Delta-Phi: Jurnal Pendidikan Matematika, vol. 1 (1), pp. 58-64, 2023 Received 15 Oct 2023 / published 20 Oct 2023 https://doi.org/10.61650/dpjpm.v1i2.37 Lecturer vs. Practitioner: How is collaborative class assessment for math learning? Rani Darmayanti Yayasan Assyfa Learning Centre Pasuruan, Indonesia. E-mail correspondence to: ranidarmayanti1990@gmail.com Abstract One of the prevalent challenges encountered by students pertains to the requirement for a heightened desire to actively engage in Mathematics education holds significant importance in the educational studying mathematics. Various reasons can potentially contribute to a journey at the school and college levels. However, many students pursuing decline in motivation (Ahmed et al., 2021; Laila et al., 2023; Sugianto et mathematical education need help comprehending the subject matter, al., 2023). Perceived irrelevance refers to the subjective perception that particularly in courses related to mathematics learning media. The something is not relevant or applicable to a particular situation or phenomenon can be attributed to multiple variables, including diminished context. Some students may perceive that mathematics is not as motivation, less efficacious learning methodologies, and inadequate applicable to everyday situations or does not align with their interests pedagogical competencies exhibited by instructors. This study examines and aspirations (Choirudin et al., 2021; Darmayanti et al., 2022; Vedianty the responsibilities of practitioners in collaborative classes within the et al., 2023). Numerous students struggle to create meaningful Higher Education Elementary Linear Algebra (ALE) course, with a specific correlations between mathematical principles taught in the educational focus on PGRI Wiranegara University. Data collection in descriptive setting and their practical applications in real-world contexts. qualitative research involves several methods, such as observation, interviews, and documentation. The upcoming academic semester, namely Consequently, the need for robust connections frequently the odd semester of 2022/2023, is fascinating. The relationship between diminishes their excitement and willingness to actively engage in the Mathematics Education Research Methodology and practitioners educational endeendeavour subsequent problem scenario (Anhar & facilitated the provision of data. The analysis of collected data involves Darmayanti, 2023; Manasikana et al., 2023; Wulandari et al., 2022). using reduction, presentation, and conclusions. Empirical research shows Many pupils encounter challenges when attempting to comprehend and that practitioners play a significant role in collaborative classrooms by engage with mathematics. When confronted with excessive learning actively contributing ideas, facilitating learning processes, guiding arguments, and providing explanations. Time restrictions and material and an inability to grasp the fundamental concepts, students miscommunication among practitioners hinder the adoption of may encounter feelings of anxiety and a decline in their enthusiasm to collaborative classes. The present study posits that practitioners assume a participate in academic pursuits actively (Inganah et al., 2023; pivotal position within collaborative educational settings and must Sekaryanti et al., 2022; Vidyastuti et al., 2018). effectively address the issues they encounter to enhance students' The observable manifestations of students' challenges and learning outcomes. engagement in the elementary linear algebra course become apparent Keywords: Assessment; Collaboration; Lecture; Practitioners. as the semester unfolds. Many students opt to retake this course and experience a sense of monotony due to the repetitive teaching approach. This feeling of boredom persists until they realise that student attendance is infrequent. The learning process is characterised by a lack Introduction of reciprocal communication, resulting in limited exchange of feedback between individuals or groups. The study materials employed in Mathematics education is essential and necessitates meticulous educational settings are abstract, while the practice questions utilised deliberation in primary and higher school settings (Levesque, 2017; tend to be tedious. Despite this, students persist in employing Shafirova, 2020; Snoddy, 2020). Nevertheless, many mathematics traditional resources such as books and even resort to using cell phones students require assistance comprehending the content (Rudianto et to present the outcomes of their group discussions. Many students al., 2022), particularly in courses emphasizing comprehension and continue to consult online learning materials that do not align with the problem-solving (Ajoudani, 2018). This phenomenon may arise due to prescribed lecture resources. The practical instruction of ALE in the various circumstances, including diminished motivation, less classroom necessitates using a pedagogical method. efficacious pedagogical approaches, and inadequate instructional competencies exhibited by educators (Fauza et al., 2023; Safitri et al., 2023; Usmiyatun et al., 2021). © 2023 Rani Darmayanti (s). This is a Creative Commons License. This work is licensed under a Creative Commons Attribution-NonCommertial 4.0 International License. Rani Darmayanti: Lecture Vs. Practitioner: How is... Delta-Phi: Jurnal Pendidikan Matematika, 1 (1), 58-64, 2023 Nevertheless, Inefficient Subsequent Pedagogical Methods: expected to comprehend fundamental mathematical principles and Pedagogical approaches characterised by limited interactivity and a construct proofs by direct, indirect, or mathematical induction methods. lack of accommodation for students' different learning preferences This program encompasses implementing research efforts that primarily have the potential to result in diminished levels of motivation (Bock, focus on mathematics education (Cholily, 2019; Jamaluddin & Faroh, 2018; Chapman, 2018; Denis, 2005). The pedagogical tactics employed 2020; Muniroh et al., 2019). Hence, it is imperative to develop a revised in mathematics education predominantly emphasise direct instruction, version of the plan. Present endeavours are focused on advancing with limited integration of diverse learning styles or interactive research concepts in the field of mathematics education, specifically strategies. In this scenario, it is logical to infer that students would about modifying results following the use of instructional techniques. encounter sensations of ennui and hence exhibit diminished The recommendations above will function as project assignments. involvement with the curriculum content (D’Amico et al., 2019; Gai, One potential strategy for mitigating this disparity is including 2018). One potential determinant impacting student motivation is the collaborative practitioner sessions in university mathematics education need for more assistance and acknowledgement, particularly when courses that prioritise instruction and use teaching and learning surmounting mathematics obstacles. resources. According to Marsicano (2023), the instructional methods The absence of assistance might originate from various sources employed in practitioner collaboration classes are distinguished by the (Afifah et al., 2022; Darmayanti et al., 2023; Zahroh et al., 2023), active participation of both educators and practitioners in the including teachers, peers, or relatives. Assume that students need educational process. Hennessy (2021) and Manohar (2018) highlight the more support or acknowledgement for their endeavours in need for meticulous ALE selection in mathematics education, ensuring mathematics. In this scenario, it is logical to argue that individuals may alignment with the intended learning objectives and instructional encounter a decline in their drive to persist in their pursuit of academic resources. Additionally, the experts emphasised the potential of specific accomplishments. The final factor to consider is the influence of Adaptive Learning Environments (ALEs) to enhance student motivation environmental factors. Recognising the significant impact of the and facilitate more efficient learning outcomes. surrounding environment on students' motivation to participate in Many studies have used collaborative classes with practitioners, mathematics instruction is paramount. The frequent exposure of pupils including (Untari et al., 2018) and (Ulya et al., 2019). Collaborative to negative perspectives on mathematics from their peers, family practitioner classes improve mathematics instruction by providing members, or society is expected to influence them, potentially leading engaging learning tools (Agustini, 2016; Purwaningsih et al., 2023). to a decline in their interest and excitement towards the discipline. (Suratno, 2013) states that practitioner-collaborative classrooms have Furthermore, upon conducting preliminary observations, it was increased mathematics education students' practical teaching skills. observed that students needed more comprehension of previously Unlike previous research, this study aimed to examine experts' taught topics. Observable behaviours such as frequent joking by collaborative learning to provide an introductory linear algebra (ALE) students during class times, frequent entry and exit from the classroom course. Students who had yet to pass the ALE course, especially in post- while class is in session, casual and non-academic conversations secondary mathematics education at PGRI Wiranegara University, were between students, and instances of disruptive noise occurring inside in the repeat class used for the research. the classroom during class times are examples of this (Arwizet, 2019; Collaboration, active learning, and mathematics education theories Le, 2018). The process of learning occurs. So, the author wants to look underpin this study (Levesque, 2017; Ridho’i et al., 2023; Sugianto et at a way of teaching in the field of education—namely, how the Ice al., 2023). Multiple studies have indicated that incorporating Breaker method can be used to teach math—to deal with the problems collaborative classrooms with practitioners improves higher-level that come up in school settings. The objective is to foster increased mathematics teaching. Previous scientific studies inform our diverse