayang
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Agriculture, Biological Sciences & Forestry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Education Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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Peningkatan kompetensi profesional guru SD melalui pelatihan pengembangan Iceberg matematika realistik berbasis budaya lokal Palupi, Evangelista Lus Windyana; Ekawati, Rooselyna; Kohar, Ahmad Wachidul; Mubarkah, Resti Elmi; Kartikawati, Wahyu; Purbaningrum, Mayang
ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 4 No 2 (2023): ABSYARA: Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/ab.v4i2.24685

Abstract

Mathematics education needs to be taught meaningfully using problem contexts and facilitating reasoning, modeling, collaboration, and connection with other mathematical concepts. This community service project aimed to train primary school teachers in developing Realistic Mathematics Education (RME) 'icebergs' utilizing the local cultural context of Magetan. Twelve primary school teachers in Magetan participated in the RME training, which focused on developing the RME 'icebergs' through exploratory and contextual approaches. The research method included face-to-face sessions, group discussions, and individual tasks to design relevant learning materials. The training results showed significant improvement in the understanding and application of RME. Before the training, teachers faced challenges in engaging students in grades 4-6 and in using local context in mathematics teaching. Post-training, 67% of the teachers demonstrated a positive change in their teaching approach, shifting from lecture and drill methods to an RME-based approach. Additionally, 50% of the participants successfully developed RME icebergs that integrated problems within the local cultural context of Magetan. The training evaluation indicated that over 50% of participants responded positively, showing increased knowledge about realistic mathematics and the application of culturally contextualized problems. The conclusion of this study asserts that the RME approach, especially when combined with local cultural context, is effective in enhancing mathematics teaching skills and enriching numeracy literacy among primary school teachers. The implications of this research suggest integrating RME into the primary school mathematics curriculum to develop critical thinking, creativity, and collaboration skills in students, in line with the demands of the 21st century.
Why is Math Difficult? : Beliefs That Affecting Students' Mathematics Skills Purbaningrum, Mayang; Ramadhan, Sahrul; Thauzahra, Raudya
Jurnal Paedagogy Vol. 10 No. 4: Jurnal Paedagogy (October 2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v10i4.8652

Abstract

This research aims to describe the factors that influence students' beliefs that mathematics is difficult and how to change students' beliefs that mathematics is not difficult. This research method used a Systematic Literature Review with a qualitative approach. This data was obtained from the thematic analysis of several books and articles discussing 'intelligence", "mathematics," and "mindset" those researchers obtained from Google Scholar. The research results showed that parents, teachers, and peers influence students who think intelligence did not change and could be changed. Apart from that, with a fixed mindset, someone might think that mathematics was difficult because the task given was difficult, assume that if the achievement was low, then mathematics was also low, lack motivation after experiencing failure, and mathematics could not be completed if done for a long period. Parents had the biggest influence on students' mindsets. Genes and socioeconomic background were not the reason. Parental parenting patterns that prioritized performance over process influenced students' thinking patterns. Another biggest influence was the teacher. Like parents, teachers who assess based on performance rather than process would make students lose self-confidence when they fail. Teachers who supported their students to surrender to their situation also made students unmotivated to study mathematics more deeply. Collaboration between teachers, parents, and peers is needed to change a fixed mindset to a growth mindset. Constructive feedback is needed so students are always oriented towards a process without results.
Co-Authors Ahmad Wachidul Kohar Evangelista Lus Windyana Palupi Kartikawati, Wahyu Mubarkah, Resti Elmi Ramadhan, Sahrul Rooselyna Ekawati Thauzahra, Raudya