Title: Pedagogical Reflection in the Mathematics Learning Process During the Teaching Assistance Program at SMAN 7 Kediri
Authors: Umi Habibah, Nur Chamidah
Volume: 9
Issue: 11
Pages: 240-245
Publication Date: 2025/11/28
Abstract:
Teaching Assistance activities at SMAN 7 Kediri provide valuable experience for university students from non-educational study programs to directly understand the learning process at school. Through this activity, university students not only play the role of delivering material, but also learn to build effective communication, understand student character, and adjust learning strategies so that the learning process becomes more meaningful. During the implementation of Teaching Assistance, university students face various challenges, such as differences in students' ability to understand mathematical concepts, fear of asking questions, the influence of lesson schedules on learning focus, and distraction problems due to students being allowed to bring and use mobile phones in class. These challenges encourage university students to conduct continuous pedagogical reflection to assess the effectiveness of learning methods and adapt them to real conditions in the classroom. Through pedagogical reflection, university students realize the importance of changing the approach from being teacher-centered to student-centered. The implementation of participatory and collaborative learning strategies has been proven to increase student involvement, foster confidence, and strengthen critical and logical thinking skills. In addition, Teaching Assistance activities also teach important values such as empathy, patience, responsibility, and adaptability to classroom dynamics. Overall, this experience broadened the insight of university students of non-educational study programs about the world of learning and fostered awareness that teaching is not just about delivering material, but also helps develop students' character and potential.