and motivation among students in their engagement with the subject engaging educational products. Collaborative instruction with matter. professionals will also improve math students' practical pedagogical The learning objectives in mathematics necessitate students to skills. This study examines how collaborative classrooms help students possess a comprehensive comprehension and proficient application of learn arithmetic, particularly in ALE courses. mathematical concepts with a notable degree of correctness and This study evaluated professionals' collaborative mathematics class precision (Apiyah & Suharsiwi, 2021; Sopa et al., 2022). Nevertheless, involvement as higher education ALE instructors. This research seeks to many students require assistance comprehending the concepts identify mathematical education issues, analyse optimal settings for presented in lecture materials, mainly in courses focused on ALE in successful mathematics learning, find gaps between present learning mathematics education (Andi Mattoliang et al., 2022; Arjudin, 2020; practices and desired conditions, and provide solutions. Sulistiawati & Surgandini, 2019). The practice of revisiting fundamental mathematical topics is a Research Method typical occurrence within courses that centre on the study of This research employs a qualitative methodology, utilising case mathematics education. These concepts frequently encompass the studies as the primary research technique. A qualitative approach is subsequent themes (Fatimah, 2013; Kusumah, 2013). By studying seen as more appropriate in research endeavours that necessitate a Linear Algebra, students are equipped with the necessary skills to comprehensive comprehension of the phenomena under investigation. address and overcome challenging problems, enhancing their According to Creswell (2014), The methodology employed in this study accessibility effectively. This entails employing various strategies and is illustrated in Figure 1. approaches to navigate obstacles and maximise problem-solving capabilities. Through the examination of ALE, a mathematical discipline concerned with analysing structure, relationships, and quantitative properties. Algebra is a branch of mathematics that deals with manipulating symbols, variables, and elements of sets and applying rules to perform operations on them. In addition, students are 59 Rani Darmayanti: Lecture Vs. Practitioner: How is... Delta-Phi: Jurnal Pendidikan Matematika, 1 (1), 58-64, 2023 Process and prepare data Raw data classify Interpret describe Figure 1. methodology employed in this study professionals' collaborative mathematics class According to Figure 1, the initial stage involves acquiring them. Survey data can be evaluated statistically. unprocessed data. Collaborative classes use raw data, including Practitioners, students, and mathematics learning media course transcripts, field data, and photographs. The subsequent stage involves papers were employed in this research. This research involves education the processing and preparation of the acquired data to facilitate its experts and ALE learning professionals at PGRI Wiranegara University, analysis. The third stage involves data classification through the process Pasuruan. Qualitative thematic data analysis was used. The analysis of codes or coding. The subsequent stage involves presenting the involves classifying, reducing, presenting, and deriving conclusions from analysis findings as a comprehensive report. The ultimate stage obtained data. involves the interpretation of the data. Moreover, the data-gathering methods employed in this study Results and Discussion encompassed observation, interviews, questionnaires, and The primary aim of this study was to evaluate the extent of teacher documentation, specifically interviews. The study involved observing engagement in collaborative learning settings when teaching ALE the learning activities inside the collaborative classroom setting. courses in the domain of mathematics education at the tertiary level. Conversely, deliberations were conducted to acquire insights from two The data was obtained through various methodologies, including practitioners, one of whom was the author, who was actively engaged observation, interviews, and documentation, and subsequently in the learning process, and the lecturer responsible for instructing the underwent comprehensive analysis. course. Documentation is utilised as a means of acquiring secondary The existing empirical research indicates that educators play a data about the acquisition of knowledge within the context of an ALE substantial role in fostering collaborative learning environments in course. Mathematics Education ALE instruction at the post-secondary level, as The initial method employed for data collection involves the depicted in Figure 2. acquisition of primary data. The primary data for this study was collected from a sample of participants who were actively involved in the research, including practitioners, lecturers, and students. The data instrument employed in the study conducted by (Asgafi et al., 2023) was a closed questionnaire that gathered information about