Abstract
Good classroom management is very necessary for teachers to achieve learning objectives. However, previous research states that classroom management in the implementation of mathematics learning on rational inequality material is still less than optimal. This is caused by the lack of the teacher's ability to manage the class. As a result, students are less interested in participating in learning activities. Therefore, this study aims to describe the teaching profile of mathematics teachers on classroom management skills on rational inequality material based on the Teaching and Learning Activity Plan (RKBM). This research uses descriptive research with a qualitative approach. The participants of this study were a mathematics teacher of MAN 2 Malang City and 36 students of S1 IPS-1 (Grade 10). Data collection techniques were observation, interview, and documentation. Data analysis techniques were carried out in several stages, namely data collection, data condensation, data presentation, and conclusion drawing. The results showed that RKBM-based mathematics teacher teaching could support good classroom management including, the majority of students being enthusiastic in participating in learning activities and students orderly carrying out the instructions given by the teacher. The results of this study can be used as a reference for teachers to design creative and interactive learning activities
References
Afifah, A. U., & Permana, H. (2022). Manajemen kelas dalam meningkatkan minat belajar siswa di SMAN 4 Tambun Selatan. PeTeKa, 5(2), 237-242. http://dx.doi.org/10.31604/ptk.v5i2.237-242
Aisy, A. R., Nurlaeli, A., & Suryana, S. (2021). Ugensi pengelolaan kelas terhadap motivasi belajar peserta didik di SMK Bhinneka Karawang. PeTeKa, 4(2), 323-332. http://dx.doi.org/10.31604/ptk.v4i2.323-332
Amalliyah, N., Waluya, B., & Agoestanto, A. (2022). Situation based learning with peer tutors design in mathematics learning. Jurnal Pendidikan MIPA, 23(3), 1205-1213. http://dx.doi.org/10.23960/jpmipa/v23i3.pp1205-1213
Ansyah, E. (2022). Kompetensi guru profesional. At-Ta’lim: Media Informasi Pendidikan Islam, 10(1), 120–134. http://dx.doi.org/10.29300/attalim.v10i1.7614
Arianti. (2018). Peranan guru dalam meningkatkan motivasi belajar siswa. Didaktika Jurnal Pendidikan, 12(2), 117–134. https://doi.org/10.58344/jmi.v2i6.284
Arikunto, S. (2021). Dasar-dasar evaluasi pendidikan edisi 3. Bumi Aksara.
Agathangelou, S. A., & Charalambous, C. Y. (2021). Is content knowledge pre-requisite of pedagogical content knowledge? An empirical investigation. Journal of Mathematics Teacher Education, 24(5), 431-458. https://link.springer.com/article/10.1007/s10857-020-09466-0
Barut, M. E. O. B., Wijaya, A., & Retnawati, H. (2021). Hubungan pedagogical content knowledge guru matematika dan prestasi belajar siswa sekolah menengah pertama. Pythagoras: Jurnal Pendidikan Matematika, 15(2), 178–189. https://doi.org/10.21831/pg.v15i2.35375
Chang, S. H., Ward, P., & Goodway, J. D. (2020). The effect of a content knowledge teacher professional workshop on enacted pedagogical content knowledge and student learning in a throwing unit. Physical Education and Sport Pedagogy, 25(5), 493-508. http://dx.doi.org/10.1080/17408989.2020.1743252
Chikita, D., Sari, D. P., Pacasarjana, R. P., & Curup, I. (2023). Penerapan perencanaan model pembelajaran teacher center di MTs Negeri 2 Rejang Lebong. Jurnal Pendidikan Sosial dan Humaniora, 2(3), 11954-11965. Retrieved from: https://publisherqu.com/index.php/pediaqu/article/view/416
Copur-Gencturk, Y., & Tolar, T. (2022). Mathematics teaching expertise: A study of the dimensionality of content knowledge, pedagogical content knowledge, and content-specific noticing skills. Teaching and Teacher Education, 114, 103696. https://doi.org/10.1016/j.tate.2022.103696
Creswell, J. W. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage Publication.
Dalyono, B., & Agustina, D. A. (2016). Guru profesional sebagai faktor penentu pendidikan bermutu. Bangun Rekaprima, 2(2), 13-22. https://doi.org/10.32497/bangunrekaprima.v2i2.453
De Porter, B., & Hernacki, M. (2000). Quantum learning. PT Mizan Publika.
