PENDAMPINGAN GURU MATEMATIKA PADA KELOMPOK  MGMP SARAYA UNTUK MENGEMBANGKAN MEDIA  BERBASIS AUGMENTED REALITY

Maximus Tamur; Kristianus Viktor Pantaleon; Eliterius Sennen

doi:10.31764/jmm.v8i4.24628

PENDAMPINGAN GURU MATEMATIKA PADA KELOMPOK MGMP SARAYA UNTUK MENGEMBANGKAN MEDIA BERBASIS AUGMENTED REALITY

Maximus Tamur, Kristianus Viktor Pantaleon, Eliterius Sennen

Abstract

Abstrak: Bukti menunjukkan bahwa variabel kognitif sosial seperti pengetahuan, minat, dan niat memainkan peran penting apakah guru memilih untuk mengintegrasikan teknologi ke dalam praktik pembelajaran mereka. Pengetahuan dan minat memiliki dampak pada niat mereka untuk menggunakan teknologi pendidikan. Dengan demikian maka diperlukan pendampingan kepada para guru dalam menerapkan fase TPACK dari berkesimpung sampai pada terbiasa menerapkannya dalam pembelajaran. Musawarah Guru Mata Pelajaran (MGMP) SARAYA merupakan salah satu kelompok guru di Kecamatan Satarmese Kabupaten Manggarai NTT yang menyadari peran dan manfaat teknologi tetapi tidak memiliki pengetahuan yang memadai untuk menggunakannya di dalam kelas. Pengembangan perangkat pembelajaran yang akan dioperasikan melalui perangkat seluer dinilai sesuai dengan kondisi para guru. Untuk alasan tersebut maka kegiatan pengabdian kepada masyarakat ini akan mengajak guru-guru yang tergabung MGMP SARAYA untuk mengembangkan media pembelajaran berbasis augmented reality. Untuk mencapai tujuan tersebut maka PKM ini focus pada workshop pengembangan perangkat pembelajaran berbasis augmented reality. Perangkat pembelajaran yang dikembangkan menggunakan konteks kearifan local atau yang disebut etnomatematika sebagai costume marker atau penanda. Produk fisik yang dihasilkan diharapkan bisa meningkatkan minat siswa dalam belajar matematika dan pada akhirnya akan meningkatkan kualitas pembelajaran. Dari hasil analisis respon para guru ditemukan bahwa proyeksi perangkat pembelajaran yang dikembangkan dapat digunakan oleh guru sangat tinggi (92%), dan berpotensi meningkatkan perhatian dan minat siswa dalam belajar matematika.

Abstract: Evidence suggests that social cognitive variables such as knowledge, interest, and intention play an important role in whether teachers choose Evidence suggests that social cognitive variables such as knowledge, interest, and intention play an important role in whether teachers choose to integrate technology into their instructional practices. Knowledge and interests have an impact on their intention to use educational technology. Thus, assistance is needed for teachers in implementing the TPACK phase, from getting involved to getting used to applying it in learning. SARAYA Subject Teacher Discussion (MGMP) is a group of teachers in Satarmese District, Manggarai Regency, NTT, who know the role and benefits of technology but do not have sufficient knowledge to use it in the classroom. The development of learning devices that will be operated via mobile devices is assessed according to the conditions of the teachers. For this reason, this community service activity will invite teachers who are members of MGMP SARAYA to develop augmented reality-based learning media. This activity will improve the balanced use of technology and didactic skills. This PKM focuses on workshops on developing augmented reality-based learning tools to achieve this goal. The learning tools developed use the context of local wisdom or what is called ethnomathematics as costume markers or markers. It is hoped that the resulting physical product can increase students' interest in learning mathematics and ultimately improve learning quality. From the results of the analysis of teachers' responses, it was found that the projection of the learning devices developed could be used by teachers very highly (92%), and had the potential to increase students' attention and interest in learning mathematics.

Keywords

Community Service; Math Teacher; Technological Context Knowledge; Augmented Reality.

