Izhma Sausan Maulida, a student in the Mathematics Education Study Program, Faculty of Mathematics and Natural Sciences (FMIPA), Universitas Negeri Yogyakarta (UNY), participating in the Educational Teaching Practicum (PK), conducted a mathematics lesson at SMP Negeri 6 Yogyakarta on Tuesday, August 18, 2026. The lesson, attended by Grade VIII E students, covered Theoretical Probability and Probability Values using the Cooperative Learning model through the Think Pair Share (TPS) structural technique.

The activity was part of the student's teaching practice to develop active, collaborative, and student-centered mathematics learning. In addition to supporting the achievement of mathematics learning competencies, the activity contributed to the Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education, by creating meaningful learning experiences and providing all students with opportunities to participate in the learning process.

The lesson was designed to help students not only understand probability formulas but also determine the theoretical probability of an event, understand the range of probability values 0 ≤ P(A) ≤ 1, and compare the probabilities of different events based on their calculations. The concept of theoretical probability was introduced through the formula P(A) = n(A)/n(S) and reinforced with various contextual examples that were easy for students to understand.

To provide a more concrete learning experience, students worked on Student Worksheets (Lembar Kerja Murid or LKM) using various learning materials, including playing cards, an eight-sector colored spinner, and colored balls in a box. The activity was conducted in three stages of Think Pair Share. In the Think stage, students solved problems independently. In the Pair stage, they discussed their answers with a partner, comparing their calculations and reasoning. In the Share stage, several groups presented their discussion results to the class for collective review and validation.

The implementation of this learning approach encouraged student engagement throughout the lesson. Students actively participated in discussions, compared answers, and explained their reasoning based on their calculations. The learning activities also provided opportunities for students to develop communication skills, teamwork, accuracy, honesty in completing independent assignments, and confidence in presenting their ideas.

The diverse learning needs of students were also taken into consideration during the activity. The use of concrete materials, such as physical cards, served as an alternative way to help students understand concepts through more visual and hands-on experiences. This approach was expected to provide more equitable learning opportunities for all students, ensuring that mathematics instruction focused not only on learning outcomes but also on an inclusive and enjoyable learning process.

Through this Educational Teaching Practicum, the student gained direct experience in designing and implementing lessons that addressed students' characteristics and developing instructional strategies that encouraged active participation. Collaboration among the student teacher, the subject teacher, and the students played an important role in delivering quality mathematics education at school.

Future learning activities are expected to continue developing through the implementation of participatory and student-centered instructional strategies, including for the topic of Relative Frequency and Expected Frequency. This teaching practice also represents a contribution by UNY Mathematics Education students to improving the quality of school learning and supporting the achievement of SDG 4: Quality Education.