Sleman, August 6, 2026 — Muhammad Afrian Rangga Saputra, a student in the Mathematics Education Study Program, Faculty of Mathematics and Natural Sciences (FMIPA), Universitas Negeri Yogyakarta (UNY), implemented innovative mathematics instruction through the Educational Teaching Practicum (PK) program at SMP Negeri 3 Mlati, Sleman Regency.

The learning activity, conducted on Thursday, August 6, 2026, involved Grade VIII C students and focused on Relations and Their Various Representations. The lesson was supervised by the school’s cooperating teacher and designed to encourage active student engagement through the implementation of Problem-Based Learning (PBL), integrated with the Contextual Teaching and Learning (CTL) approach.

The combination of PBL and CTL was designed to provide learning experiences that focused not only on conceptual understanding but also on students’ ability to solve problems and connect mathematical concepts with situations relevant to their everyday lives. This approach also supported the development of students’ numeracy skills.

At the beginning of the lesson, students were presented with mathematical problems to solve collaboratively in groups. Through this activity, they were encouraged to identify relevant information, determine appropriate solution strategies, and represent relations systematically.

The lesson continued by connecting the concepts of relations that students had learned with contextual problems. This activity provided opportunities for students to understand that mathematical concepts can be used to represent and solve various problems encountered in everyday life. This understanding also served as a foundation for learning about functions in the following lesson.

To enhance interaction and student participation, the lesson also incorporated peer tutoring. Each group distributed roles among its members to solve problems and present the results of their discussions. Some students explained their group’s work, while other members visited different groups to observe, compare, and provide feedback on the solution strategies used.

The discussion results were then presented on origami paper and shared with the class. This activity provided opportunities for students to communicate mathematical ideas, compare different problem-solving strategies, and give and receive feedback from their peers.

According to Muhammad Afrian Rangga Saputra, the learning activity gave students experience in applying the concept of relations to solve problems collaboratively. Students also demonstrated engagement in group discussions, presentations of their work, and comparisons of problem-solving strategies across groups.

This lesson represents one of the contributions made by student teachers participating in the Educational Teaching Practicum to promote active, contextual mathematics learning focused on strengthening numeracy skills. The activity also aligned with Sustainable Development Goal 4 (SDG 4): Quality Education, by providing meaningful learning experiences and encouraging active student participation.

Through the Educational Teaching Practicum, students in the Mathematics Education Study Program at UNY not only gain experience in implementing educational theories and instructional strategies in schools but also have opportunities to contribute to improving the quality of mathematics education in educational institutions.