Teacher Perspectives on the Development of Project-Based Mathematics Modules for Primary Schools in Indonesia’s Merdeka Curriculum

dian anggraeni tri astuti

doi:10.21831/jrpm.v11i2.74662

Teacher Perspectives on the Development of Project-Based Mathematics Modules for Primary Schools in Indonesia’s Merdeka Curriculum

dian anggraeni tri astuti, Universiti Pendidikan Sultan Idris, Malaysia

10.21831/jrpm.v11i2.74662

Abstract

This research aims to analyze teachers' needs for developing a project-based mathematics learning pedagogy module (PjBL) in grade 2 elementary schools in the Indonesian Merdeka Curriculum. This study involved 884 Phase A teachers (grades 1 and 2) in West Java. We collected data through a questionnaire that measured teachers' needs in developing PjBL-based mathematics teaching modules. The results showed that 81% of teachers expressed a high need for developing PjBL-based mathematics teaching modules, with an average score of 4.23 to 4.27, indicating they are at the agreeable or excellent stage. This result showed that teachers need the module to improve their ability to implement project-based learning in the mathematics classroom. Number and geometry themes were teachers' main choices when developing PjBL-based mathematics modules. The needs analysis results recommend the development of a PjBL-based mathematics teaching module for grade 2 primary school teachers in improving project-based teaching practices to foster 21st-century skills, namely the 4Cs, in accordance with the educational objectives of the Merdeka Curriculum in Indonesia.

Keywords

math, project-based learning, teaching module, phase A, elementary school

References

Abidin, Z., Utomo, A. C., Pratiwi, V., & Farokhah, L. (2020). Project-Based Learning - Literacy in Improving Students’ Mathematical Reasoning Abilities in Elementary Schools. JMIE (Journal of Madrasah Ibtidaiyah Education), 4(1), 39. https://doi.org/10.32934/jmie.v4i1.170

ACDP Indonesia. (2014). Teacher Absenteeism in Indonesia (Issue November).

Arikunto, S. (2013). Prosedur Penelitian: Suatu Pendekatan Praktik.

Cetintav, G., & Yilmaz, R. (2023). The Effect of Augmented Reality Technology on Middle School Students’ Mathematic Academic Achievement, Self-Regulated Learning Skills, and Motivation. Journal of Educational Computing Research, 61(7), 1483–1504. https://doi.org/10.1177/07356331231176022

Condliffe, B., Quint, J., Visher, M. G., & Bangser, M. R. (2017). Project-Based Learning. October.

Craig, T. T., & Marshall, J. (2019). Effect of project-based learning on high school students’ state-mandated, standardized math and science exam performance. Journal of Research in Science Teaching, 56(10), 1461–1488. https://doi.org/10.1002/tea.21582

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative and mixed methods approaches (5th ed.). SAGE Publications, Inc.

Ester Paruntu, P., Sukestiyarno, Y., Priyono Budi Prasetyo, A., & Negeri Semarang, U. (2018). Unnes Journal of Mathematics Education Research Analysis of Mathematical Communication Ability and Curiosity Through Project Based Learning Models With Scaffolding SMP Negeri 18 Halmahera Utara, Maluku Utara, Indonesia 2. Ujmer, 7(1), 26–34. http://journal.unnes.ac.id/sju/index.php/ujmer

Galadima, U., Ismail, Z., & Ismail, N. (2019). A need analysis for developing integrated stem course training module for pre-service mathematics teachers. International Journal of Engineering and Advanced Technology, 8(5), 47–52. https://doi.org/10.35940/ijeat.E1006.0585C19

Hallermann, S., Larmer, J., Mergendoller, J. R., & Buck Institute for Education. (2011). PBL in the elementary grades : step-by-step guidance, tools and tips for standards-focused K-5 projects. Buck Institute for Education.

Han, S., Rosli, R., Capraro, M. M., & Capraro, R. M. (2016). The effect of Science, technology, engineering and mathematics (STEM) project based learning (PBL) on students’ Achievement in four mathematics topics. Journal of Turkish Science Education, 13(Specialissue), 3–30. https://doi.org/10.12973/tused.10168a

Julian, P. K. (2017). The effects of a project-based course on students’ attitudes toward mathematics and students’ achievement at a two-year college. Mathematics Enthusiast, 14(1–3), 509–516. https://doi.org/10.54870/1551-3440.1408

Kay, K., & Greenhill, V. (2011). Bringing Schools into the 21st Century. Bringing Schools into the 21st Century, 41–65. https://doi.org/10.1007/978-94-007-0268-4

Kemendikbudristek. (2021). Modul Literasi Numerasi Di Sekolah Dasar. Modul Literasi Numerasi Di Sekolah Dasar, 1, 22. http://ditpsd.kemdikbud.go.id/upload/filemanager/2021/06/2 Modul Literasi Numerasi.pdf

Khoirurrijal. (2022). Pengembangan Kurikulum Merdeka.

