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Abstract
Abstrak: Kegiatan pelatihan ini bertujuan memberikan bekal kemampuan guru dalam membuat tugas pemecahan masalah dengan konteks Covid-19 dan penilaiannya, serta implementasinya dengan pembelajaran daring dengan bantuan aplikasi GoogleClassroom. Kegiatan diikuti 31 guru Matematika SMP Kabupaten Sidoarjo meliputi tiga tahap, yaitu persiapan, pelaksanaan, evaluasi dan tindak lanjut kegiatan. Kegiatan diawali dengan pemberian uji awal berupa pertanyaan terbuka untuk identifikasi awal peserta, dan uji pasca pelatihan, serta angket refleksi kegiatan. Analisis dilakukan secara deskriptif menunjukkan bahwa diakhir kegiatan peserta memiliki kemampuan dalam memahami masalah, tugas pemecahan masalah, penilaian pemecahan masalah, dan tugas membuat tugas pemecahan masalah konteks Covid-19, serta mengimplemntasikan dalam pembelajaran daring melalui GoogleClassroom. Pendapat peserta secara umum bermanfaat dan dapat dilanjutkan pada tahun berikutnya.
Abstract. This training activity aims to provide teachers with the ability to make assignments of mathematical problems solving in the context of Covid-19 and its assessments, and to implement them in on-line learning with the Google Classroom application. The activity was attended by 31 Junior High School Mathematics teachers in Sidoarjo Regency including three stages, namely preparation, implementation, evaluation and follow-up of activities. The activity begins with presenting a pre-test in the form of open-ended questions to answer participants' initial, and post-training tests, as well as activity reflections. The analysis was carried out descriptively showing that at the end of the activity the participants had the ability to understand mathematical problem, tasks of problem solving, assessment of mathematical problem solving in the context of Covid-19, as well as implementing learning through Google Classroom. General opinion of participants point out that this activities are useful and could be continue the next year
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References
- Anderson, J., White, P., & Sullivan, P. (2005). Using a schematic model to represent influences on, and relationships between, teachers’ problem-solving beliefs and practices. Mathematics Education Research Journal, 17(2), 9-38.
- Beswick, K. (2005). The beliefs/practice connection in broadly defined contexts. Mathematics Education Research Journal, 17(2), 39-68.
- Chapman, O. (2015). Mathematics teachers’ knowledge for teaching problem solving. LUMAT: International Journal on Math, Science and Technology Education, 3(1), 19-36.
- Hamalik, O. (2008). Pendidikan Guru Berdasarkan Pendekatan Kompetensi. Jakarta: Bumi Aksara.
- Hui, D. S., Azhar, E. I., Madani, T. A., Ntoumi, F., & Kock, R. D. (2020). The continuing 2019-nCoV epidemic threat of novel coronaviruses to global health—The latest 2019 novel coronavirus outbreak in Wuhan, China. . International Journal of Infectious Diseases, 91, 264-266.
- Khasanah, D. R., Pramudibyanto, H., & Widuroyekti, B. (2020). Pendidikan Dalam Masa Pandemi Covid-19. Jurnal Sinestesia, 10(1), 41-48.
- Lahinda, Y., & Jailani, J. (2015). Analisis proses pemecahan masalah matematika siswa sekolah menengah pertama. Jurnal Riset Pendidikan Matematika, 2(1), 148-161.
- Nurkholis, N. (2020). Dampak Pandemi Novel-Corona Virus Disiase (Covid-19) Terhadap Psikologi Dan Pendidikan Serta Kebijakan Pemerintah. Jurnal PGSD, 6(1), 39-49.
- Pehkonen, E. (1997). The state-of-art in mathematical creativity. ZDM, 29(3), 63-67.
- Siswono, T., Wijayanti, P., Rosyidi, A., Kohar, A. W., & Hartono, S. (2019). Model profesionalisme Guru: Berpikir Kreatif dan Literasi Matematika. Lamongan: Pagan Press.
- Stacey, K. (2015). The international assessment of mathematical literacy: PISA 2012 framework and items. In Selected regular lectures from the 12th International Congress on Mathematical Education (pp. 771-790). Cham: Springer.
- Stacey, K., & Wiliam, D. (2012). Technology and assessment in mathematics. In Third international handbook of mathematics education (pp. 721-751). New York, NY: Springer.
- Supriyono, A. (2018). Pengaruh Kompetensi Pedagogik, Profesional, dan Motivasi Kerja terhadap Kinerja Guru Sekolah Dasar . Jurnal Pendidikan, 18(2), 1-12.
References
Anderson, J., White, P., & Sullivan, P. (2005). Using a schematic model to represent influences on, and relationships between, teachers’ problem-solving beliefs and practices. Mathematics Education Research Journal, 17(2), 9-38.
Beswick, K. (2005). The beliefs/practice connection in broadly defined contexts. Mathematics Education Research Journal, 17(2), 39-68.
Chapman, O. (2015). Mathematics teachers’ knowledge for teaching problem solving. LUMAT: International Journal on Math, Science and Technology Education, 3(1), 19-36.
Hamalik, O. (2008). Pendidikan Guru Berdasarkan Pendekatan Kompetensi. Jakarta: Bumi Aksara.
Hui, D. S., Azhar, E. I., Madani, T. A., Ntoumi, F., & Kock, R. D. (2020). The continuing 2019-nCoV epidemic threat of novel coronaviruses to global health—The latest 2019 novel coronavirus outbreak in Wuhan, China. . International Journal of Infectious Diseases, 91, 264-266.
Khasanah, D. R., Pramudibyanto, H., & Widuroyekti, B. (2020). Pendidikan Dalam Masa Pandemi Covid-19. Jurnal Sinestesia, 10(1), 41-48.
Lahinda, Y., & Jailani, J. (2015). Analisis proses pemecahan masalah matematika siswa sekolah menengah pertama. Jurnal Riset Pendidikan Matematika, 2(1), 148-161.
Nurkholis, N. (2020). Dampak Pandemi Novel-Corona Virus Disiase (Covid-19) Terhadap Psikologi Dan Pendidikan Serta Kebijakan Pemerintah. Jurnal PGSD, 6(1), 39-49.
Pehkonen, E. (1997). The state-of-art in mathematical creativity. ZDM, 29(3), 63-67.
Siswono, T., Wijayanti, P., Rosyidi, A., Kohar, A. W., & Hartono, S. (2019). Model profesionalisme Guru: Berpikir Kreatif dan Literasi Matematika. Lamongan: Pagan Press.
Stacey, K. (2015). The international assessment of mathematical literacy: PISA 2012 framework and items. In Selected regular lectures from the 12th International Congress on Mathematical Education (pp. 771-790). Cham: Springer.
Stacey, K., & Wiliam, D. (2012). Technology and assessment in mathematics. In Third international handbook of mathematics education (pp. 721-751). New York, NY: Springer.
Supriyono, A. (2018). Pengaruh Kompetensi Pedagogik, Profesional, dan Motivasi Kerja terhadap Kinerja Guru Sekolah Dasar . Jurnal Pendidikan, 18(2), 1-12.