Delgado-Rebolledo, R., & Zakaryan, D. (2020). Relationships between the knowledge of practices in mathematics and the pedagogical content knowledge of a mathematics lecturer. International Journal of Science and Mathematics Education, 18, 567-587. https://link.springer.com/article/10.1007/s10763-019-09977-0
Dewi, D. F. (2023). Studi tentang manajemen pembelajaran dalam peningkatan kualitas pembelajaran di SDN Pakubeureum II Kecamatan Kertajati Kabupaten Majalengka. Jurnal Arjuna: Publikasi Ilmu Pendidikan, Bahasa dan Matematika, 1(4), 70-79. https://doi.org/10.61132/arjuna.v1i4.78
Emda, A. (2018). Kedudukan motivasi belajar siswa dalam pembelajaran. Lantanida Journal, 5(2), 93-196. https://doi.org/10.22373/lj.v5i2.2838
Erta, U. E. D. (2022). Strategi pengelolaan kelas untuk meningkatkan hasil belajar siswa. Jurnal AlphaEuclidEdu, 3(2), 126-133. https://doi.org/10.26418/ja.v3i2.58754
Estari, A. W. (2020). Pentingnya memahami karakteristik peserta didik dalam proses pembelajaran. In Social, Humanities, and Educational Studies (SHEs): Conference Series. 3(3), 1439-1444. https://doi.org/10.20961/shes.v3i3.56953
Fathani, A. H. (2020). Penerapan group investigation untuk meningkatkan kemampuan pemecahan masalah kontekstual bagi peserta didik kelas X SMA Islam Nusantara Malang pada materi pertidaksamaan rasional dan irrasional. JES-MAT: Jurnal Edukasi dan Sains Matematika, 6(1), 1-10. https://journal.uniku.ac.id/index.php/JESMath/article/view/2298
Fitriyah, A. L., Putri, A. F. S., Putra, M. I. S., Rofiki, I., & Abdullah, A. H. (2022). Pengaruh peer tutoring pada kecemasan matematika siswa sekolah menengah pertama. Jurnal Kajian Pembelajaran Matematika, 6(2), 125-134. http://dx.doi.org/10.17977/um076v6i22022p125-134
Garba, A., Ismail, N., Osman, S., & Rameli, M. R. M. (2019). Exploring peer effect on mathematics anxiety among secondary school students of Sokoto State, Nigeria through photovoice approach. Eurasia J. Math., Sci. Tech. Ed. 16(2), 1-12. https://doi.org/10.29333/ejmste/112622
Gustiansyah, K., Sholihah, N. M., & Sobri, W. (2021). Pentingnya penyusunan RPP untuk meningkatkan keaktifan siswa dalam belajar mengajar di kelas. Idarotuna: Journal of Administrative Science, 1(2), 81–94. https://doi.org/10.54471/idarotuna.v1i2.10
Haryadi, H. (2023). Problematika penguasaan kompetensi pedagogik dalam pembelajaran matematika berbasis literasi. Media Pendidikan Matematika, 11(1), 94-102. https://doi.org/10.33394/mpm.v11i1.7860
Hamit, O. Z. E. N., & Yildirim, R. (2020). Teacher perspectives on classroom management. International Journal of Contemporary Educational Research, 7(1), 99-113. https://doi.org/10.33200/ijcer.645818
Honesty, C., Asrori, M., & Purwanti, P. (2019). Hubungan tipe kepribadian dengan gaya belajar peserta didik kelas VIII SMPN 16 Pontianak. Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK), 8(1), 1-10. http://dx.doi.org/10.26418/jppk.v8i1.30940
Hutasoit, S. A. (2021). Pembelajaran Teacher Centered Learning (TCL) dan Project Based Learning (PBL) dalam pengembangan kinerja ilmiah dan peninjauan karakter siswa. Jurnal Pendidikan Indonesia (Japendi), 2(10), 1775–1799. https://doi.org/10.59141/japendi.v2i10.294
Kirana, C. Z., & Badri, A. N. A. (2020). Peranan apresiasi guru terhadap antusias belajarsiswa kelas XI Madrasah Aliyah Hasan Muchyi. SALIMIYA: Jurnal Studi Ilmu Keagamaan Islam, 1(3), 175–193. https://ejournal.iaifa.ac.id/index.php/salimiya