Full Text:

DOWNLOAD [PDF]

References

Akyuz, D. (2022). Exploring contextual factors for pre-service teachers teaching with technology through planning, teaching, and reflecting. International Electronic Journal of Mathematics Education, 18(1), em0721. https://doi.org/10.29333/iejme/12624

Alemdag, E., Cevikbas, S. G., & Baran, E. (2020). The design, implementation and evaluation of a professional development programme to support teachers’ technology integration in a public education centre. Studies in Continuing Education, 42(2), 213–239. https://doi.org/10.1080/0158037X.2019.1566119

Anthony, W., Levine-Brown, P., Fynn, N., Gadzekpo, P., & Spinks, M. (2020). Technology Considerations and Opportunities in Higher Education. Journal of College Academic Support Programs, 3(1), 31–42. https://doi.org/10.36896/3.1sppfa1

Dikmen, C. H., & Demirer, V. (2022). The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors. Participatory Educational Research, 9(2), 398–415. https://doi.org/10.17275/per.22.46.9.2

Huang, Y., Tang, J., Pereira, J., Jihe, C., Tamur, M., & Neni, H. (2021). Students’ Attitudes Towards Implementation of Hawgent Dynamic Mathematics Software on Curved Surface. Inomatika, 3(2), 71–85. https://doi.org/10.35438/inomatika.v3i2.257

Juandi, D., Kusumah, Y. S., Tamur, M., Perbowo, K. S., & Wijaya, T. T. (2021). A meta-analysis of Geogebra software decade of assisted mathematics learning : what to learn and where to go? Heliyon, 7(5), e06953. https://doi.org/10.1016/j.heliyon.2021.e06953

khan, R., & Gul, F. (2022). Exploring the relationship between digital literacy skills and Technological Pedagogical and Content Knowledge (TPACK) among secondary school teachers. Global Social Sciences Review, VII(II), 196–206. https://doi.org/10.31703/gssr.2022(vii-ii).19

Khong, H., Celik, I., Le, T. T. T., Lai, V. T. T., Nguyen, A., & Bui, H. (2023). Examining teachers’ behavioural intention for online teaching after COVID-19 pandemic: A large-scale survey. Education and Information Technologies, 28(5), 5999–6026. https://doi.org/10.1007/s10639-022-11417-6

Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? the development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131–152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV

Ley, T., Tammets, K., Sarmiento-Márquez, E. M., Leoste, J., Hallik, M., & Poom-Valickis, K. (2022). Adopting technology in schools: modelling, measuring and supporting knowledge appropriation. European Journal of Teacher Education, 45(4), 548–571. https://doi.org/10.1080/02619768.2021.1937113

Mafenya, N. P. (2022). Exploring technology as enabler for sustainable teaching and learning during the Covid-19 pandemic at a university in South Africa. Perspectives in Education, 40(3), 212–223. https://doi.org/10.18820/2519593X/pie.v40.i3.14

Majir, A., Tamur, M., & Sennen, E. (2021). Writing scientific papers: exploring the difficulties of madrasah teachers in indonesia. Turkish International Journal of Special Education and Guidance & Counseling, 10(2), 141–151.

McKenney, S., & Voogt, J. (2017). Expert views on TPACK for early literacy: Priorities for teacher education. Australasian Journal of Educational Technology, 33(5), 1–14. https://doi.org/10.14742/ajet.2502

Mumcu, F. (2022). Is individual innovativeness decisive in preservice teachers’ ICT competencies. Nstructional Technology and Lifelong Learning, 3(1), 1–18. https://doi.org/10.52911/itall.1101391

Nurjanah, Latif, B., Yuliardi, R., & Tamur, M. (2020). Computer-assisted learning using the Cabri 3D for improving spatial ability and self- regulated learning. Heliyon, 6(11), e05536. https://doi.org/10.1016/j.heliyon.2020.e05536

Pereira, J., Tang, J., Wijaya, T. T., Chen, J., Hermita, N., & Tamur, M. (2021). Modeling the Interior Angles of a Triangle using Hawgent Dynamic Mathematics Software. Universitas Riau International Conference on Education Technology (URICET-2021), 37–41.

