DKBM (Dialog Keluarga Besar Matematika)

Dialog Keluarga Besar Matematika is an annual event in the mathematics cluster, as a forum for discussion for the mathematics community at the UNJ FMIPA which invites all students of the UNJ FMIPA mathematics cluster and all lecturers of the UNJ FMIPA mathematics cluster, in this event usually discussing a particular topic or theme or issue that being warm in the mathematics environment at FMIPA UNJ. This event also aims to socialize agendas in the mathematics family and strengthen friendship between students and lecturers. The results of the questionnaire distributed to DKBM this year are as follows: An effective teaching method is detailed teaching along with examples of questions and discussion, being open to assignments and grades, exams according to what is taught, if there are questions, good and appropriate answers are given, being able to describe analysis questions, and the need to be innovative and interactive in teaching. The percentage of class schedules that have not been effective is 67.32%. The reasons are because lecturers are rarely present, there are frequent changes to schedules and rooms at the beginning of lectures, and lecture time is not effective (too early, too late, and one subject a day). The students' view of the lecturer's teaching method is quite effective with a percentage of 55% because it depends on the lecturer (relatively), the lecturer gives more examples of questions or exercises, has a teaching method that can be applied and is easy to understand. Meanwhile, the percentage of substitute lectures that were not yet effective was 79.72% due to sudden cancellation of lectures, impromptu replacement lectures and held on holidays, difficult and limited class borrowing, the presence of lecturers who were not present during substitute lectures, and due to combining several meetings in one day. Confirmation of lecturer attendance is not good with a presentation of 57.04%. The reason is that when the lecturer is unable to attend, the lecturer informs suddenly when students are ready to study, many lecturers read messages from students but do not reply to the message, and lecturers and students have to remind each other about everything in the subjects being taught and taken. 51.45% is the percentage of supervising lecturers who have not been optimal in guiding their students because supervisors are difficult to find or busy, too many students are being mentored, students are less active in academic advisors, and there are still students who have never been mentored.