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

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%.

Interaction and Intervention Strategies in Effective Classrooms

In this chapter, the author describes a few interaction and intervention strategies and techniques at the level of the class as ways to create an optimal learning and socializing environment. The class of students is described not only as a learning group, but also as a social group. This conception provides the teacher useful information on how to manage the class so as to enhance positive student performance, whether it refers to behavioral, motivational, or influencing techniques. The chapter presents well-known theoretical models in literature that generate specific intervention strategies. In light of the results of numerous researches in education, the chapter synthesizes the following specific features that individualize class groups. The author presents the two instructional options often used in learning practice with sometimes opposite effects, such as cooperation and competition. Also, at the level of the chosen strategies, there is an emphasis on the moral support and support, so techniques focusing on the positive approach of the students' behavior.

Implementation of Promising Practices that Support Students With Emotional and Behavioral Disorders

Students with or at-risk for emotional and behavioral disorders pose an immense challenge for educators, and typical practices to address them are punitive and exclusionary, leading to poor academic and social outcomes for students. To address the complex needs of students with intensive emotional and behavioral needs, evidence-based practices and strategies that have been validated through rigorous research are needed. In this article, we describe evidence-based practices for creating positive and effective classrooms environments as well as illustrate implementation factors that are key to successful and sustained use of evidence-based practices in school settings.