The Role of Teachers in the Implementation of Mathematics Learning Based on Sustainable Education: An Evaluative Study at the “Sekolah Penggerak”

Abstract

Background: Mathematics education in Indonesia still faces challenges in connecting theoretical concepts with practical skills that are relevant to real life. The low PISA results and the weak pedagogical competence of teachers are indicators of the need for new approaches to learning, one of which is through sustainable education. Sekolah Penggerak program that has been implemented is an important foothold in applying this principle.

Aims: This study aims to evaluate the role of teachers in implementing sustainable education-based mathematics learning in schools that have participated in the Sekolah Penggerak Program. The scope includes planning, implementation and challenges faced by teachers in integrating sustainability principles into mathematics learning.

Methods: This study uses a qualitative method with an evaluative literature review approach, which involves the systematic identification, assessment, and synthesis of existing studies to evaluate the implementation and challenges of mathematics learning based on continuing education. The steps used include formulating research questions, establishing inclusion criteria, identifying sources, and conducting thematic analysis. Comparative analysis was conducted using a matrix-based approach to compare themes among the selected studies.

Result: The majority of teachers have implemented contextual and project-based approaches in mathematics learning. There was an increase in competency in formative assessment and differentiated learning. However, most teachers have not received advanced training and face limitations in facilities and technology use. Teacher collaboration through learning communities is a significant supporting factor.

Conclusion: The role of teachers is crucial to the success of sustainable education-based mathematics learning. To improve the effectiveness of implementation, continuous support is needed through training, provision of facilities and collaboration between teachers, schools, government and communities. This approach is believed to be able to form students who are not only academically excellent, but also aware of sustainability issues and able to contribute to society.