PENINGKATAN TPACK GURU MATEMATIKA SMK MELALUI PELATIHAN DAN PENDAMPINGAN PEMBUATAN MEDIA PEMBELAJARAN DIGITAL (CANVA DAN MATHCITYMAP)

Moch. Fauzi; Puguh Wahyu Prasetyo; Lukman Jakfar Shodiq; Alfika Triayuningtiyas; Fuja Dwi Nandika

doi:10.51747/abdipancamarga.v5i1.1742

Moch. Fauzi STKIP PGRI Lumajang
Puguh Wahyu Prasetyo Universitas Ahmad Dahlan
Lukman Jakfar Shodiq STKIP PGRI Lumajang
Alfika Triayuningtiyas Universitas Ahmad Dahlan
Fuja Dwi Nandika STKIP PGRI Lumajang

DOI: https://doi.org/10.51747/abdipancamarga.v5i1.1742

Abstract

The majority of vocational mathematics teachers in Lumajang region provide mathematics materials traditionally using textbooks as learning resources. Whereas the fast development of technology can support the improvement of teachers' Technological Pedagogical Content Knowledge (TPACK). The use of technology such as Canva and Mathcitymap applications makes teaching materials look better, real, and more attractive. It was necessary to improve teachers' soft skills in mastering the Canva and Mathcitymap applications so that their skills in integrating technology in mathematics learning materials also increased. The implementation of this project uses training and mentoring methods for service partners, namely members of the MGMP of vocational mathematics teachers of Lumajang Regency in the odd semester of 2023/2024. Training was conducted online through zoom meetings and mentoring was carried out directly to selected teachers to practice the use of Canva and Mathcitymap. The results of the program showed an increase in mastery the concept of "Canva as an interactive math learning media" at 84.7%, an increase in mastery of the concept of "Mathcitymap" as a learning support application at 80.3%, and an increase in teachers' TPACK in making digital math learning media at 84%. This high increase in skills and knowledge needs to be balanced with the availability of digital facilities and infrastructure at school, which is the main obstacle faced by teachers at this time. In addition, teachers also expect further training on digital-based assessment in differentiated learning.

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