Kumening, A. S., Ramadhani, L., & Putranto, S. (2023). Analisis problematika pembelajaran matematika di SMP swasta pedesaan. Dharmas Education Journal (DE_Journal), 4(1), 133-140. https://doi.org/10.56667/dejournal.v4i1.825
Lase, B. P. (2021). Pengaruh profil guru terhadap minat belajar siswa. Jurnal Review Pendidikan dan Pengajaran (JRPP), 4(1), 242–246. https://doi.org/10.31004/jrpp.v4i1.3283
Lee, J. (2010). Exploring kindergarten teachers’ pedagogical content knowledge of mathematics. International Journal of Early Childhood, 42(1), 27–41. https://doi.org/10.1007/s13158-010-0003-9
Lestari, N. (2023). Analisis keterampilan guru dalam pengelolaan kelas pada mata pelajaran tematik kelas IV SDIT Darussalam Deli Tua. Journal on Education, 06(01), 7853–7857. Retrieved from: https://jonedu.org/index.php/joe/article/view/4188
Li, Q., Cho, H., Cosso, J., & Maeda, Y. (2021). Relations between students’ mathematics anxiety and motivation to learn mathematics: A meta-analysis. Educational Psychology Review, 33(3), 1017–1049. https://doi.org/10.1007/s10648-020-09589-z
Magdalena, I., & Affifah, A. (2020). Identifikasi gaya belajar siswa (visual, auditorial, kinestetik). PENSA, 2(1), 1-8. Retrieved from https://ejournal.stitpn.ac.id/index.php/pensa/article/view/599
Mahanani, P. (2020). Profil guru ideal kunci kemajuan kualitas Generasi Emas 2045. In Prosiding Seminar Nasional KSDP Prodi S1 PGSD (pp. 51–58). Retrieved from: http://pgsd.fip.um.ac.id/wp-content/uploads/2017/01/6.pdf
Marder, J., Thiel, F., & Göllner, R. (2023). Classroom management and students' mathematics achievement: The role of students’ disruptive behavior and teacher classroom management. Learning and Instruction, 86, 101746. https://doi.org/10.1016/j.learninstruc.2023.101746
Maurin, H., & Muhamadi, S. I. (2018). Metode ceramah plus diskusi dan tugas untuk meningkatkan aktivitas belajar siswa. Al-Aulad: Journal of Islamic Primary Education, 1(2), 65-76. https://doi.org/10.15575/al-aulad.v1i2.3526
Miles, H., Huberman, A. M., & Saldana. (2014). Qualitative data analysis: A methods sourcebook. New York: Sage Publications, Inc.
Monica, A. (2020). Profil guru ideal dalam perspektif siswa madrasah aliyah. Asatiza Jurnal Pendidikan, 1(3), 344–360. https://doi.org/10.46963/asatiza.v1i3.168
Mujahida, M., & Rus’an, R. (2019). Analisis perbandingan teacher centered dan learner centered. Scolae: Journal of Pedagogy, 2(2), 323–331. https://doi.org/10.56488/scolae.v2i2.74
Ng, C. C. (2018). High school students’ motivation to learn mathematics: the role of multiple goals. International Journal of Science and Mathematics Education, 16(2), 357–375. https://doi.org/10.1007/s10763-016-9780-4
Ningrum, D. E. A. F., Saefi, M., Nurrohman, E., & Rofiki, I. (2022). Evaluation on lesson plans of elementary pre-service teachers fostering HOTS within Shulman’s Framework. ELEMENTARY: Islamic Teacher Journal, 10(1), 159-174. http://dx.doi.org/10.21043/elementary.v10i1.14461
Nur, F. (2022). Pengembangan pembelajaran matematika. Nas Media Pustaka.
Panggabean, S., Lisnasari, S. F., Puspitasari, I., Basuki, L., Fuadi, A., Firmansyah, H., Badi’ah, A., Anwar, A., Nggaba, M. E., Ghaybiyyah, F., Annisa, Ns. R., Zakaria, Arifin, S., & Purbasari, I. (2021). Konsep student center learning dan teacher center learning. Media Sains Indonesia.
