Training in Designing Mathematics Learning Using Local Context of Wetland Environment Based on Realistic Mathematics Education (RME)

Bubungan Tinggi: Jurnal Pengabdian Masyarakat http://ppjp.ulm.ac.id/journals/index.php/btj/index e-ISSN: 2722-3043 p-ISSN: 2722-2934 Vol 7 No 1 2025 DOI: https://doi.org/10.20527/btjpm.v7i1.10475 Training in Designing Mathematics Learning Using Local Context of Wetland Environment Based on Realistic Mathematics Education (RME) Chairil Faif Pasani, Taufiq Hidayanto*, Kamaliyah, Muhammad Taqwa Ridha, and Muhammad Daris Mathematics Education Study Program, Faculty of Teacher Training and Education, Universitas Lambung Mangkurat, Banjarmasin, Indonesia * Article Info Article history: Received: October 17, 2023 Revised: August 14, 2024 Accepted: January 28, 2025 Keywords: Local context RME Training Wetland environment This article is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License Abstract The problem in several schools is that students experience learning loss due to the COVID-19 pandemic, so several generations of students are slowly learning. Apart from that, the 2022 AKM results are less than optimal because not all students are familiar with contextual problems. Therefore, training in designing mathematics learning using the local context of the wetland environment based on RME needs to be implemented. This service aims to develop the ability of teachers of SDI Sabilal Muhtadin to design mathematics learning using the local context of the wetland environment based on RME to increase teachers' understanding and ability to design realistic learning. The method applied in this community service activity uses a PAR (Participatory Action Research) approach. The PAR cycle implemented is To Know, To Understand, To Plan, To Act, and To Change. The service team prepares material and delivers it via an offline workshop, while participants are also allowed to design learning with a local context and based on RME. The service results show an increase in teacher understanding regarding RME-based learning designs in the local context of the wetland environment, which is indicated by an increase in the average score from pre-test to post-test. Apart from that, most teachers have been able to develop mathematics learning plans based on RME in a local context. This is shown by the teacher's work in designing lessons sent to the service team. Thus, this service activity has successfully increased teachers' understanding and abilities in designing realistic learning. © 2025 Bubungan Tinggi: Jurnal Pengabdian Masyarakat To cite this article: Pasani, C. F., Hidayanto, T., Kamaliyah, K., Ridha, M. T., & Daris, M. (2025). Training in designing mathematics learning using local context of wetland environment based on realistic mathematics education (rme). Bubungan Tinggi: Jurnal Pengabdian Masyarakat, 7 (1), 255-263. INTRODUCTION As part of Indonesian society, known for its religious nature, the Banjar community also highly values Islamic religious education. This is evident from the emergence of various institutions establishing Islamic primary education. The establishment of the Sabilal Muhtadin Grand Mosque in Banjarmasin, inaugurated on February 9, 1981, by Soeharto, contributed to the founding of the Sabilal Muhtadin Islamic primary education, which would complement the function of the Sabilal Muhtadin Grand Mosque as a centre for Islamic activities. The establishment of the Sabilal Muhtadin Islamic educational institution, initiated by H. Mistar Tjokrokoesomo, the Governor of South Kalimantan at the time, was realized by Ir. H.M. Said. The first educational unit established was Sabilal 255 Pasani et al./Bubungan Tinggi: Jurnal Pengabdian Masyarakat 7 (1) 2025 255-263 Muhtadin Islamic Kindergarten in 1986, followed by the construction of the elementary school in 1989 and the junior high school in 1993. Sabilal Muhtadin Islamic Primary Education, which consists of Sabilal Muhtadin Islamic Kindergarten-Elementary-Junior High School, is managed by the Sabilal Muhtadin Islamic Education Institution in Banjarmasin (Wahidah et al., 2021). Sabilal Muhtadin Islamic Elementary School (SDI) in Banjarmasin is located near the Sabilal Muhtadin Grand Mosque. The school is Sabilal Muhtadin Islamic Elementary School, commonly abbreviated as SDI Sabilal Muhtadin Banjarmasin, located at Jln. Jend. Sudirman No. 1, Antasan Besar Village, Central Banjarmasin District, Banjarmasin City, South Kalimantan Province, postal code 70114. This private elementary school is under the supervision of the Department of Education and has been accredited A since 2009. The curriculum refers to the national curriculum with local curriculum features, such as Quranic studies, English, Arabic, and computer lessons. Sabilal Muhtadin Islamic primary education has gained recognition through its achievements at the regional and national levels. The support of adequate facilities and infrastructure likely contributes to these achievements. To this day, the development of Sabilal Muhtadin Islamic primary education has a competitive edge and can continue to grow despite competition from other schools based on integrated Islamic education (Wahidah et al., 2021). The independent curriculum is the successor to the 2013 curriculum. SDI Sabilal Muhtadin has fully implemented the independent curriculum since the 2022/2023 academic year. At the same time, the COVID-19 pandemic began to subside, entering the transition phase known as the new normal. Concurrently, the government launched the Minimum Competency Assessment (AKM), which SDI Sabilal Muhtadin also implemented. Based on interviews with the principal and several teachers, the following issues were identified: (1) Learning loss experienced by students due to the COVID-19 pandemic, causing some generations of students to lag in following the lessons; (2) The less-than-optimal results of the 2022 AKM due to students' unfamiliarity with contextual problems. The main problem at SDI Sabilal Muhtadin is the learning loss due to the suboptimal learning activities during the COVID-19 pandemic, which also resulted in the students' lower literacy and numeracy skills in the 2022 AKM. Therefore, teachers need to be refreshed regarding lesson planning, which can potentially improve students' literacy skills. One approach that can be used is RME. The RME approach can positively impact students' mathematical literacy (Agustina et al., 2022). Furthermore, the RME approach positively affects students' learning outcomes and motivation (Hasan et al., 2020). This statement is also supported by (Hidayat et al., 2019), who revealed that the creative thinking ability of students using RME-based learning is better than those using conventional learning (Anisa, 2015). RME emphasizes using realistic contexts for students to start learning in the classroom. From this context, it develops towards formal mathematics through mathematical activities. Thus, it is hoped that the concepts constructed by students will stick more and be used in solving various problems. The (...truncated)