Preparing Modern Mathematics Teachers Through the Integration of TPACK, Abstraction, and Environment in Digital Era Learning
DOI:
https://doi.org/10.21580/dms.v26i1.30464Keywords:
abstraction theory, environmental-based learning, mathematics learning, teacher empowerment, TPACKAbstract
Limited access to professional development and digital learning innovation remains a challenge for teachers in post-disaster coastal areas, affecting the quality of mathematics instruction. This community service program aimed to strengthen the competence of mathematics teachers and school principals in Sumur District, Pandeglang Regency, through the integration of Technological Pedagogical Content Knowledge (TPACK), the theory of abstraction, and environment-based learning. The program employed a Participatory Action Research (PAR) approach through workshops, mentoring, lesson study, collaborative learning, and technology-assisted mathematics instruction. The results showed improvements in teachers’ pedagogical competence, digital literacy, and ability to design contextual mathematics learning integrated with environmental awareness. Teachers were able to utilize Augmented Reality (AR) technology and implement learning resources aligned with the Merdeka Curriculum. The program also strengthened professional learning communities and contributed to improving educational quality, educational resilience, and sustainable learning practices in post-disaster coastal communities, and supported long-term educational transformation for sustainable community development outcomes.
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