scholarly journals Pendampingan Kegiatan Lesson Study for Learning Community (LSLC) Guru Matematika MTS-MA-SMK Pondok Pesantren Darussholihin NW Kalijaga Lombok Timur

2021 ◽  
Vol 1 (2) ◽  
pp. 177-190
Author(s):  
Sripatmi Sripatmi ◽  
Ratih Ayu Apsari ◽  
Nourma Pramestie Wulandari ◽  
Ulfa Lu’luilmaknun ◽  
Nilza Humaira Salsabila
Keyword(s):  
Learning Community ◽  
Learning Strategies ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Mathematics Learning ◽  
Teaching Profession ◽  
Learning Assessment ◽  
Mathematical Concepts ◽  
Questions And Answers ◽  
Design Activities

As an effort to develop the teaching profession, Lesson Study for Learning Community (LSLC) emphasizes the importance of collaborative and continuous learning assessment based on the principles of collegiality and mutual learning to build a learning community. Based on discussions with the head of Darussholihin Islamic Boarding School (Ponpes) NW Kalijaga, East Lombok, principals of MTs-SMP, MA-SMA, and Vocational Schools fostered by Ponpes Darussholihin NW Kalijaga, it was revealed that: mathematics is one of the subjects that most students are less interested in. MTs-SMP, MA-SMA, SMK fostered by Ponpes Darussholihin NW Kalijaga, as well as most mathematics teachers still have difficulty planning and implementing learning strategies that can guide students in finding mathematical concepts, principles, and problem solving. To solve these problems, assistance is needed, through LSLC activities for school mathematics teachers at Ponpes Darussholihin NW Kalijaga, in order to resolve problems related to the implementation of mathematics learning. This service activity is carried out by utilizing several methods, namely: lectures, questions and answers, discussions, and providing assistance when mathematics teachers carry out the LSLC steps, including Plan, Do, See, and Re-design activities. Through mentoring activities carried out from September 18 to October 2, 2021, it was concluded that mentoring activities could: i) improve the understanding and skills of Mathematics teachers in schools at Ponpes Darussholihin NW Kalijaga in designing (plan), implementing (do), reflecting (see), and re-design of learning as regulated in the 2013 curriculum; ii) increasing collegiality among mathematics teachers at the Darussholihin Islamic Boarding School's fostered schools, NW Kalijaga.

scholarly journals PENGARUH MODEL AUDITORY INTELLECTUALLY REPETITION TERHADAP KEMAMPUAN PEMECAHAN MASALAH DALAM PEMBELAJARAN BIOLOGI MELALUI LESSON STUDY FOR LEARNING COMMUNITY

2019 ◽  
Vol 8 (2) ◽  
pp. 398-413
Author(s):  
Ulvi Atika Suri ◽  
Eko Retno Mulyaningrum
Keyword(s):  
Problem Solving ◽  
Learning Community ◽  
Lesson Study ◽  
Design Method ◽  
Statistical Tests ◽  
Learning Model ◽  
Teaching Profession ◽  
Control Group ◽  
Public High School ◽  
Control Group Design

ABTRACTThe development of the 21st century skills requires educators to prepare students for global economic competition by having special skills, one of which is problem solving. Achievement of the 21st skills century is done by improving the teaching profession, one of which is through lesson study for learning community. The purpose of this study is to determine whether there is an influence on the application of the auditory intellectually repetition (AIR) learning model through lesson study for learning community on the problem solving abilities of students. This study uses a quasi experimental design method through the randomized posttest-only control group design using matched subjects. The study was conducted at Semarang 11 Public High School in the 2018/2019 school year. Based on the research, the results of statistical tests on the problem solving ability variable have a significance value (2-tailed) of 0.000 <0.05 so that it can be concluded that there are significant differences in students' problem solving abilities between the experimental class and the control class. The experimental class scored better than the control class, with the acquisition of the experimental class number of 76.96 and the control class of 65.94. Based on these results it can be concluded that the application of auditory intellectually repetition (AIR) learning models through lesson study for learning community can improve students' problem solving abilitiesKeywords: Auditory Intellectually Repetition (AIR) Learning Model, Lesson Study for Learning Community, Problem Solving 

scholarly journals Project Based Learning (PBL) Based Lesson Study for Learning Community (LSLC) in kindergarten

2021 ◽  
Vol 6 (2) ◽  
pp. 989-996
Author(s):  
Sri Sumarni ◽  
Ratu Ilma Indra Putri ◽  
Windi Dwi Andika
Keyword(s):  
Early Childhood ◽  
Learning Community ◽  
Lesson Study ◽  
Mathematics Learning ◽  
Project Based Learning ◽  
Learning Approach ◽  
Math Skills ◽  
Mathematical Abilities ◽  
Group B ◽  
Learning Projects

There is a gap in the learning approach applied by the teacher in stimulating early childhood math skills. This study aims to describe the Lesson Study for Learning Community (LSLC) application based on Project Based Learning (PBL) in the implementation of learning to stimulate children's mathematical abilities. The method used is descriptive qualitative in group B children in IT Fathul Ilmi Kindergarten Palembang. The result is that PBL-based LSLC has learning stages; plan, do, see, and redesign mathematics learning projects. These stages facilitate children to optimally master early mathematical abilities and develop interaction, communication, and cooperation, as well as the development of caring characters and empathy for friends in completing math projects together. The application of PBL-based LSLC makes learning in Fathul Ilmi Kindergarten active and interactive, so the PBL-based LSLC is recommended to teachers and stakeholders in early childhood mathematics learning.