Kholid, Lingga, Swasti, A. (2022). Geogebra in project-based learning (geo-pjbl): A dynamic tool for analytical geometry course. Journal of Technology and Science Education, 4(4), 215–227. http://www.jotse.org/index.php/jotse/article/view/110/142

Leong, T. G., Raja Maamor Shah, R. L. Z., & Mohd Idrus, N. (2020). Analisis Keperluan Bagi Pembangunan Modul Untuk Pengekalan Pengetahuan Konseptual Dan Prosedural Matematik Tingkatan 1. In Journal of Science and Mathematics Letters (Vol. 8, Issue 2, pp. 86–99). https://doi.org/10.37134/jsml.vol8.2.11.2020

Leung, C. H., & Mak, K. Y. (2010). Training, understanding, and the attitudes of primary school teachers regarding inclusive education in Hong Kong. In International Journal of Inclusive Education (Vol. 14, Issue 8, pp. 829–842). https://doi.org/10.1080/13603110902748947

Lin, F. L., Wang, T. Y., & Yang, K. L. (2018). Description and evaluation of a large-scale project to facilitate student engagement in learning mathematics. Studies in Educational Evaluation, 58(December 2016), 178–186. https://doi.org/10.1016/j.stueduc.2018.03.001

Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2015). TIMSS 2015 International Results in Mathematics.

Mullis, I. V., Martin, M. O., & von Davier, M. (2021). TIMSS 2023 Assessment Framework. In Chestnut Hill, MA: TIMSS & PIRLS International Study Center and International Association for the Evaluation of Educational Achievement (IEA).

Nasution, M. D., Ahmad, & Mohamed, Z. (2021). Pre Service Teachers’ Perception on the Implementation of Project Based Learning in Mathematic Class. Infinity Journal, 10(1), 109–120. https://doi.org/10.22460/infinity.v10i1.p109-120

Nasution, S. W. (n.d.). PROSIDING PENDIDIKAN DASAR URL: https://journal.mahesacenter.org/index.php/ppd/index Assesment Kurikulum Merdeka Belajar Di Sekolah Dasar. https://doi.org/10.34007/ppd.v1i1.181

Nofiani, E., & Senen, A. (2019). The Scientific Approach-Based Convertible Book as the Media to Improve Nationalism Character. 326(Iccie 2018), 188–191. https://doi.org/10.2991/iccie-18.2019.34

Pellegrino, J. W., & Hilton, M. L. (2012). Education for Life and Work : Developing Transferable Knowledge and Skills in the 21st Century This PDF is available from The National Academies Press at http://www.nap.edu/catalog.php?record_id=13398 Education for Life and Work : Developing Transferable (Issue January).

Prastyo, H. (2020). Kemampuan Matematika Siswa Indonesia Berdasarkan TIMSS. Jurnal Padegogik, 3(2), 111–117. https://doi.org/10.35974/jpd.v3i2.2367

Purnomo, Y. W. (2017). The complex relationship between teachers’ mathematics-related beliefs and their practices in mathematics class. New Educational Review, 47(1), 200–210. https://doi.org/10.15804/tner.2017.47.1.16

Ramadhani, R., & Fitri, Y. (2020). A Project-based learning into flipped classroom for ePUB3 electronic mathematics learning module (eMLM)-based on course design and implementation. Universal Journal of Educational Research, 8(7), 3119–3135. https://doi.org/10.13189/ujer.2020.080740

Revina, S., Pramana, R. P., Fillaili, R., & Suryadarma, D. (2020). Sytematic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. RISE Working Paper Series. 20/054, October, 1–35.

Ribeiro, F. S., & Santos, F. H. (2017). Enhancement of numeric cognition in children with low achievement in mathematic after a non-instrumental musical training. Research in Developmental Disabilities, 62, 26–39. https://doi.org/10.1016/j.ridd.2016.11.008

Richey, R., Klein, J. (2007). Design and Development Research. Routledge.

Sarpong, T., Sarpong, F. A., & Asor, A. O. (2020). The Influence of Activity-Based Teaching Method Used in Teaching Social Studies on Students Retention and Academic Performance: A Quasi-Experimental Study of Selected Junior High School Students in Sekyere South District of Ashanti Region, Ghana. Open Journal of Social Sciences, 08(12), 238–254. https://doi.org/10.4236/jss.2020.812018

Susanto, A., Zaenuri, Z., & Dewi, N. R. (2021). Students’ Mathematical Critical Thinking Ability with Project Based Learning (PjBL) Model Based on Local Culture. In Journal of Primary Education (Vol. 10, Issue 4). https://journal.unnes.ac.id/sju/index.php/jpe

Thomas, J., Condliffe, B., & Quint, J. (2015). Whatever Form a Project Takes , It Must Meet These Criteria To Be Gold Standard Pbl . Interdisciplinary Journal of Problem-Based Learning, 22(1), 1–18. http://dx.doi.org/10.1038/s41539-019-0045-1%0Ahttp://dx.doi.org/10.1016/j.jecp.2016.07.015%0Ahttps://doi.org/10.1016/j.edurev.2018.11.001%0Ahttp://pitt.summon.serialssolutions.com/link/0/eLvHCXMwVV27CsJAEDwQQQRLvdYPMHJ32SSXUtSQQrsUae_2YWfl_-PGB2g51RY7zA7s

Torrefranca, E. C. (2017). Development and Validation of Instructional Modules on Rational Expressions and Variations. The Normal Lights, 11(1), 43–73.

Warner, S., & Kaur, A. (2017). The Perceptions of Teachers and Students on a 21 st Century Mathematics Instructional Model. 12(2), 193–215.

World Bank. (2015). Indonesia-A video study of teaching practices in TIMSS eighth grade mathematics classrooms: Understanding what teaching practices are used, why they are used and how they relate to student learning. 171.

World Bank. (2016). Public Disclosure Authorized INDONESIA : Teacher certification and beyond. 1–67.

DOI: https://doi.org/10.21831/jrpm.v11i2.74662