Development and validation of a test instrument to measure pre-service mathematics teachers’ content knowledge and pedagogical content knowledge

Kristanto, Yosep Dwi; Panuluh, Albertus Hariwangsa; Atmajati, Elisabeth Dian

doi:10.1088/1742-6596/1470/1/012008

Cited by 6 publications

(7 citation statements)

References 24 publications

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“…Pedagogic competence includes implementing conducive mathematics learning based on the curriculum up to implementing learning to the evaluation stage of students [7,8]. In addition to pedagogic understanding, teachers or prospective teachers are also required to have good content knowledge [71][72][73][74].…”

Section: Discussionmentioning

confidence: 99%

The Development and Validation Prospective Mathematics Teachers Holistic Assessment Tools

Sainuddin¹,

Subali²,

Jailani³

et al. 2022

ISI

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This study aims to explain the stages of developing a Holistic assessment instrument for the competence of prospective mathematics teachers based on constructs from several literature reviews to measure the competence/ability of prospective mathematics teachers. This development goes through 8 steps of developing non-test instruments. Validity and reliability of instrument traced from 101 students. The initial instrument design carries out initially, then validated with the Aiken formula by 14 experts. The series of initial stages obtained 30 instruments ready to be tested from the original 40 items. The second stage is to perform a confirmatory factor analysis (EFA) followed by testing the construct and convergent validity and looking for the reliability coefficient with confirmatory factor analysis (CFA). The results of the EFA produced 28 items become into four factors, namely pedagogic content knowledge, mathematical content knowledge, positive behavior and respect, teacher enthusiasm (passion). The results of the CFA indicate that the constructs built have construct validity in the good category, convergent validity fulfilled because all AVE values are more than the minimum limit (0.5). Internal reliability (Cronbach's Alpha) = 0.96, Composite Reliability (CR) is in the range 0.88-0.92, and Average Variance Extracted (AVE) is in the range 0.55-0.58. The results of the CFA produced 27 items. Based on the measurement, it can say that the instrument of Holistic Assessment of Prospective Mathematics Teachers is suitable for use at the research.

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Section: Discussionmentioning

confidence: 99%

The Development and Validation Prospective Mathematics Teachers Holistic Assessment Tools

Sainuddin¹,

Subali²,

Jailani³

et al. 2022

ISI

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“…Preservice mathematics teachers' PCK and content knowledge (CK) were tried to measure by using a test instrument. It employed the developmental research method and used students' empirical data to investigate the instrument's validity, objectivity, and reliability (Kristanto et al, 2020;Salakhova et al, 2021). It was found that there was no significant correlative relationship between pre-service secondary teachers' CK and PCK and results further revealed that their knowledge of content and students was weak (Sintema et al, 2020).…”

Section: The Components Of Pckmentioning

confidence: 99%

A review of research on pedagogical content knowledge in science and mathematics education in the last five years

Galimova

Zakharishcheva

Kolomoets

et al. 2023

EURASIA J Math Sci Tech Ed

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This study aims to review Pedagogical Content Knowledge (PCK) studies related to science and mathematics education in the ERIC database. In addition, journals published in the Eric database were searched using the same keyword. Thirty-five science and mathematics education studies were analyzed using standards from the related literature. A qualitative thematic review was conducted in this study. All articles were downloaded and read by the researchers. Each researcher examined them together to determine themes. The themes determined were the subjects and topics studied, the profile of the participants, the data collection instruments, the study design, and the consideration of pedagogical content knowledge with its components. The results were reviewed in terms of the competencies of preservice and in-service science and mathematics teachers in pedagogical content knowledge, the analysis of the development of prospective teachers' pedagogical content knowledge, and the components of pedagogical content knowledge. Some implications of these findings were suggested for determining and developing pedagogical content knowledge of prospective and in-service science and mathematics teachers.

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“…Content and pedagogic knowledge will make it easier for teachers to develop valid instruments in measuring students' mastery of material (Kristanto, Panuluh & Atmajati, 2020). Teachers' HOTS skills also determine how they transfer HOTS to their students (Misri, 2020).…”

Section: Hots-based Test Instrumentmentioning

confidence: 99%

Development and evaluation of a HOTS-based test for matrix topic: A classical test and item response theory

Misri¹,

Saifuddin²,

Akbar³

et al. 2021

BetaJTM

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[English]: This research aims to develop and evaluate a higher-order thinking skill (HOTS)-based test for a matrix topic. The development was carried out in two stages; items development and validation. The first stage was to review relevant literature about HOTS, design the test items, have experts review, and try out the items. Fifty-one upper secondary school students were involved in the tryout. In the second stage, results of the tryout were validated referring to the classical test and item response theory, including items characteristics, validity and reliability, items discrimination, and difficulty levels. The validation resulted in five valid test items (r1=0,54; r2=0,88; r3=0,72; r4=0,78; r5=0,82). The developed test represents the topic, fulfills HOTS criteria, is reliable rα=0,85, can differentiate students with higher-order thinking, and has varied difficulty levels. [Bahasa]: Penelitian ini bertujuan untuk mengembangkan dan mengevaluasi soal tes berbasis keterampilan berpikir tingkat tinggi (HOTS) pada materi matriks. Pengembangan instrumen tes melalui dua tahap, yaitu pengembangan draf soal dan validasi. Pada tahap pertama, dilakukan kajian literatur yang relevan, penyusunan rencana butir soal, evaluasi butir soal yang diusulkan, dan uji coba draf butir soal. Sebanyak 51 siswa sekolah menengah dilibatkan pada tahapan uji coba. Pada tahap validasi, dilakukan analisis menggunakan teori tes klasik dan teori respon butir mencakup: karakterisasi, validitas dan reliabilitas, uji daya beda, dan tingkat kesulitan soal. Penelitian ini menghasilkan lima butir soal yang valid (r1=0,54; r2=0,88; r3=0,72; r4=0,78; r5=0,82). Tes yang dikembangkan mewakili materi matriks, memenuhi kriteria HOTS, dapat diandalkan dengan nilai reliabilitas tes sebesar rα=0,85, dapat membedakan siswa yang memiliki kemampuan berpikir tingkat tinggi, dan memiliki keragaman tingkat kesulitan.

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Development and validation of a test instrument to measure pre-service mathematics teachers’ content knowledge and pedagogical content knowledge

Cited by 6 publications

References 24 publications

The Development and Validation Prospective Mathematics Teachers Holistic Assessment Tools

The Development and Validation Prospective Mathematics Teachers Holistic Assessment Tools

A review of research on pedagogical content knowledge in science and mathematics education in the last five years

Development and evaluation of a HOTS-based test for matrix topic: A classical test and item response theory

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