PENDAMPINGAN PEMANFAATAN GEOGEBRA DALAM MENGEKSPLORASI KARAKTERISTIK GRAFIK FUNGSI KUADRAT SEBAGAI UPAYA MENINGKATKAN KEMANDIRIAN BELAJAR

2021 ◽  
pp. 423
Author(s):  
Mochamad Abdul Basir ◽  
Mohamad Aminudin ◽  
Nila Ubaidah ◽  
Imam Kusmaryono
Keyword(s):  
Learning Strategies ◽  
Mathematics Learning ◽  
Quadratic Function ◽  
Quadratic Functions ◽  
Self Concept ◽  
Learning Needs ◽  
Mathematical Concepts ◽  
Graph Problems ◽  
Central Java ◽  
Service Activities

GeoGebra provides many facilities that can help teachers in geometry animation and manipulation so that it can be used as a means of visualization and construction in finding mathematical concepts. Utilization of the GeoGebra program can provide students with a visual experience in exploring graphs of quadratic functions in mathematics learning. The use of GeoGebra software is not easy, for that we need assistance and guidance activities from experts that are packaged in the form of community service activities. Mentoring activities are carried out online for students of SMA Negeri 1 Pegandon, Kendal, Central Java, through the Zoom Meeting application. The first session is an introduction to GeoGebra and the slider tool in the GeoGebra application. The second session is an exploration of the graph characteristics of a quadratic function by manipulating GeoGebra. The results of the self-regulated learning response questionnaire show that 75% of students have the initiative to learn, 71.55% of students can diagnose learning needs, 75.86% of students can set learning targets, 71,55% of students view difficulties as challenges, 69.83% of students utilize relevant reference sources, 73.71% of students can set learning strategies, 74.14% of students can evaluate learning processes and outcomes, and 78.02% of students have the good self-concept. Through GeoGebra mentoring service activities, students can be motivated to solve quadratic function graph problems and increase learning independence.GeoGebra banyak memberikan fasilitas yang dapat membantu guru dalam animasi geometri dan manipulasi sehingga dapat dijadikan sebagai sarana visualisasi dan mengkonstruksi dalam menemukan konsep matematis. Pemanfaatan program GeoGebra dapat memberikan pengalaman kepada siswa dalam mengeksplorasi grafik fungsi kuadrat pada pembelajaran matematika. Penggunaan software GeoGebra yang tidak mudah sehingga membutuhkan kegiatan pendampingan dan bimbingan dari ahli. Kegiatan pendampingan dilakukan secara online terhadap siswa SMA Negeri 1 Pegandon kabupaten Kendal Jawa Tengah melalui aplikasi zoom meeting. Sesi pertama kegiatan pengabdian adalah pengenalan GeoGebra dan tool slider pada aplikasi GeoGebra dan pada sesi kedua berupa eksplorasi karakteristik grafik fungsi kuadrat dengan memanipulasi GeoGebra. Hasil angket kemandirian belajar menunjukkan bahwa 75% siswa mempunyai inisiatif belajar, 71,55% siswa dapat mendiagnosa kebutuhan belajar, 75,86% siswa dapat menetapkan target belajar, 71,55% siswa beranggapan kesulitan bagian dari tantangan, 69,83% siswa memilih sumber referensi, 73,71% siswa dapat menetapkan strategi belajar, 74,14% siswa dapat melakukan evaluasi hasil belajar, dan 78,02% siswa memiliki self-concept yang baik. Melalui program pengabdian pendampingan geogebra dapat menjadikan siswa termotivasi untuk menyelesaikan masalah grafik fungsi kuadrat dan meningkatkan kemandirian belajar

scholarly journals Supporting Mathematics Teachers to Develop Jumping Task Using PISA Framework (JUMPISA)

2020 ◽  
Vol 14 (2) ◽  
pp. 199-210
Author(s):  
Zulkardi Zulkardi ◽  
Ratu Ilma Indra Putri
Keyword(s):  
Learning Community ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Research Method ◽  
Formative Evaluation ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Task Design ◽  
Development Research ◽  
Higher Order Thinking Skills

The new revision of Curriculum 2013 stresses mathematics literacy tasks that force students to use their higher-order thinking skills (HOTs) and collaborative learning. In the Lesson study for the learning community,  teachers deal with two kinds of problems: easy task or sharing and jumping task. This paper aims to report the process of training or professional development of mathematics teachers in Palembang in developing tasks, both sharing and jumping, using the PISA framework. This research used the development research method. Three main activities during the training are: Introducing what and why PISA items from 2000 – 2018; Developing PISA-items for jumping task; and The formative evaluation to measure teachers’ knowledge after training. Results show that mathematics teachers who follow the training can produce their items, share, and jump, using the PISA framework. To conclude, the task design training program using examples of PISA like can support teachers in developing their task, both sharing and jumping.

