Rooselyna Ekawati, Ahmad Wachidul Kohar
The urgency of improving Indonesian mathematics teachers lead to the consideration of developing innovative Teacher Profesional Development (TPD) within PMRI (Pendidikan Matematika Realistik Indonesia) or Indonesian version of realistic mathematics education. PMRI as a promising mathematics learning approach developed in Indonesia has been disseminated through a number of stratified workshops (local and national levels) which regards to the requirement of a good TPD. In this paper, we argue that innovative TPD within PMRI provides a model of sustainable professional program. In particular, we describe some experiences from PMRI workshops to investigate the unique characteristics of TPD within PMRI. It considers the characteristics of PMRI such as considering teacher as active learners instead of passive receiver, facilitating teachers in designing and implementing PMRI lesson, and organizing sustainable follow up workshops to strengthen mathematics teachers' community. The analysis shows that there are some improvements on teacher's conception toward mathematics teaching, practical teaching, mathematics content knowledge, and the use of learning media.
Departement of Mathematics, Universitas Negeri Surabaya, Surabaya, 60231, Indonesia