opinions, perceptions, knowledge, attitudes, and other essential qualities related to collaboration and ALE material. Figure 1 demonstrates that raw data collection begins. Collaboration classes use transcripts, field data, and photographs. Step two is processing and preparing found data for analysis. Classifying data in codes is step three. Fourth, write a report on the analysis results. The final phase is data interpretation. Figure 2. collaborative nature of teaching in the This study collected data by observation, interviews, classroom questionnaires, and documentation. Learning activities in the cooperation class were observed. In contrast, two practitioners (one of The collaborative nature of teaching in the classroom is apparent whom was the author) participated in the learning, and the course through the interaction between practitioners and lecturers, as depicted presenter was interviewed. Documentation provides supplementary in Figure 2. Practitioners play a pivotal role in cultivating novel and ALE course learning data. innovative methodologies in mathematics education through their Data collection begins with primary data. Primary data came from substantial contributions of ideas and knowledge. Professionals have research participants (practitioners, lecturers, and students). (Rizki et identified an example of innovation in using social media channels, al., 2022) used a closed questionnaire of opinions, perceptions, including TikTok, Instagram, and Facebook, to promote ALE courses. The knowledge, attitudes, or other traits relevant to collaboration (ALE observation is depicted in Figure 3. material). Questionnaires can be distributed via g-form in ample sample research. Questionnaire interviews allow respondents to be honest and open without fear or social pressure by not identifying 60 Rani Darmayanti: Lecture Vs. Practitioner: How is... Delta-Phi: Jurnal Pendidikan Matematika, 1 (1), 58-64, 2023 institution. As a result, there are situations in which the execution of various concepts or encounters is enhanced by unimpeded discourse, free from limitations imposed by physical or temporal boundaries. The findings of this study suggest that professionals play a crucial role in fostering collaborative learning environments for the instruction of mathematics research methods courses within higher education contexts. However, it is crucial to improve the relationship between practitioners and students while also increasing the level of responsibility that practitioners take on in facilitating the learning process. The current study's results provide empirical support for the theoretical foundations of collaborative learning. The theoretical foundations of this framework highlight the importance of fostering collaboration between educators and students to improve the Figure 4. example of innovation in the use of social effectiveness of educational efforts. The research conducted by Johnson media channels and Johnson (1999) revealed that prior studies consistently indicate the Figure 3 depicts the extent of student enthusiasm over the ALE favourable impact of collaborative learning on students' academic course, explicitly considering its repeating nature to mitigate potential performance and social engagement (Kaya & Aydın, 2016; W. et al., boredom. The phenomenon of course repetition is distinguished by the 2019). iterative delivery of instruction and discussion, hence requiring The principal approach used by researchers in this study for data innovative methodologies. Therefore, this strategy is deemed essential. collecting entailed using questionnaires. The survey consists of a set of Furthermore, it is widely recognised in collaborative educational carefully designed queries to collect data on the participation of environments that practitioners have a crucial role in facilitating the professionals in collaborative mathematics learning media courses in learning process, facilitating discussions, and providing explanations higher education settings. The primary purpose of this questionnaire is regarding the utilisation of Adaptive Learning Environments (ALE) in to evaluate the frequency at which practitioners participate in several mathematical education. significant roles within collaborative classroom environments. The duties above cover the development of ideas, the facilitation and The main obstacle identified in this study pertains to the need for acquisition of knowledge, and the guiding of discussions. Please provide more effective communication between practitioners and students, a thorough explanation of the statement indicated above. The emphasising the need for support to enable practitioners to engage in practitioners' duties are assigned a scale ranging from 1 to 5, with 1 the learning process actively. Therefore, the solution is illustrated as representing a low frequency and 5 representing a high frequency. The seen in Figure 4. obtained data was further analysed using descriptive statistical methods to represent practitioner involvement in collaborative classroom settings comprehensively. The provided graphic presents a visual representation of the distribution of practitioner roles