scholarly journals IbM PELATIHAN PEMBELAJARAN MATEMATIKA BERBANTUAN KOMPUTER PADA GURU-GURU SMP DI KECAMATAN TOMOHON TENGAH

2019 ◽  
Vol 1 (4) ◽  
Author(s):  
Derel Filandy Kaunang
Keyword(s):  
Mathematics Teachers ◽  
Junior High School ◽  
Mathematics Learning ◽  
Geometric Transformation ◽  
Computer Assisted ◽  
High School Mathematics ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
Perceived Benefit ◽  
The Right

In mathematics learning using compurter is needed. Computer-Assisted Mathematics is considered necessary in helping students to understand the lessons. Usingcomputers as a medium let the students understand the materials given,of course requires the role of teachers. Therefore it is necessary to conduct training for teachers with the aim of guiding the teachers to implement the learning process in assistance of computers to understand the materials that are difficult for students.The targets of this activity are: (1) To obtain the description of the quality of junior mathematics teachers in Computer-Assisted Mathematics (2) To increase students' interest in learning mathematics and students' understanding of the correct mathematical concepts related to materials which are abstract (3) To increase the use of Computer-Assisted media in learning mathematics. The targets of this activity are junior high school mathematics teachers in the district of Central Tomohon.Based on the results of observation and evaluation on the implementation of this activity, ofthe computer-assisted mathematics training obtained the following results: First, teachers have high enthusiasm in learning about thecomputer-assisted mathematics. Second, teachers can use computer aids in the form of mathematical software such as: (1) Geometer's Sketchpad in teachinggeometry,that is to draw the right kind of triangle and prove Pythagoras theorem. (2) Geogebra in teaching geometric transformation (reflection, rotation, dilation) and seeking solutions of SPLDV and SPTLDV. (3) Yenka to teach the matters of mathematical models. (4) Macromedia Flash products inlearningmathematics especially about planes. Overall, computer-assisted mathematics training activities, in the form of utilizing mathematics softwares, provides satisfaction for the participants. In addition, the highly perceived benefit is that teachers can use the software that has been studied in computer-assisted mathematics training to facilitate the students in understanding the concept of mathematics appropriately. Keywords: Workshops, Computer-Assisted Mathematics

scholarly journals Ethnomatematics of South Bengkulu in Mathematical Learning Community

2019 ◽  
Vol 2 (2) ◽  
pp. 81
Author(s):  
Ginta Octizasari ◽  
Saleh Haji
Keyword(s):  
Learning Community ◽  
Mathematics Teachers ◽  
Creative Thinking ◽  
Mathematics Learning ◽  
Junior High Schools ◽  
Learning Approach ◽  
Mathematical Learning ◽  
Cultural Contexts ◽  
Research Activities ◽  
Learning Mathematics

The purpose of this study was to Determine the implications of the results of this study on learning mathematics. The research of data were Obtained from observations, interviews with traditional South Bengkulu cake sellers, and interviews with mathematics teachers. The results Showed that various research activities Showed that the elements of mathematics in cultured activities could be implicated in mathematics learning items, namely looking for Certain patterns to Determine the elements in the circle and activities by using cultured Contexts students could find concepts in finding the circle area circle. Students' activities in finding concepts can develop critical and creative thinking and can improve the character of love in the local culture. So that teaching materials using cultural Contexts can be practiced and developed in mathematics learning in junior high schools (SMP) in the 2013 curriculum. This study produces a mathematical syntax with ethnomatematics learning approach.

Connecting Research to Teaching: When Visualization Is a Barrier to Mathematical Understanding

2002 ◽  
Vol 95 (9) ◽  
pp. 714-717
Author(s):  
Leslie Aspinwall ◽  
Kenneth L. Shaw
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Learning ◽  
Mathematical Understanding ◽  
Mathematical Representation ◽  
National Council ◽  
Mathematical Task ◽  
Mathematical Concepts ◽  
Mathematical Objects ◽  
Graphic Representations ◽  
Ways Of Thinking

AS MATHEMATICS TEACHERS, OUR INTUITION TELLS us that students benefit from being able to understand a variety of representations for mathematical concepts and being able to select and apply a representation that is suited to a particular mathematical task. Students develop mathematical power as they learn to operate on mathematical objects and to translate from one mathematical representation to another when necessary. For example, graphic representations convey mathematical information visually, whereas expressions represented symbolically may be easier to manipulate, analyze, or transform. The National Council of Teachers of Mathematics (NCTM) reinforces our intuition: “Different representations support different ways of thinking about and manipulating mathematical objects. An object can be better understood when viewed through multiple lenses” (NCTM 2000, p. 360). Notwithstanding our intuition and experience with students' representations, we teachers tend to think that students' graphic and visual abilities are always an advantage in mathematics learning. Indeed, we accept on pedagogical faith that students' conceptual understandings are enhanced whenever they use visualization.

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