Design of Training for Differentiated Mathematics Instruction to Empower Middle School Teachers

Endah Budi Rahaju; Siti Khabibah; Nina Rinda Prihartiwi; Heri Purnomo

doi:10.20527/btjpm.v7i3.14166

Design of Training for Differentiated Mathematics Instruction to Empower Middle School Teachers

Endah Budi Rahaju, Siti Khabibah, Nina Rinda Prihartiwi, Heri Purnomo

Abstract

This Community Service (PkM) activity aims to design and implement training for junior high school mathematics teachers in Pasuruan Regency. It focuses on differentiated mathematics learning to empower them in the teaching process. This PkM modifies the service-learning method in its implementation. This PkM was held on July 13, 2024, at SMP Negeri 1 Bangil, collaborating with the Pasuruan Education Office and the Junior High School Mathematics MGMP throughout Pasuruan Regency. The training was attended by 20 mathematics teachers from various junior high schools in Pasuruan and consisted of a series of activities, including initiation, sharing in groups, peer review, and evaluation. The activity began with a presentation of basic material on differentiated mathematics learning, continued with a group discussion on the analysis of learning modules, and ended with a peer review session to provide constructive feedback between participants. The evaluation was carried out through a questionnaire filled out by 14 participants, with the results showing that most participants considered this training very useful and effective. The material presented was considered relevant and applicable in learning. The training also revealed the need for further training in applying artificial intelligence in mathematics learning, creating technology-based learning media, and developing more innovative assessments. Overall, this community service activity has succeeded in achieving its objectives and is expected to continue to improve mathematics learning quality sustainably.

Keywords

Community service; Differentiated instruction; Mathematics learning; Teachers' pedagogy; Teacher training

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DOI: https://doi.org/10.20527/btjpm.v7i3.14166