Aan Putra, Zulkardi Zulkardi, Ratu Ilma Indra Putri, Laswadi Laswadi

Workshop Eksplorasi Masalah Numerasi dalam Konteks Kegiatan Berwisata di Kerinci

Introduction

Workshop eksplorasi masalah numerasi dalam konteks kegiatan berwisata di kerinci. Pelatihan guru matematika tentang masalah numerasi di pariwisata Kerinci. Kembangkan soal matematika kontekstual berbasis layanan, tingkatkan kompetensi desain soal lokal.

Abstract

This workshop aims to equip prospective mathematics teachers with the skills to explore numeracy problems in tourism contexts. The workshop is designed using a service learning approach and involves students from various universities across the Sumatra region. The core activities include identifying sequences of tourism activities, exploring numeracy problems embedded in each activity, and formulating context-based problems. The main output is a mini-project in the form of contextual open-ended math problems. The success of the workshop is measured through pretest and posttest comparisons, participant satisfaction surveys, and levels of active engagement. The results show that this approach effectively enhances students’ competence in designing mathematics instrumen based on local contexts.

Review

The workshop described in "Workshop Eksplorasi Masalah Numerasi dalam Konteks Kegiatan Berwisata di Kerinci" introduces a highly relevant and innovative approach to teacher training. By equipping prospective mathematics teachers with the skills to identify and formulate numeracy problems within local tourism contexts, this initiative directly addresses the critical need for contextualized mathematics education. The adoption of a service-learning framework, engaging students from diverse universities, is particularly commendable, fostering both pedagogical competence and community engagement through the exploration of Kerinci's unique environment. This abstract clearly outlines a promising endeavor to bridge theoretical mathematical knowledge with practical, real-world application. The workshop's design appears well-structured and purposeful, centered around core activities that include dissecting tourism activities, uncovering embedded numeracy challenges, and crafting context-based problems. The emphasis on producing a mini-project of open-ended math problems serves as a tangible and valuable output, demonstrating the practical application of the acquired skills. The evaluation methods, encompassing pretest and posttest comparisons, participant satisfaction surveys, and engagement levels, suggest a comprehensive approach to assessing the workshop's effectiveness. While the abstract confidently states the positive outcomes, the full paper would be essential to review the detailed findings and statistical evidence. A significant strength of this initiative lies in its successful integration of local context and service learning to enhance teacher competence in designing relevant mathematics instruments. This approach not only makes mathematics more accessible and meaningful but also empowers future educators to leverage their immediate surroundings as rich learning resources. To further strengthen the impact, the full publication should elaborate on the specific improvements observed in competence, the nuances of participant satisfaction, and concrete examples of the problems created. Future research could also explore the long-term impact of this training on teaching practices and the scalability of this model to other regional contexts or across different subject areas, solidifying its contribution to educational innovation.

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