(Universitas Muhammadiyah Malang, Indonesia)(2) Akhsanul In'am
(Universitas Muhammadiyah Malang, Indonesia)(3) Siti Inganah
(Universitas Muhammadiyah Malang, Indonesia)*corresponding author
AbstractImplementasi Kurikulum Merdeka menuntut guru matematika merancang pembelajaran yang berpusat pada siswa, kontekstual, serta mampu mengembangkan kemampuan berpikir kritis, kreativitas, dan kolaborasi. Namun, guru matematika pada sekolah mitra masih perlu pendampingan dalam mengembangkan dan menerapkan pendekatan pembelajaran inovatif, khususnya Problem-Based Learning (PBL) dan Project-Based Learning (PjBL). Kegiatan pengabdian ini bertujuan memperkuat kompetensi guru matematika dalam memahami Kurikulum Merdeka serta mengembangkan dan mengimplementasikan modul ajar berbasis PBL dan PjBL. Kegiatan dilaksanakan di SMA Negeri 1 Kedungdung Kabupaten Sampang dengan melibatkan 15 guru matematika dari sekolah mitra dan MGMP Matematika Kabupaten Sampang. Kegiatan meliputi koordinasi awal, workshop, pengembangan dan rekonstruksi modul ajar, pendampingan dan presentasi, implementasi pembelajaran, serta evaluasi dan refleksi. Data dikumpulkan melalui survei sebelum dan sesudah pelatihan serta survei implementasi modul dan dianalisis secara deskriptif. Hasil menunjukkan peningkatan pemahaman guru tentang Kurikulum Merdeka dari 88,5% menjadi 92,5%, pemahaman PBL dari 80,45% menjadi 87,18%, dan pemahaman PjBL dari 79,81% menjadi 85,58%. Implementasi modul ajar berbasis PBL mencapai 76,60%, sedangkan PjBL mencapai 71,15%, keduanya berada pada kategori baik. Kegiatan menghasilkan empat modul ajar dan memperkuat komitmen guru untuk mengembangkan serta menerapkan PBL dan PjBL dalam pembelajaran matematika
Keywordsmathematics learning, teacher competence, Problem-Based Learning, Project-Based Learning, Merdeka Curriculum
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DOIhttps://doi.org/10.31604/jpm.v9i8.3287-3276 |
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