The Pedagogical Content Knowledge of Mathematics Pre-Service Teachers on Geometry Topic in Universitas Negeri Makassar
DOI:
https://doi.org/10.31980/mosharafa.v12i4.1189Keywords:
PCK, Pengetahuan Materi, Pengetahuan Pedagogik, Pengetahuan Peserta Didik, Content Knowledge, Pedagogical Knowledge, Knowledge of LearnerAbstract
Penelitian ini bertujuan untuk mendeskripsikan pengetahuan pedagogik konten (PCK) mahasiswa calon guru di jurusan Matematika, Universitas Negeri Makassar dengan memperhatikan beberapa indikator yakni pengetahuan materi, pengetahuan pedagogik, dan pengetahuan terkait peserta didik. Subjek penelitian ini adalah 45 orang mahasiswa yang telah memprogramkan mata kuliah-mata kuliah terkait materi matematika dan mata kuliah-mata kuliah pedagogik termasuk microteaching. Pendekatan pada penelitian ini mencakup pendekatan kuantitatif dan pendekatan kualitatif. Data pada penelitian ini dikumpulkan dengan cara memberikan beberapa pertanyaan kepada subyek yang mengukur pengetahuan pedagogik konten mereka pada topik geometri di tingkat sekolah menengah dan mengadakan wawancara yang bersifat semi-terstruktur. Dari hasil analisis kuantitatif deskriptif, dapat disimpulkan bahwa 77,78% subyek mempunyai PCK pada kategori sedang. Sedangkan 22,22% subyek berada pada tingkat PCK yang rendah. Secara eksplisit, kebanyakan subyek tidak memiliki pengetahuan yang baik pada topik-topik geometri dan hanya menerapkan teknik pedagogik yang sedikit. Selain itu, kebanyakan dari mereka tidak mempunyai pengetahuan tentang peserta didik yang bersifat komprehensif.
This study aims to describe the pedagogical content knowledge (PCK) of pre-service teacher in mathematics department, Universitas Negeri Makassar by taking into account of the indicators i.e., their content knowledge, pedagogical knowledge, and knowledge related to learners. The subjects of this study were forty five students who had already programmed mathematics subject matter courses and pedagogical courses including microteaching. The types of the research used are quantitative and qualitative approaches (Mix Method). The data were collected by giving the subjects questions measuring pedagogical content knowledge in the topic of geometry in secondary school and conducting semi-structured interviews to them. The results of the quantitative analysis suggest that 77.78% of subjects had PCK levels that are in mediocre category, and 22.22% of the subjects still have PCK levels that are in the low category. Explicitly, most subjects don’t have good understanding of certain geometry topics as well as they simply use less pedagogical techniques. Moreover, most of them do not tend to have knowledge of learner comprehensively.
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