scholarly journals Analisis Kompetensi Guru Sebagai Bagian Dari Pedagogical Content Knowledge Guru Dalam Menerapkan Pendekatan Saintifik Dalam Program PLPG

2020 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Veronika Fitri Rianasari ◽  
Beni Utomo ◽  
Marcellynis Andy Rudhito
Keyword(s):  
High School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Research Method ◽  
Professional Training ◽  
Learning Material ◽  
Pedagogical Content ◽  
Scientific Approach

AbstractThe purpose of this research is to analyze the competence of teachers as part of the teachers’ pedagogical content knowledge in applying scientific approach in Mathematics PLPG (in-service teacher education and professional training) program rayon 138 Yogyakarta, Indonesia, in 2014. The research method used is descriptive with quantitative approach. The subjects of the study consisted of 23 mathematics teachers including mathematics teachers of junior high school, high school and vocational school from Kebumen, Purworejo, and Magelang. Data was collected by filling in a questionnaire at the beginning and end of the training, observing microteaching activities, and documenting the learning material arranged by PLPG participants. Based on the analysis, it can be concluded that PLPG especially PLPG rayon 138 Yogyakarta, Indonesia, in 2014 gives benefits for the development of teachers’ PCK, especially in terms of teachers’ competence in applying scientific approach. Based on the analysis of learning materials arranged by the teachers and analysis of learning videos, it is known that the majority of the teachers have been able to construct a learning material using scientific approach and implement it properly.  Keywords: teacher’s competence, pedagogical content knowledge, scientific approach, PLPG

scholarly journals Knowledge of Student’s Understanding and The Effect on Instructional Strategies: a Case of Two Novice Mathematics Teachers

2017 ◽  
Vol 2 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Masduki Masduki ◽  
Stephanus Suwarsono ◽  
Mega Teguh Budiarto
Keyword(s):  
High School ◽  
Data Collection ◽  
Instructional Strategies ◽  
Learning Strategies ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Linear Equations ◽  
Pedagogical Content ◽  
Teacher's Knowledge

Pedagogical content knowledge plays a role in learning in classroom. The study aims to 1) analyze the teachers’ knowledge of the students' errors and difficulties in solving linear equations and 2) describe the instructional strategies used by teachers to reduce their errors and difficulties. The subjects were two novice teachers who have taught the Junior High School 7th grade students with different math abilities for two years. The data collection was conducted by open questionnaire and interview. The results showed that both teachers have knowledge of students' errors and difficulties in solving linear equations. However, the teacher's learning strategies in helping students reduce students' errors and difficulties were different from one another. It can be concluded that the teacher's knowledge of the students’ errors and difficulties can help teachers determine the appropriate learning strategies to present a learning subject matter.

scholarly journals Hubungan pedagogical content knowledge guru matematika dan prestasi belajar siswa sekolah menengah pertama

2021 ◽  
Vol 15 (2) ◽  
pp. 178-189
Author(s):  
Maria Evarista Oktaviane Barut Barut ◽  
Ariyadi Wijaya ◽  
Heri Retnawati
Keyword(s):  
High School ◽  
High School Students ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Junior High School ◽  
School Students ◽  
Learning Achievement ◽  
Pedagogical Content ◽  
Effective Classrooms ◽  
Essential Knowledge

Guru telah dikenal luas sebagai salah satu faktor penting yang mempengaruhi prestasi belajar siswa. Kompetensi guru, khususnya pengetahuannya, membantu guru untuk mengorganisasi­kan pem­belajaran yang efektif guna memfasilitasi keberhasilan belajar siswa. Salah satu jenis penge­tahuan yang penting dikuasai oleh guru adalah Pedagogical Content Knowledge (PCK). PCK merupakan kombinasi pengetahuan konten dan pedagogi yang mengarah pada bagaimana aspek-aspek tertentu dari materi pembelajaran diatur, diadaptasi, dan direpresentasikan untuk diterapkan di dalam proses pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan ting­kat PCK guru matematika dan prestasi belajar siswa, serta menguji hubungan keduanya. Pene­litian ini adalah kuantitatif-korelasional dengan subjek penelitian 56 guru mate­matika dan 499 siswa SMP di Kabupaten Manggarai, Nusa Tenggara Timur. Data PCK guru dan prestasi siswa dikumpulkan menggunakan tes objektif yang telah dinyatakan valid dan reliabel. Data dianalisis menggunakan statistik deskriptif dan inferensial. Hasil penelitian mengungkapkan bahwa seba­gian besar guru memiliki PCK pada kategori rendah dan sebagian besar siswa memiliki prestasi belajar pada kategori rendah. Namun demikian, terdapat korelasi positif yang signifikan antara PCK guru mate­matika dan prestasi belajar siswa dengan kontribusi PCK guru terhadap prestasi belajar siswa sebesar 16,1%. Relationship between pedagogical content knowledge of mathematics teacher and learning achievement of junior high school studentsAbstractTeachers’ competence, especially their knowledge, helps them organize effective classrooms to facilitate students’ success. One of the essential knowledge that should be mastered by a teacher is Pedagogical Content Knowledge (PCK). PCK represents the combination of knowledge about content and pedagogy to understand how particular aspects of subject matter are organized, adapted, and represented for instruction. This study aimed to describe mathe­matics teachers’ PCK and students’ learning achievement as well as and between the two variables. The study was qualitative-correlational with 56 mathema­tics teachers and 499 senior high school students in Manggarai Regency, East Nusa Tenggara, Indonesia, as the subject. Both data of teachers’ PCK and students’ learning achievement were collected using validated and reliable objective tests. Data were analyzed using descriptive and inferen­tial statistics. The results indicated that most teachers have PCK in the low category, and most stu­dents have learning achievement in the low category. However, there was a positive correlation between teachers’ PCK and students’ learning achievement, with the contribution of the teachers’ PCK to students’ learning achieve­ment by 16,1%.