Parnata, I., Maharani, L. P., Hidayat, L., Pramudia, T. E., & Rofiki, I. (2023). Profil pengajaran guru matematika berdasarkan kemampuaan pengelolaan kelas di sekolah menengah pertama. Suska Journal of Mathematics Education, 9(1), 1–14. http://dx.doi.org/10.24014/sjme.v9i1.19986
Rahman, S. (2021). Pentingnya motivasi belajar dalam meningkatkan hasil belajar. In Prosiding Seminar Nasional Pendidikan Dasar (pp. 289–302). Retrieved from: https://ejurnal.pps.ung.ac.id/index.php/PSNPD/article/view/1076
Raufany, G., & Solfitri, T. (2019). Analisis kesalahan siswa kelas X IPA 1 SMAN 2 Pekanbaru dalam menyelesaikan soal pertidaksamaan rasional dan irasional. Jurnal Prinsip Pendidikan Matematika, 2(1), 19–22. https://doi.org/10.33578/prinsip.v2i1.36
Rikawati, K., & Sitinjak, D. (2020). Peningkatan keaktifan belajar siswa dengan penggunaan metode ceramah interaktif. Journal of Educational Chemistry (JEC), 2(2), 40-48. https://doi.org/10.21580/jec.2020.2.2.6059
Rofiki, I., Nusantara, T., Subanji, & Chandra, T. D. (2017a). Exploring local plausible reasoning: The case of inequality tasks. Journal of Physics: Conference Series, 943(1),012002. Retrieved from: http://iopscience.iop.org/article/10.1088/1742-6596/943/1/012002/pdf
Rofiki, I., Nusantara, T., Subanji, & Chandra, T. D. (2017b). Reflective plausible reasoning in solving inequality problem. IOSR Journal of Research & Method in Education, 7(1), 101-112. http://dx.doi.org/10.9790/7388-070101101112
Sakaria, D. A., Maat, S. M. B., & Matore, M. E. E. (2023). Factors Influencing Mathematics Teachers' Pedagogical Content Knowledge (PCK): A Systematic Review. Pegem Journal of Education and Instruction, 13(2), 1-14. https://eric.ed.gov/?id=EJ1386847
Salma, R. (2020). Pengelolaan kelas pada pembelajaran tematik terpadu kelas V sekolah dasar. Journal of Basic Education Research, 1(2), 54–57. https://doi.org/10.37251/jber.v1i2.83
Sari, W. R. (2016). Pengembangan perangkat pembelajaran bangun ruang di SMP dengan pendekatan pendidikan matematika realistik. Jurnal Riset Pendidikan Matematika, 3(1), 109–121. https://doi.org/10.21831/jrpm.v3i1.10407
Savira, A. N., Fatmawati, R., Rozin Z, M., & Eko S, M. (2018). Peningkatan minat belajar siswa dengan menggunakan metode ceramah interaktif. Factor M, 1(1), 43–56. https://doi.org/10.30762/f_m.v1i1.963
Sofian, M. R. (2023). Psikoedukasi pentingnya mengetahui gaya belajar siswa. ABDIMA: Jurnal Pengabdian Mahasiswa, 2(1), 1609–1615. Retrieved from: https://journal.ubpkarawang.ac.id/index.php/AJPM/article/view/3799
Sumar, W. T. (2020). Pengelolaan kelas dalam meningkatkan motivasi belajar siswa. Jambura Journal of Educational Management, 1(1), 49-59. https://doi.org/10.37411/jjem.v1i1.105
Thurston, A., Roseth, C., Chiang, T. H., Burns, V., & Topping, K. J. (2020). The influence of social relationships on outcomes in mathematics when using peer tutoring in elementary school. International Journal of Educational Research Open, 1, 100004. https://doi.org/10.1016/j.ijedro.2020.100004
Umar, & Hendra. (2020). Konsep dasar pengelolaan kelas dalam proses pembelajaran di sekolah. KREATIF: Jurnal Pemikiran Pendidikan Agama Islam, 18(1), 99–112. https://doi.org/10.52266/kreatif.v18i1.365
Usiono, Widiastuty, R., & Azwardi. (2021). Evaluasi peningkatan mutu sekolah melalui pengembangan profesionalisme guru. Cybernetics: Journal Educational Research and Social Studies, 2(3), 55–65. https://doi.org/10.51178/cjerss.v2i3.227
Wati, A. R. Z., & Trihantoyo, S. (2020). Strategi pengelolaan kelas unggulan dalam meningkatkan prestasi belajar siswa. Jurnal Dinamika Manajemen Pendidikan, 5(1), 46. https://doi.org/10.26740/jdmp.v5n1.p46-57
Wulandari, A., & Efendy, R. (2022). Masalah atau kendala yang dialami siswa kelas X MA DDI Takkalasi dalam menyelesaikan soal pertidaksamaan rasional. Edumath, 13(1), 30-38. https://doi.org/10.32682/edumath.v13i1.2267
Yantoro. (2020). Strategi pengelolaan kelas yang efektif dalam menumbuhkan sikap disiplin siswa. Jurnal Muara Pendidikan, 5(1), 586–592. https://doi.org/10.52060/mp.v5i1.265
Zunidar. (2019). Peran guru dalam inovasi pembelajaran. NIZHAMIYAH, 9(2), 41-56. http://dx.doi.org/10.30821/niz.v9i2.550
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.