PENGUATAN KOMPETENSI GURU SMP DALAM MERANCANG PEMBELAJARAN MATEMATIKA BERBASIS KONTEKS DAN TEKNOLOGI DIGITAL

Liza Puspita Yanti; Mukhtamilatus Sa’diyah; Pradnyo Wijayanti; Nurus Saadah; Nonik Indrawatiningsih

doi:10.31764/jmm.v10i1.36353

PENGUATAN KOMPETENSI GURU SMP DALAM MERANCANG PEMBELAJARAN MATEMATIKA BERBASIS KONTEKS DAN TEKNOLOGI DIGITAL

Liza Puspita Yanti, Mukhtamilatus Sa’diyah, Pradnyo Wijayanti, Nurus Saadah, Nonik Indrawatiningsih

Abstract

Abstrak: Perkembangan teknologi digital telah mendorong perubahan paradigma pembelajaran matematika menuju pendekatan yang lebih interaktif, kreatif, dan kontekstual. Namun, sebagian besar guru SMP masih menghadapi kendala dalam merancang pembelajaran yang mengintegrasikan konteks kehidupan nyata dengan pemanfaatan teknologi digital secara efektif. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru SMP di salah satu daerah di Indonesia dalam merancang pembelajaran matematika berbasis konteks melalui penggunaan teknologi digital. Metode pelaksanaan meliputi penyuluhan, workshop, dan pendampingan daring dengan total durasi 32 jam pembelajaran yang diikuti oleh 17 guru matematika. Evaluasi dilakukan melalui pretest–posttest dan angket kepuasan peserta. Hasil kegiatan menunjukkan adanya peningkatan yang signifikan pada pemahaman guru terhadap konsep pembelajaran berbasis konteks, kemampuan mengintegrasikan teknologi digital dalam pembelajaran, keterampilan merancang modul ajar berbasis konteks, serta kepercayaan diri dalam mengimplementasikan pembelajaran matematika yang inovatif. Secara keseluruhan, kegiatan ini berkontribusi dalam memperkuat kompetensi profesional guru, baik dari aspek hardskill, seperti penguasaan teknologi dan pengembangan modul ajar digital, maupun softskill, seperti kemampuan reflektif dan kolaboratif dalam menciptakan pembelajaran yang bermakna dan relevan bagi siswa.

Abstract: The rapid development of digital technology has transformed mathematics learning into a more interactive, creative, and contextual process. However, many junior high school teachers still face challenges in designing lessons that effectively connect real-life contexts with digital technology. This community service program aimed to enhance the competence of junior high school teachers in Mojokerto Regency in designing contextual mathematics learning through the use of digital tools. The program consisted of counseling, workshops, and online mentoring over 32 learning hours, involving 17 mathematics teachers. Evaluation was carried out through pretest–posttest and participant satisfaction questionnaires. The results showed significant improvements in teachers’ understanding of contextual learning concepts (from 60% to 95%), ability to integrate digital technology (from 55% to 90%), skills in designing contextual teaching modules (from 50% to 85%), and confidence in implementing innovative classroom practices (from 65% to 95%). This program effectively strengthened teachers’ professional competencies, both in terms of hardskills, such as technological proficiency and digital module design, and softskills, such as reflective thinking and collaboration in developing meaningful learning experiences for students.

Keywords

Contextual Learning; Digital Technology; Teacher Competence; Mathematics; Teacher Professional Development.

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DOI: https://doi.org/10.31764/jmm.v10i1.36353