scholarly journals Tinjauan Pedagogical Content Knowledge Guru Pada Materi Peluang

2019 ◽  
Vol 3 (1) ◽  
pp. 104-115
Author(s):  
Priskila Yuniartikasari ◽  
Helti Lygia Mampouw
Keyword(s):  
High School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
Learning Goals ◽  
School Teachers ◽  
Pedagogical Content ◽  
Junior High School Teachers

  Pedagogical content knowledge merupakan pengetahuan yang dimiliki seseorang yang kemudian ditransferkan kepada orang lain dalam bentuk materi sehingga mencapai tujuan pembelajaran dengan baik, dengan didasari oleh pemahaman tentang hal-hal yang dapat dapat membuat materi itu mudah atau sulit di mengerti. Penelitian ini bertujuan mendeskripsikan  kompetensi guru SMP pada materi peluang berdasarkan komponen Pedagogical Content Knowledge. Subjek penelitian ini guru SMP Negeri yang sudah mendapatkan sertifikasi dengan masa kerja guru kurang dari 15 tahun dan lebih dari 15 tahun. Teknik pengumpulan data pada penelitian ini yaitu observasi, wawancara, dan dokumentasi. Hasil penelitian ini, menunjukkan bahwa kedua guru mampu menguasai komponen pedagogic dengan baik. Kedua guru memiliki ananlisis penilaian yang berbeda. Namun secara garis besar mengenai kemampuan pedagogic kedua guru sama, hanya berbeda cara penyampaiannya. Kata Kunci: pedagogical content knowledge, peluang                 ABSTRACT Pedagogical content knowledge is knowledge that is owned by someone and then transferred to others in the form of material so as to achieve learning goals well, based on an understanding of things that can make the material easy or difficult to understand. This study aims to describe the competence of junior high school teachers in opportunity material based on the Pedagogical Content Knowledge component. The subjects of this study were state junior high school teachers who had received certification with teacher tenure of less than 15 years and more than 15 years. Data collection techniques in this study were observation, interviews, and documentation. The results of this study indicate that both teachers are able to master pedagogic components well. Both teachers have different assessment analyzes. But broadly speaking about the pedagogic abilities of the two teachers are the same, only different ways of delivering them. Keywords: pedagogical content knowledge, peluang

scholarly journals Potret Representasi Pedagogical Content Knowledge (PCK) Guru dalam Mengajarkan Materi Getaran dan Gelombang pada Siswa Smp

2015 ◽  
Vol 5 (01) ◽  
pp. 9 ◽  
Author(s):  
Endang Purwaningsih
Keyword(s):  
High School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Learning Experience ◽  
Pedagogical Content ◽  
Classroom Activities ◽  
Data Collections

<span>Learning materials of vibrations and waves in physics involve abstract mathematical knowledge, not easy to be understood, and frequently generate misconceptions. However, the subject is fundamental prerequisite for mastering more complicated physical concepts. On the other hand, teachers´ materials comprehension itself can affect the way teachers teaching and giving learning experience to the students. Here, we use descriptive research to figure out teacher´s pedagogical content knowledge (PCK) representation during teaching and learning process of vibrations and waves for junior high school grade VIII. Four professional junior high school teachers were chosen as sample. The PCK representation was focused on the content representation (CoRe) which represents teachers´ materials comprehension and their special aspects. Data collections have been done by means documentation study, ongoing classroom activities observation and interviews with the teachers as well as the students. Outcome of this research are: 1) Basic ideas/concepts expected by teachers for students to learn are not yet covering the basic concept needed to understand the concept itself, 2) Teachers are not yet mastering the teaching materials comprehensively, 3) Classroom activities/learning experiences and the method given to the students are not varied.</span>

Interactive Whiteboards

2015 ◽  
pp. 288-307
Author(s):  
Tracy Goodson-Espy ◽  
Lisa Poling
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Secondary Mathematics ◽  
Technological Pedagogical Content Knowledge ◽  
Interactive Whiteboards ◽  
Mathematical Tasks ◽  
Pedagogical Content ◽  
Secondary Mathematics Teachers ◽  
Critical Mathematics

This chapter examines the literature on the use of Interactive Whiteboards (IWBs) in secondary mathematics instruction and notes barriers and achievements. The chapter links the use of IWBs to models for teaching Technological Pedagogical Content Knowledge (TPACK). Specifically, it proposes ways in which pre-service secondary mathematics teachers can be prepared to use IWBs to help their students develop understanding of critical mathematics ideas while engaging with worthwhile mathematical tasks and engaging in meaningful discourse.

Sign in / Sign up

Export Citation Format

Share Document