Workshop Mendesain Tugas Berbasis Konteks secara Kolaboratif

Endah Budi Rahaju; Abdul Haris Rosyidi; Nina Rinda Prihartiwi

doi:10.29407/ja.v9i2.21479

Authors

Endah Budi Rahaju Universitas Negeri Surabaya
Abdul Haris Rosyidi Universitas Negeri Surabaya
Nina Rinda Prihartiwi Universitas Negeri Surabaya

DOI:

https://doi.org/10.29407/ja.v9i2.21479

Keywords:

Workshop, Context-based tasks, Collaborative

Abstract

Students need to be equipped with skills to compete globally through context-based learning. Context helps them connect math to the real world, so suitable context-based tasks can strengthen their understanding. However, the tasks designed by prospective teachers often lack of authenticity. In addition, textbooks are still lacking in presenting context-based tasks, while teachers tend to think of them as ordinary word problems. Therefore, teachers need to be given additional insights in designing context-based tasks collaboratively through community service activities for teachers. The teachers actively participated in the workshop and they felt that the workshop materials were useful for classroom learning.

Downloads

Download data is not yet available.

References

Boaler, J. (1993). The Role of Contexts in the Mathematics Classroom: Do They Make Mathematics More "Real? For the Learning of Mathematics, 13(2), 12–17. https://doi.org/10.1007/978-94-007-4978-8_104

Clarke, D., & Roche, A. (2018). Using contextualized tasks to engage students in meaningful and worthwhile mathematics learning. Journal of Mathematical Behavior, 51(September), 95–108. https://doi.org/10.1016/j.jmathb.2017.11.006

de Lange, J. (1995). Assessment: No Change Without Problems. Reform in School Mathematics and Authentic Assessment, 87–172. https://www.fisme.science.uu.nl/publicaties/literatuur/1131.pdf

Kohar, A. W., Hidayat, D., Prihartiwi, N. R., & Palupi, E. L. W. (2022). Preservice Teachers in Real-world Problem-Posing: Can They Turn a Context into Mathematical Modelling Problems? SHS Web of Conferences, 149, 01032. https://doi.org/10.1051/shsconf/202214901032

Kohar, A. W., Wardani, A. K., & Fachrudin, A. D. (2019). Profiling context-based mathematics tasks developed by novice PISA-like task designers. Journal of Physics: Conference Series, 1200(1). https://doi.org/10.1088/1742-6596/1200/1/012014

Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia - Social and Behavioral Sciences, 31(2011), 486–490. https://doi.org/10.1016/j.sbspro.2011.12.091

Larson, L. C., & Miller, T. N. (2011). 21st Century Skills: Prepare Students for the Future. Kappa Delta Pi Record, 47(3), 121–123. https://doi.org/10.1080/00228958.2011.10516575

OECD. (2009). Learning Mathematics for Life. A View Perspective from PISA. In OECD Publishing. https://www.oecd.org/en/publications/learning-mathematics-for-life_9789264075009-en.html

OECD. (2023). PISA 2022 Results. Germany.: Vol. I. https://www.oecd.org/publication/pisa-2022-results/country-notes/germany-1a2cf137/

P21. (2019). Framework for 21st Century Learning Definitions. https://doi.org/10.4018/978-1-7998-4102-9.ch002

Ratnawati, V., Nurfahrudianto, A., Ningsih, R., & Aurora, F. F. (2025). Pelatihan Membuat Media e-Biblioterapi pada Guru Sekolah Dasar Kota Kediri. Jurnal ABDINUS : Jurnal Pengabdian Nusantara, 9(1), 78–86. https://doi.org/10.29407/ja.v9i1.23693

Sawatzki, C. (2017). Lessons in financial literacy task design: authentic, imaginable, useful. Mathematics Education Research Journal, 29(1), 25–43. https://doi.org/10.1007/s13394-016-0184-0

Sullivan, P., Clarke, D., & Clarke, B. (2013). Teaching with Task for Effective Mathematics Learning. Springer. https://link.springer.com/book/10.1007/978-1-4614-4681-1

van den Heuvel-Panhuizen, M. (2005). The Role of Context in Assessment Problems in Mathematics. For the Learning of Mathematics, 25(2). https://www.jstor.org/stable/40248489

Wijaya, A., van den Heuvel-Panhuizen, M., & Doorman, M. (2015a). Opportunity-to-learn context-based tasks provided by mathematics textbooks. Educational Studies in Mathematics, 89(1), 41–65. https://doi.org/10.1007/s10649-015-9595-1

Wijaya, A., van den Heuvel-Panhuizen, M., & Doorman, M. (2015b). Teachers’ teaching practices and beliefs regarding context-based tasks and their relation with students’ difficulties in solving these tasks. Mathematics Education Research Journal, 27(4), 637–662. https://doi.org/10.1007/s13394-015-0157-8