Reflecting to learn mathematics: supporting pre-service teachers’ pedagogical content knowledge with reflection on writing prompts in mathematics education

<p><span>The aim of this study is to examine the pre-service teachers' pedagogical content knowledge about the subject of circle in the context of knowing the source of students' mistakes and offering correct solutions. The participants of the study consisted of 30 pre-service teachers who were studying in the last grade of Department of Mathematics Education. In the study, the data were collected through open-ended questions with the qualitative approach. It was determined that the pre-service teachers were not at the desired level in terms of identifying the source of students' mistakes and proposing correct solutions. It is very important for pre-service teachers to be aware of their pedagogical content knowledge levels for their professional careers.</span></p>

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ANALYSIS OF THE STUDENTS' PEDAGOGICAL CONTENT KNOWLEDGE AND CONTENT KNOWLEDGE IN MATHEMATICS LEARNING

Lentera Pendidikan Jurnal Ilmu Tarbiyah dan Keguruan ◽

10.24252/lp.2021v24n1i4. ◽

2021 ◽

Vol 24 (1) ◽

pp. 32

Author(s):

Tina Sri Sumartini

Keyword(s):

Mathematics Education ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Prospective Teachers ◽

Mathematics Learning ◽

Sampling Technique ◽

Teaching Mathematics ◽

Teacher Competence ◽

Pedagogical Content ◽

Teacher's Knowledge

Abstract:Lack of Pedagogical Content Knowledge (PCK) and Content Knowledge (CK) of a teacher is a problem in the implementation of mathematics learning. There were various opinions about the correlation between PCK and CK of teacher's knowledge. Therefore, this study aims to analyze the correlation between them to the students of Mathematics Education as prospective mathematics teachers. The method used was a mix-method to determine the inferential correlation and to investigate deeply. The sampling technique used was purposive sampling by taking 33 students majoring in Mathematics education at Institut Pendidikan Indonesia. The results of the study indicated that there was a significant correlation between the students' PCK and CK as prospective teachers. PCK and CK were an integral part of teacher competence in teaching Mathematics. This study confirmed that the Mathematical beliefs of prospective teachers need serious attention. The implication in this study provided a statement about the importance of constructivism learning in the development of students' PCK and CK.Abstrak:Kurangnya Pedagogical Content Knowledge (PCK) dan Content Knowledge (CK) seorang guru menjadi masalah dalam pelaksanaan pembelajaran matematika. Terjadi perbedaan pendapat tentang korelasi keduanya dalam struktur pengetahuan guru. Oleh karena itu dilakukan penelitian untuk menganalisis korelasi antara PCK dan CK pada mahasiswa jurusan Ppendidikan Matematika sebagai calon guru Matematika. Metode yang digunakan adalah mix-method untuk mengetahui korelasi secara inferensial dan menganalisis lebih dalam secara kualitatif. Teknik sampel yang digunakan yaitu puposive sampling dengan mengambil sampel sebanyak 33 mahasiswa jurusan pendidikan matematika di Institut Pendidikan Indonesia. Hasil dari penelitian menunjukkan bahwa terdapat korelasi yang signifikan antara PCK dengan CK mahasiswa sebagai calon guru. PCK dan CK merupakan satu kesatuan dari kompetensi guru dalam mengajar Matematika. Penelitian ini menegaskan bahwa keyakinan Matematis calon guru perlu mendapat perhatian yang serius. Implikasi dalam penelitian ini memberikan pernyataan tentang pentingnya pembelajaran kontruktivisme dalam pengembangan PCK dan CK mahasiswa.

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Analisis Pedagogical Content Knowledge Mahasiswa Calon Guru Pada Program Studi Pendidikan Matematika

Mosharafa: Jurnal Pendidikan Matematika ◽

10.31980/mosharafa.v7i2.25 ◽

2018 ◽

Vol 7 (2) ◽

pp. 239-250 ◽

Cited By ~ 1

Author(s):

Ade Irfan ◽

Anzora Anzora ◽

Tuti Marjan Fuadi

Keyword(s):

Data Analysis ◽

Mathematics Education ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Prospective Teachers ◽

Education Program ◽

Pedagogical Knowledge ◽

Study Program ◽

Pedagogical Content ◽

Teacher Students

Penelitian ini bertujuan untuk mengetahui pedagogical content knowledge mahasiswa calon guru pada program studi pendidikan matematika Fakultas Keguruan dan Ilmu Pendidikan Universitas Abulyatama Aceh. Untuk mencapai tujuan tersebut penelitian ini menggunakan pendekatan kualitatif dengan desain triangulasi, dimana peneliti mengumpulkan data dari beberapa sumber dan metode yang berbeda, membandingkan hasilnya dan menggunakan hasil temuan untuk melihat apakah saling memvalidasi satu sama lainnya. Data tentang pedagogical content knowledge mahasiswa calon guru kemudian dipaparkan apa adanya sehingga jenis penelitian ini dikategorikan dengan penelitian deskriptif-kualitatif dengan desain triangulasi. Adapun subjek dalam penelitian ini adalah 3 (tiga) orang mahasiswa program studi pendidikan matematika FKIP Universitas Abulyatama yang telah menyelesaikan matakuliah micro teaching atau sedang praktek pengalaman lapangan. Instrumen penelitian ini adalah lembar tugas berbasis masalah, pedoman wawancara, dan lembar observasi. Analisis data yang digunakan dalam penelitian ini berdasarkan analisi data yang dikembangkan oleh Miles dan Huberman (1992), yaitu reduksi data, penyajian data, dan penarikan kesimpulan/verifikasi. Berdasarkan penelitian diketahui bahwa content knowledge mahasiswa calon guru program studi pendidikan Matematika FKIP Universitas Abulyatama berada pada kategori rendah sampai sedang dengan skor 1 sampai dengan 2. Sementara itu, pedagogical knowledge mahasiswa calon guru program studi pendidikan matematika FKIP Universitas Abulyatama berada pada kategori rendah sampai sedang dengan skor 1 sampai dengan 2. This study aimed to determine pedagogical content knowledge of prospective students in mathematics education program Faculty of Teacher Training and Education University Abulyatama Aceh. To achieve this objective, this study used a qualitative approach with triangulation design, in which the researchers collected data from several different sources and methods, compared the results and used the findings to see if mutually validate each other. Data about pedagogical content knowledge of prospective teacher students were then presented as it is so that this type of research was categorized by descriptive-qualitative research with triangulation design. The subjects in this study were 3 (three) students of mathematics education program of FKIP University Abulyatama who had completed micro teaching courses or were practicing field experience. The instruments of this research were problem-based task sheets, interview guides, and observation sheets. Data analysis used in this study based on data analysis developed by Miles and Huberman (1992), namely data reduction, data presentation, and withdrawal of conclusions / verification. Based on the research, it is known that the content knowledge of the prospective teachers of the study program of Mathematics Education of FKIP Universitas Abulyatama was in the low to moderate category with the score of 1 to 2. Meanwhile, pedagogical knowledge of the candidate of the teacher of the mathematics education program of FKIP Universitas Abulyatama was in low to moderate category with a score of 1 to 2.

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