Peningkatan Kompetensi Pedagogik Guru melalui Pengajaran Konsep Dasar Matematika SD pada Program RPL Afirmasi Daerah Terluar

Abstract

The Recognition of Prior Learning (RPL) Affirmation Program is one of the Indonesian government's initiatives to improve the academic qualifications and professional competencies of teachers serving in remote, frontier, and disadvantaged (3T) areas. One of the strategic courses within this program is Fundamental Mathematics for Elementary Schools, which plays an essential role in strengthening teachers' pedagogical competence in delivering meaningful mathematics instruction. This community engagement program aimed to enhance teachers' pedagogical competence through the teaching of Fundamental Mathematics for Elementary Schools in the RPL Affirmation Program. The program involved 34 teachers from remote regions outside Java. The implementation consisted of three stages: preparation, implementation, and evaluation, employing an andragogical approach integrated with experiential learning. Participants' conceptual understanding of elementary mathematics was assessed using pre-test and post-test instruments. The results indicated a significant improvement in participants' understanding. The average pre-test score increased from 75.73 to 85.97 in the post-test, representing an average gain of 10.24 points. Furthermore, participants demonstrated high levels of engagement during the learning process, actively participated in discussions, and were able to reflect on their teaching experiences to design more contextual and meaningful mathematics instruction. These findings suggest that integrating the RPL Affirmation Program with community engagement activities through andragogy and experiential learning is effective in improving teachers' pedagogical competence, particularly in mastering fundamental mathematics concepts for elementary education. This approach also has the potential to support the improvement and equitable distribution of educational quality in Indonesia's remote areas.