based on their frequency, as depicted in Figure 5. Frequency Contribute ideas Figure 3. participated in discussions 17% 33% Facilitate the Based on the data presented in Figure 4, it is evident that students learning process actively participated in discussions held at the residences of 19% Leading practitioners. Establish an educational setting that cultivates a climate discussion of comfort and prioritises alleviating any feelings of social unease 31% Provide an experienced by students. Furthermore, practitioners also create explanation avenues for conversation that extend beyond the designated lecture sessions. These avenues may include platforms like meetups, WhatsApp, or personal visits to the practitioners' residences. This claim Figure 5. Practitioner Roles in Collaborative Classes is supported by the evidence that the practitioner's place of living is conveniently situated within a five-minute distance from the 61 Rani Darmayanti: Lecture Vs. Practitioner: How is... Delta-Phi: Jurnal Pendidikan Matematika, 1 (1), 58-64, 2023 Incorporating Adaptive Learning Environments (ALE) into accompanying image. collaborative college mathematics education courses poses several obstacles, as demonstrated by the introduction of Collaborative Classes. The presence of distinct problems becomes evident, with one being associated with the disparity in comprehension between educators and professionals concerning the theoretical framework and methods employed by practitioners and lecturers in mathematics instruction. This statement aligns with (Partono et al., 2021; Swearingen, 2017) contention that the efficacy of incorporating collaborative learning within the educational setting is contingent upon the proficiency and expertise of educators and professionals in collaboration. Another essential factor that necessitates thorough examination is the accessibility of resources. It is crucial to possess sufficient resources to ensure the successful implementation of collaborative classrooms. Furthermore, the restricted availability of educational resources within classrooms can impede the ability to teach professionals to participate in collaborative endeavours effectively. A pressing need exists to prioritize the enhancement of lecturers' and practitioners' comprehension and expertise in collaborative practice alongside the endeavour to enhance practitioners' comprehension of learning technologies. The collective endeavour holds significant importance in guaranteeing the seamless execution of collaborative instructional sessions. Hence, it is imperative to implement strategies that enhance practitioner involvement in collaborative educational settings to attain optimal results regarding learning goals. (Brummitt, 2015; Sicker, 2020) believe that establishing Figure 6. provision of moral support and inspiration collaboration between educators and practitioners can enhance Conclusion students' abilities and performance, hence facilitating the attainment of planned learning objectives. The available empirical evidence indicates that practitioner groups significantly influence the effectiveness of collaborative learning Moreover, as emphasized by (Adhikari, 2020; Hariyadi & Darmuki, arrangements in mathematics education ALE courses at the 2023; Supena, 2021), professionals in the field significantly impact postsecondary level. Educators assume a crucial role in helping the education due to their possession of invaluable practical expertise, learning process through their active contribution of ideas, guidance in which is crucial for facilitating genuine learning encounters. The results discussions, and provision of explanations, empowering students to of this study offer a basis for higher education institutions and participate in educational endeavours actively. Despite encountering educators to contemplate integrating a collaborative pedagogical numerous obstacles, utilizing collaborative learning methodologies approach that involves professionals in teaching the research remains a subject of scholarly fascination. The consideration of methodology of mathematics education within the field of cooperation and mutual support in selecting teaching methods within mathematics education. The active participation of practitioners plays collaborative classrooms involving practitioners and lecturers is also a crucial role in enhancing the efficacy of mathematics instruction, crucial. particularly within the realm of ALE (Adult Learning and Education) This study provides empirical evidence to substantiate the claim courses in mathematical education. that integrating collaborative practices within classroom contexts can be a realistic strategy for enhancing instructional effectiveness in higher One notable finding in this study pertains to the passion exhibited education. by students and instructors in collaborative classroom settings. This is evidenced by the observed variability in student grades, which tend to Reference surpass the established completion criteria. Additionally, it has been demonstrated that collaboration and mutual support among teaching Adhikari, A. (2020). 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