Peningkatan Kompetensi Menyusun dan Mengajarkan Soal Cerita Matematika bagi Guru SD Pedesaan
Authors: Sumarwati Sumarwati , Budiyono Budiyono 
Published: February 2021

Masalah yang dihadapi guru sekolah dasar di Kecamatan Cepogo, Kabupaten Boyolali yang termasuk pedesaan adalah siswa sulit memahami isi soal cerita dalam buku Matematika karena bahasa dan konteksnya tidak sesuai dengan kompetensi mereka. Sementara itu, guru kesulitan menyusun soal cerita yang sesuai dengan karakteristik kebahasan siswanya serta mengajarkannya dengan metode komunikatif. Tujuan pengabdian (IbM) ini untuk meningkatkan kompetensi guru dalam (1) menyusun soal cerita yang sesuai dengan karakteristik bahasa dan konteks siswanya serta (2) mengajarkan soal cerita dengan metode komunikatif sehingga membantu siswa untuk memahami isi soal cerita. Yang menjadi subjek (mitra) adalah 30 guru kelas 1, 2, 3. Pendekatan yang diterapkan adalah pendekatan partisipatif dengan teknik modelling, simulasi, dan praktik kelas. Hasil pelatihan dan pendampingan penyusunan soal cerita menunjukkan lebih dari 70% guru dapat membuat soal cerita Matematika yang sesuai kriteria, sedangkan pada guru yang lain, sebagian soal cerita buatannya tidak sesuai kriteria, misalnya kalimat terlalu panjang, tidak menggunakan aktor dan setting, serta tidak memuat nilai karakter positif. Hasil pelatihan dan pendampingan praktik mengajarkan soal cerita menunjukkan lebih dari 60% guru dapat mengajarkan soal cerita buatannya secara komunikatif dengan teknik menerjemahkan (dalam bahasa Jawa) dan menceritakan sehingga siswa dapat memahami isi soal soal dan membuat persamaan Matematika secara benar. Kata kunci: penyusunan dan pengajaran; soal cerita Matematika; sekolah dasar; pedesaanCompetence to Improve Composing and Teaching Math Story Questions for Rural Elementary School TeachersABSTRACT The problem faced by primary school teachers in Cepogo Subdistrict, Boyolali District which is rural area, is that it is difficult for students to understand word problems in the Mathematics book because the language and context are not in line with their competencies. Meanwhile, the teacher has difficulty creating word problem that are appropriate to the students' language characteristics and teaching them using communicative methods. The purpose of this devotion (IbM) is to improve teacher competence in (1) ccomposing word problem that are in accordance with the characteristics of the language and context of the students and (2) teaching word problems with communicative methods so that it helps students to understand the content of problems. The subjects (partners) were 30 teachers in grades 1, 2, 3. The approach applied was a participatory approach with modeling techniques, simulations and classroom practices. The results of the training and mentoring for the preparation of word problems showed that more than 70% of the teachers could compose Mathematics word problems that were in accordance with the criteria, whereas in other teachers, some of the stories they made were not in accordance with the signs, ie the sentences were too long, not use actors and settings, and do not contain positive character. The results of training and practical assistance teaching word problems show that more than 60% of teachers can teach the word problems that she made communicatively by translating techniques (in Javanese) and telling stories so students can make mathematical equations correctly.Keywords: composing and teaching; mathematics word problems; primary school; rural.