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All Journal Jurnal Pengabdian Magister Pendidikan IPA Jurnal Didaktik Matematika
Aneu Pebrianti
Universitas Singaperbangsa Karawang
Education

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Pelatihan Perancangan Pembelajaran Berbasis Deep Learning untuk Guru Mata Pelajaran Matematika SMP Se-Kabupaten Karawang Dani Firmansyah; Dori Lukman Hakim; Aneu Pebrianti; Elia Nurindah Sari
Jurnal Pengabdian Magister Pendidikan IPA Vol 8 No 4 (2025): Oktober-Desember 2025
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpmpi.v8i4.14084

Abstract

Pelatihan Perancangan Pembelajaran Berbasis Deep Learning bagi Guru Mata Pelajaran Matematika SMP se-Kabupaten Karawang bertujuan untuk meningkatkan kompetensi guru dalam merancang pembelajaran yang bermakna, berpusat pada peserta didik, dan selaras dengan tuntutan Kurikulum Merdeka. Pelatihan ini dirancang untuk membekali guru dengan pemahaman konsep deep learning dalam pendidikan, meliputi pembelajaran yang menekankan pemahaman mendalam, kemampuan berpikir kritis, pemecahan masalah, dan penerapan konsep matematika dalam konteks nyata. Metode pelaksanaan pelatihan meliputi penyampaian materi, diskusi, observasi praktik pembelajaran, pemberian umpan balik, serta pendampingan dalam penyusunan perangkat pembelajaran berbasis deep learning. Hasil pelatihan menunjukkan adanya peningkatan pemahaman dan keterampilan guru dalam merancang tujuan pembelajaran, aktivitas pembelajaran, serta asesmen yang mendorong keterlibatan aktif dan pemahaman konseptual siswa. Dengan demikian, pelatihan ini diharapkan dapat berkontribusi pada peningkatan kualitas pembelajaran matematika di SMP serta mendukung terwujudnya pembelajaran yang lebih efektif dan bermakna di Kabupaten Karawang.
Integration of Preservice Teachers' Knowledge in Mathematical Problem Solving: A Perspective Based on Success Level Ramlah Ramlah; Tatag Yuli Eko Siswono; Iyan Rosita Dewi Nur; Nur Azizah; Aneu Pebrianti; Salsabila Az Zahra; Rita Diana
Jurnal Didaktik Matematika Vol. 13 No. 1 (2026): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v13i1.2038

Abstract

This study aims to describe the integration of preservice mathematics teachers’ declarative, procedural, and conditional knowledge in solving mathematical problems based on levels of problem-solving success. This study employed a descriptive qualitative approach. The participants were three preservice mathematics teachers selected from 40 undergraduate students in a Mathematics Education Study Program at a public university in West Java, Indonesia, based on problem-solving test results, the quality of solution processes, and representation of high, moderate, and low success levels. Data were collected through mathematical problem-solving tests and semi-structured interviews, and analyzed through data reduction, data display, and conclusion drawing. The findings show that the subject with high success had strong declarative knowledge coherently connected with procedural and conditional knowledge. The subject with moderate success demonstrated adequate conceptual understanding and initial strategy selection but was not consistent in controlling procedures and evaluating results. Meanwhile, the subject with low success showed fragmented conceptual understanding, inaccurate procedural application, and less-directed strategy selection. These findings confirm that mathematical problem-solving success is determined by the simultaneous integration of these three types of knowledge. Therefore, preservice teacher education needs to develop them in an integrated, systematic, and reflective manner.
Co-Authors Dori Lukman Hakim Elia Nurindah Sari Firmansyah, Dani Iyan Rosita Dewi Nur Nur Azizah Ramlah Rita Diana Salsabila Az Zahra Tatag Yuli Eko Siswono