Sleman, September 2, 2026 — Students from the Mathematics Education Study Program, Faculty of Mathematics and Natural Sciences (FMIPA), Universitas Negeri Yogyakarta (UNY), conducted their Educational Teaching Practicum (PK) at SMP Negeri 3 Kalasan. One of the learning activities was carried out in a Grade VIII class, focusing on Relations and Functions through the use of Student Worksheets (Lembar Kerja Murid or LKM) and the Two Stay Two Stray (TSTS) learning model.

The activity was designed to provide an active and collaborative learning experience. Through the TSTS model, students had opportunities to discuss, exchange information, share ideas, and compare problem-solving strategies with their peers. This learning activity represented one of the contributions made by student teachers in supporting Sustainable Development Goal 4 (SDG 4): Quality Education.

At the beginning of the lesson, the student teachers introduced the topic and reviewed the material covered in the previous session. The activity continued with dividing students into several groups to solve problems presented in the Student Worksheets.

Each group discussed the concepts of relations and functions and worked together to solve the assigned problems. After completing the group tasks, the TSTS model was implemented by dividing each group's members into two roles. Two members remained in their original group (stay) to explain the discussion results to visiting members from other groups, while the other two members (stray) visited different groups to gather information and compare their work.

After the visiting activity, the students returned to their original groups and shared the information they had obtained. This process allowed students to explore different ways of thinking and problem-solving strategies used by other groups. The student teachers then reinforced the discussion results and clarified concepts that students had not yet fully understood.

The use of Student Worksheets combined with the TSTS model engaged students in various learning activities, including understanding problems, participating in discussions, expressing opinions, listening to their peers' explanations, and comparing results. These activities supported the development of communication and collaboration skills, which are essential components of students' learning experiences.

Collaborative learning also provided opportunities for students to take an active role in the learning process. Rather than simply receiving explanations from the teacher, students constructed their understanding through peer interaction and information sharing between groups. As a result, mathematics learning became more participatory and centered on student activities.

This activity aligned with SDG 4: Quality Education, particularly in promoting inclusive and participatory learning and providing students with opportunities to develop knowledge and skills through meaningful learning experiences.

Through the Educational Teaching Practicum, UNY Mathematics Education students gained experience in designing and implementing student-centered instruction. At the same time, this learning activity represented their contribution to fostering an active and collaborative learning environment in schools.

Authors: Yovina Dwi Rachmadani & Dea Lova