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All Journal JMM (Jurnal Masyarakat Mandiri) Jurnal Pendidikan MIPA Journal on Mathematics Education
Yanti, Liza Puspita
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Education Mathematics Social Sciences Other

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PENGUATAN KOMPETENSI GURU DALAM MERANCANG PEMBELAJARAN YANG MENGUATKAN KEMAMPUAN NUMERASI SISWA SMP Suryanti, Sri; Damayanti, Nia Wahyu; Yanti, Liza Puspita
JMM (Jurnal Masyarakat Mandiri) Vol 9, No 2 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v9i2.30026

Abstract

Abstrak: Kemampuan numerasi siswa SMP di Indonesia masih berada pada kategori rendah, sebagaimana ditunjukkan oleh hasil PISA 2022. Salah satu faktor penyebabnya adalah kurangnya keterampilan guru dalam merancang pembelajaran yang efektif untuk meningkatkan numerasi siswa. Program pengabdian ini bertujuan untuk memperkuat kompetensi guru dalam merancang pembelajaran yang menguatkan kemampuan numerasi siswa melalui kegiatan penguatan dan workshop. Kegiatan ini melibatkan 31 guru SMP Labschool Unesa dengan metode penguatan melalui seminar, workshop dan pendampingan dalam pembuatan perangkat ajar. Evaluasi dilakukan melalui pre-test dan post-test terhadap pemahaman guru serta observasi praktik mengajar. Hasil menunjukkan peningkatan sebesar 30% dalam pemahaman konsep numerasi dan peningkatan 30% dalam keyakinan pentingnya integrasi numerasi dalam pembelajaran. Selain itu, 85% peserta menyatakan peningkatan kepercayaan diri dalam merancang pembelajaran berbasis numerasi. Program ini berkontribusi pada peningkatan kualitas pembelajaran numerasi dan dapat dijadikan model pelatihan bagi sekolah lain. Abstract: The numeration of junior high school students in Indonesia is still in the low category, as shown by the results of PISA 2022. One of the factors is the lack of teacher skills in designing effective learning to improve student numeration. This service program aims to strengthen teacher competencies in designing learning that strengthens the ability of student numeration through strengthening and workshop activities. This activity involved 31 Middle School teachers of Labschool Unesa with a strengthening method through seminars, workshops and assistance in making teaching tools. Evaluation is carried out through pre-test and post-test of teacher understanding and observations of teaching practices. The results show an increase of 30% in understanding the concept of numeration and an increase of 30% in the belief in the importance of numeration integration in learning. In addition, 85% of participants stated an increase in self -confidence in designing numeration -based learning. This program contributes to improving the quality of learning numeration and can be used as a training model for other schools.
The Impact of Mathematics Anxiety and Self-Efficacy Towards Prospective Mathematics Teachers’ Performance Yanti, Liza Puspita; Suryanti, Sri; Siripala, Wannaporn
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2063-2076

Abstract

Mathematics anxiety is one of the serious emotional aspects that may impair the academic performance and interest in mathematics in students. This paper presents a study of the correlation between mathematics anxiety, mathematics self-efficacy, and mathematics performance among 150 future mathematics teachers in Indonesia, who were identified through purposive sampling of an undergraduate teacher education program. The Mathematics Anxiety Rating Scale- Revised (MARS-R), Mathematics Self-Efficacy Scale- Revised (MSES-R), and a self-developed Mathematics Achievement Test (MAT) were used to collect data. Pearson correlation and multiple regression were used to address the relationship and the predictive attributes of these variables. Descriptive analysis indicated that participants had moderately high mathematics anxiety (M = 82.4, SD = 15.2), moderately high self-efficacy (M = 72.8, SD = 12.5), and good performance (M = 78.3, SD = 10.7). Pearson correlation analysis revealed a negative correlation between mathematics anxiety and performance (r = -0.62, p < 0.001). In contrast, self-efficacy had a positive correlation with performance (r = 0.6). Regression analysis showed that both anxiety (β = -0.45, p < 0.001) and self-efficacy (β = 0.49, p < 0.001) were significant predictors. The results of the multiple regressions showed that the model was significant, F(2, 147) = 68.24, p < 0.001, and accounted for 55.7% of the variance in performance (R² = 0.557). Anxiety (B =-0.45) and self-efficacy (B =0.49) were both significant predictors of performance (B = -0.45, t = -7.62 p = 0.001) and self-efficacy (B = 0.49, t = 8.15, p = 0.001) turned out to be the stronger predictors. The practical implications of these findings are most significant, as strategies aimed at diminishing mathematics anxiety and enhancing self-efficacy should be the primary focus of mathematics teacher education programs, as these aspects directly relate to the competency and confidence of future teachers in teaching mathematics.   Keywords: mathematics anxiety, self-efficacy, academic performance, future mathematics teachers, mathematical confidence, mathematical teacher education. 
Prospective teachers’ iceberg designs in realistic mathematics education approach: Connecting mathematics and the SDGs Sari, Yurizka Melia; Fiangga, Shofan; El Milla, Yulia Izza; Shahrill, Masitah; Yanti, Liza Puspita
Journal on Mathematics Education Vol. 16 No. 3 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i3.pp981-1000

Abstract

The Iceberg Design framework has been utilized to represent the progression of students’ mathematical understanding, moving from informal, contextually grounded reasoning toward formal mathematical abstraction. This study investigates how prospective mathematics teachers develop Iceberg Designs within the Realistic Mathematics Education (RME) framework, a model that enhances contextual learning and supports mathematical literacy. Thirty prospective mathematics teachers from Universitas Negeri Surabaya participated in this qualitative study, collaboratively designing Iceberg models as part of their coursework. Data from document analysis, interviews, and observations were evaluated using content analysis, the research evaluated the depth and coherence of their designs across four key components: situational contexts which evaluates the relevance and variety of real-world situations, model-of representations which examines the assistance of mathematical representation to connect the context into mathematical concept, model-for abstractions which assess the use of mathematical models toward formalization, and formal mathematical concepts which assess the mathematical ideas being explicitly involved. The findings reveal significant variation in the quality and completeness of the Iceberg Designs. Models for equivalent ratios and quadratic equations exhibited strong integration, using multiple, varied contexts to bridge situational and formal mathematical understanding effectively. Conversely, designs for fraction multiplication and quadrilateral area conservation were often surface level, relying on a single, underdeveloped context that hindered abstraction. Importantly, the study underscores the potential of Iceberg Designs to support the Sustainable Development Goals (SDGs), particularly in fostering critical thinking, practical problem-solving, and meaningful contextual learning for high quality of education (SDG 4) and decent work for sustainable economic growth (SDG 8). These insights indicate the need for deeper integration of RME principles in teacher education and curriculum development through sustained investment in this area.
Co-Authors El Milla, Yulia Izza Fiangga, Shofan Masitah Shahrill, Masitah Siripala, Wannaporn Sri Suryanti Yurizka Melia Sari