Practices, T. A., & Unal-coban, G. (2022). Examining Science Teachers ’ Performances at Planning Geology Lesson through TPACK-based Argumentation Practices. Journal of Theoretical Educational Science, 15(4), 907–937. https://doi.org/10.30831/akukeg.1110596

Raygan, A., & Moradkhani, S. (2022). Factors influencing technology integration in an EFL context: investigating EFL teachers’ attitudes, TPACK level, and educational climate. Computer Assisted Language Learning, 35(8), 1789–1810. https://doi.org/10.1080/09588221.2020.1839106

Saudelli, M. G., & Ciampa, K. (2016). Exploring the role of TPACK and teacher self-efficacy: an ethnographic case study of three iPad language arts classes. Technology, Pedagogy and Education, 25(2), 227–247. https://doi.org/10.1080/1475939X.2014.979865

Shi, L., & Jiang, L. (2022). How EFL teachers perceive and self-evaluate the knowledge components in forming Technological Pedagogical Content Knowledge (TPACK). English Language Teaching Educational Journal, 5(1), 1–15. http://journal2.uad.ac.id/index.php/eltej/index

Soepriyanti, H., Waluyo, U., Sujana, M., & Fitriana, E. (2022). An Exploratory Study of Indonesian Teachers’ Digital Literacy Competences. Technium Social Sciences Journal, 28(2), 116–125. https://techniumscience.com/index.php/socialsciences/article/view/332/124

Srikham, O., & Seehamongkon, Y. (2023). The Development of a Model for Enhancing Research Competencies in the Classroom of Student Teachers. Journal of Education and Learning, 12(2), 124. https://doi.org/10.5539/jel.v12n2p124

Tamur, M. (2021). A Meta-Analysis of the Past Decade of Mathematics Learning Based on the Computer Algebra System (CAS). In Journal of Physics: Conference Series (Vol. 1882, Issue 1). https://doi.org/10.1088/1742-6596/1882/1/012060

Tamur, M. (2023). Teknologi Immersive Augmented Reality Memfasilitasi Pembelajaran : Analisis Meta Perbandingan antar Subject Matters. Juring (Journal for Research in Mathematics Learning), 6(4), 361–372. https://doi.org/10.24014/juring.v6i4.25813

Tamur, M., Juandi, D., & Kusumah, Y. S. (2020). The Effectiveness of the Application of Mathematical Software in Indonesia: A Meta-Analysis Study. International Journal of Instruction, 13(4), 867–884. https://doi.org/10.29333/iji.2020.13453a

Tamur, M., Ndiung, S., Weinhandl, R., Wijaya, T. T., Jehadus, E., & Sennen, E. (2023). Meta-Analysis of Computer-Based Mathematics Learning in the Last Decade Scopus Database: Trends and Implications. Infinity Journal, 12(1), 101. https://doi.org/10.22460/infinity.v12i1.p101-116

Tamur, M., Pantaleon, K. V., Apriani, M. S., Jehadus, E., Lakapu, M., Gahung, A., & Prasetyo, D. A. B. (2022). Pendampingan Guru Matematika Pada Kelompok Sinar Harapan Dalam Menggunakan Geogebra Terintegrasi Kearifan Lokal. JMM (Jurnal Masyarakat Mandiri), 6(6), 4943. https://doi.org/10.31764/jmm.v6i6.11291

Tamur, M., Pantaleon, K. V., & Nendi, F. (2023). Pendampingan Guru Matematika Kelompok Saraya Dalam Mengembangkan Perangkat Pembelajaran. JMM (Jurnal Masyarakat Mandiri), 7(5), 4233–4240. https://doi.org/10.31764/jmm.v7i5.16874

Tamur, M., Sennen, E., & Men, F. E. (2018). Konsep Dasar Matematika Berbasis CAS dan DGS. STKIP St. Paulus Ruteng.

Tamur, M., Weinhandl, R., Sennen, E., Ndiung, S., & Nurjaman, A. (2022). The Effect of Cabri Express in Geometry Learning on Students’ Mathematical Communication Ability. JTAM (Jurnal Teori Dan Aplikasi Matematika), 6(4), 1027–1033. https://doi.org/10.31764/jtam.v6i4.10865

Tamur, M., Wibisono, Y., Makur, A., & Pantaleon, K. (2024). Challenges and Opportunities for Using Immersive Technology: A Meta-Analysis of the Effectiveness of Cross-Country Studies. ICEHHA 2023. https://doi.org/10.4108/eai.15-12-2023.2345622

Thohir, M. A., Ahdhianto, E., Mas’ula, S., Yanti, F. A., & Sukarelawan, M. I. (2023). The effects of TPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course. Contemporary Educational Technology, 15(2). https://doi.org/10.30935/cedtech/12918

DOI: https://doi.org/10.31764/jmm.v8i4.24628