Paradigma Pedagogi Reflektif Untuk Meningkatkan Antusiasme Mahasiswa Dalam Perkuliahan: Studi Kasus Pada Mata Kuliah Pembelajaran Matematika SMP
DOI:
https://doi.org/10.31316/j.derivat.v12i1.7718Abstract
Mathematics for most students is not a favorite subject, in fact it is a scourge. Therefore, the role of teachers is needed in order to design learning that can change students' perceptions of mathematics. This research aims to implement the Reflective Pedagogy Paradigm (PPR) to increase the enthusiasm and cooperation of prospective teacher students in the Junior High School Mathematics Learning course. This research is a descriptive qualitative research in implementing the reflective pedagogy paradigm. The research procedure was divided into 3 cycles. Each cycle followed the stages in PPR, namely: context, experience, reflection, action, and evaluation. The research data were collected through observation and test administration. The results showed that the implementation of PPR in the Junior High School Mathematics Learning course can increase student enthusiasm. This can be seen from the increasing interest in becoming a teacher, namely from 39 students, initially 4 people (10.3%) were determined to become teachers, 29 people (74.4%) were still undecided, and 6 people (15.4%) did not want to become teachers at the end of the lecture increased to 33 people (84.6%) were determined and 6 people (15.4%) were still undecided. Students' response to the lecture process is very positive in terms of the scores given in the lecture evaluation, namely: overall field (5.9), course management (5.8), student involvement (6.0), student lecturer interaction (5.7), lecture content and evaluation (5.8), and integration with life (5.9) for a scale of 1-7.
Keywords: Reflective Pedagogy Paradigm, Enthusiasm, Cooperation, Junior High School Mathematics Learning
Abstrak
Matematika bagi sebagian besar siswa bukan menjadi pelajaran favorit, bahkan justru menjadi momok. Oleh karena itu dibutuhkan peran guru agar dapat merancang pembelajaran yang dapat mengubah persepsi siswa terhadap matematika. Penelitian ini bertujuan untuk mengimplementasikan Paradigma Pedagogi Reflektif (PPR) untuk meningkatkan antusiasme dan kerjasama mahasiswa calon guru dalam mata kuliah Pembelajaran Matematika SMP. Penelitian ini merupakan penelitian deskriptif kualitatif dalam mengimplementasikan paradigma pedagogi reflektif. Prosedur penelitian dibagi dalam 3 siklus. Tiap siklus mengikuti tahapan dalam PPR, yaitu: konteks, pengalaman, refleksi, aksi, dan evaluasi. Data penelitian dikumpulkan melalui observasi dan pemberian tes. Hasil penelitian menunjukkan bahwa implementasi PPR pada mata kuliah Pembelajaran Matematika SMP dapat meningkatkan antusiasme mahasiswa. Hal ini tampak dari semakin meningkatnya minat menjadi guru yaitu dari 39 mahasiswa, semula 4 orang (10,3%) telah mantap untuk menjadi guru, 29 orang (74,4%) masih ragu-ragu, dan 6 orang (15,4%) tidak ingin menjadi guru di akhir perkuliahan mengalami peningkatan menjadi 33 orang (84,6%) telah mantap dan 6 orang (15,4%) masih ragu-ragu. Respon mahasiswa terhadap proses perkuliahan sangat positif ditinjau dari nilai yang diberikan dalam evaluasi perkuliahan, yaitu: bidang keseluruhan (5,9), pengelolaan mata kuliah (5,8), pelibat-aktifan mahasiswa (6,0), interaksi dosen mahasiswa (5,7), isi dan evaluasi perkuliahan (5,8), dan integrasi dengan kehidupan (5,9) untuk skala 1-7.
Kata Kunci: Paradigma Pedagogi Reflektif, Antusiasme, Kerjasama, Pembelajaran Matematika SMP
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