BEYOND SUPERFICIAL WORD PROBLEMS: CULTIVATING PRESERVICE TEACHERS’ CAPACITY TO DESIGN REALISTIC MATHEMATICS TEACHERS

Veronika Fitri Rianasari
Abstract

In many mathematics classrooms, word problems are little more than routine exercises disguised in a story format, leading to a limited understanding of what it means for a task to be “realistic.” This article rethinks the notion of realism in mathematics tasks by drawing on findings from a design research project with preservice secondary mathematics teachers. Early in the study, these preservice teachers tended to treat any story problem as inherently realistic and struggles to design tasks that featured authentic contexts, appropriate cognitive demand, and opportunities for students’ mathematization. Through cycles of collaborative problem-posing, reflective practice, and engagement with authentic audiences, they gradually developed the ability to design Realistic Mathematics Tasks (RMTs) that were experientially real, cognitively rich, and supportive of students’ construction of mathematical knowledge. By showcasing this transformation, the article highlights the importance of preparing teachers to distinguish between superficial word problems and RMTs, and offers insights into how teacher education can cultivate the capacity to design tasks that truly connect mathematics with students’ lived experiences.

EXPLORING STUDENTS’ REFLECTIONS ON 4C DEVELOPMENT IN ICT LITERACY AND LEARNING MEDIA COURSE THROUGH IGNATIAN PEDAGOGY AND PROJECT-BASED LEARNING

Benedecta Indah Nugraheni
Abstract

This study aims to explore students’ reflections on the development of the 4C skills (competence, conscience, compassion, commitment) in the ICT Literacy and Learning Media course, which was conducted through Project-Based Learning (PjBL) grounded in Ignatian Pedagogy.
The study employed a descriptive qualitative approach using thematic analysis, supported by NVivo software to facilitate the processes of coding, data organization, and thematic visualization. The respondents were 46 students from various study programs, both teacher education and non-teacher education. Data were collected through eight guiding reflection questions aligned with the 4C framework, resulting in 368 reflection responses analyzed as the units of data.
The findings revealed that students experienced: (1) improvement in technical ICT skills (competence); (2) strengthened ethical awareness and digital responsibility (conscience); (3) social engagement through experiences of helping peers and family in using ICT (compassion); and (4) professional and pedagogical commitment to utilizing ICT according to their respective fields of study (commitment). These findings indicate that implementing PjBL based on Ignatian Pedagogy not only enhances ICT literacy but also internalizes humanistic values within the learning process. The study highlights the importance of integrating Ignatian and project-based pedagogy in higher education to foster students’ 4C skills holistically.

SYNERGY AMONG INSTITUTIONS IN THE DEVELOPMENT OF PROFESSIONAL TEACHERS

Rita Eny Purwanti
Abstract

The purpose of this research is to develop professional teachers by involving the real roles and synergy of relevant institutions. Teacher development has so far tended to be carried out by universities and the central government, but has not yet meaningfully involved the roles of professional organizations and local governments.
The research method used is qualitative method. The data collection method employs interviews and documentation. Interviews were conducted with the management of the Bachelor of Education program and the Professional Teacher Education program, representatives of teacher professional organizations, and teachers in schools.
This research found the importance of synergy among higher education institutions, professional organizations, schools, and the government in the development of professional teachers. A design outlining the roles of each institution in every process of teacher development needs to be created. With good cooperation, a sense of responsibility, and high loyalty, the development of the teaching profession will proceed in a clear, planned, and targeted manner. Like other established professional organizations, periodic recertification

Religious Tolerance among the Catholic Students in the Secondary Schools in Yogyakarta

Martinus Ariya Seta
Abstract

Tolerance is theoretically conceptualized as a coexistence concept and identity concept as well. It is a paradoxical notion. As a coexistence concept, tolerance promotes a commitment to the ties among religions. As an identity concept, tolerance promotes a commitment to one own religion. It is a preference to the distinctiveness of one own religion. Empirical research is done to identify the coexistence and identity construct among the Catholic Students in Yogyakarta Secondary Schools (N= 249). Both constructs are identified simultaneously among the respondents. Further, the aspect of dialogue is also identified empirically. The finding is the empirical basis of the notion of tolerance as paradoxical notion of commitment of identity and commitment of coexistence.

SENSITIVITY TO PAIN AND HUMILIATION FOR HUMANISTIC DIGITAL EDUCATION

Lucianus Suharjanto, SJ
Abstract

This research aims to develop a framework for digital education that cultivates familiarity with human pain and humiliation through literary culture, particularly the novel. Specifically, this article promotes an ironist strategy to approach the transfer of agency to algorithms and the depersonalization of human experience embedded in digital education. A core objective is to build solidarity through promoting literary culture for a humanistic digital education.
This article employs a conceptual analysis, drawing on Richard Rorty’s account of solidarity, stating that the particular details of the pain and humiliation achieved through imaginative identification with human concerns expand the capacity for sympathy. Novels serve as primary vehicles for thick descriptions of pain and of humiliation, which transcends mere physical suffering. Milan Kundera highlights the novel’s unique capacity to discover what only the novel can discover, fostering the critical awareness necessary for humanistic citizenship.
The findings indicate that the cultivation of empathetic imagination through recontextualization, reflection, and reconciliation when interacting with novels in digital education supports a sensitive conception of toleration and the development of civic respect. This is due to the expansion of the capacity to reach the “vocabularies of pain and humiliation” experienced by others. Ultimately, integrating literary culture into digital education contributes to a more critical and political digital humanism, which is an ironist strategy necessary to handle depersonalization embedded in algorithms and technologies. This strategy is an ethical stand that promotes positive attitudes to digital technologies without losing commitment to human dignity.