Pedagogical Content Knowledge: Teacher’s Knowledge of Students in Learning Mathematics on Limit of Function Subject

Ma’rufi,; Budayasa, İ Ketut; Juniati, Dwi

doi:10.1088/1742-6596/954/1/012002

Cited by 16 publications

(19 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Profil pengetahuan konten pedagogik subjek pada program linier dalam menangani peserta didik yang mengalami kesulitan dengan memberikan jawaban langsung pada peserta didik. hal tersebut sesuai yang disampaikan oleh (Ma'Rufi, Budayasa, & Juniati, 2018) guru pemula mengatasi kesalahan peserta didik dengan menjelaskan kembali konsep ataupun prosedur pemecahan masalah. Hal tersebut juga sejalan dengan (Moore & Hu, 2006) bahwa salah satu metode remedial adalah dengan menjelaskan.…”

Section: Pembahasanunclassified

Pengetahuan Konten Pedagogik Guru Matematika Pemula pada Program Linie

Haryono

Parta

Muhsetyo

2019

Jur.Pend.Teo.Pen.Peng.

View full text Add to dashboard Cite

Abstract: The purpose of this research was to find out the teaching materials that needed to be developed in Cell Biology courses at Malang City Universities. The study was conducted on students who have taken Cell Biology courses in four college at the Malang city. The type of research conducted is quantitative descriptive research. The results showed that students were interested in Cell Biology courses and in the Cell Biology course there were several topics which were considered difficult including cell division, cell division control, and cancer, while for the results of the study related to the availability of teaching materials used, data were obtained that in three universities, namely UNISMA, UMM, and IKIP Budi Utomo, the percentage was more than 50% while for UIN the percentage was 48%. Students consider teaching that has not been able to construct understanding of concepts in studying Cell Biology courses so it is necessary to develop research-based module teaching materials.Abstrak: Tujuan dari penelitian ini adalah untuk mengetahui bahan ajar yang perlu dikembangkan pada matakuliah Biologi Sel di Perguruan Tinggi Kota Malang. Penelitian dilakukan terhadap mahasiswa yang telah menempuh matakuliah Biologi Sel di empat Perguruan Tinggi kota Malang. Jenis penelitian yang dilakukan adalah penelitian deksriptif kuantitatif. Hasil penelitian menunjukkan bahwa mahasiswa tertarik pada matakuliah Biologi Sel dan pada matakuliah Biologi Sel terdapat beberapa topik yang dianggap sulit antara lain pembelahan sel, pengendalian pembelahan sel, dan kanker. Hasil penelitian terkait ketersediaan bahan ajar yang digunakan diperoleh data bahwa pada tiga perguruan tinggi yaitu UNISMA, UMM, dan IKIP Budi Utomo diperoleh persentase lebih dari 50% sedangkan untuk UIN didapatkan persentase sebesar 48%. Mahasiswa menganggap ajar yang digunakan belum dapat mengonstruk pemahaman konsep dalam mempelajari mata kuliah Biologi Sel sehingga perlu adanya pengembangan bahan ajar modul berbasis penelitian.

show abstract

Section: Pembahasanunclassified

Pengetahuan Konten Pedagogik Guru Matematika Pemula pada Program Linie

Haryono

Parta

Muhsetyo

2019

Jur.Pend.Teo.Pen.Peng.

View full text Add to dashboard Cite

show abstract

“…The number of 27 was the product of length, width, and height of the cube or cuboid. According to Ma'rufi [23], effective teachers are those who can master the learning materials and how to convey it to students; thus, students can understand the material without misconceptions.…”

Section: Knowledge Of Studentmentioning

confidence: 99%

ADD-CoRE Model Development: Mathematics Teachers Mentoring Based on Pedagogical Content Knowledge and Lesson Study

Ma’rufi¹,

Ilyas²,

Salwah³

et al. 2020

ujer

View full text Add to dashboard Cite

This paper presents the process and the results of the development of a mentoring model based on pedagogical content knowledge (PCK) and lesson study, called the ADD-CoRE model, which is valid, practical, and effective. This was Research and Development research. This model was developed through the collaboration between the lecturers at Mathematics Education Study Program and junior high school mathematics teachers in Palopo City. The specific goal of this study was the availability of the ADD-CoRE model syntax, supplemented by supporting tools, namely the model book and the textbook. The ADD-CoRE model development process consisted of four phases, namely the initial assessment, the design, the realization, and the testing, evaluation, and revision phase. The components included in the model were: syntax, social system, the principle of reaction, support system, instructional impact and accompaniment. Field trials were carried out three times at three junior high schools in Palopo City. The results of the development of the teacher mentoring model based on PCK and lesson study (ADD-CoRE models) met the validity criteria, as indicated by the validator assessment results. It also fulfilled the practicality criteria based on the teachers' responses, the model implementation, and the PCK teacher observation results. Besides, it satisfied the effectiveness criteria based on students' responses, students' activities in learning, and students' learning outcomes for the topic of polyhedra. The ADD-CoRE model syntax consisted of six phases, namely: (a) Analyzation, (b) Direction, (c) Demonstration, (d) Collaboration, (e) Rotation, and (f) Evaluation. This research is expected to be a mentoring model for teachers and prospective teachers to improve the quality of learning.

show abstract

“…Recent research on mathematics knowledge for teaching has focused on questions such as how mathematics knowledge is used in teaching. Many researchers (Callingham, Carmichael & Watson, 2015;Estrella, Olfos & Mena-Lorca, 2015;Ijeh, 2013;Ijeh & Onwu, 2012;Ma'rufi, Budayasa & Juniati, 2018;Rosenkranzer, Horsch, Schuler & Riess, 2017;Watson & Callingham, 2013;Widodo, 2017) have examined teachers' knowledge and the roles knowledge plays in shaping teaching practices. For example, Callingham et al (2015) explored the influence of teachers' PCK on explaining student achievement in statistics.…”

Section: Review Of Related Literaturementioning

confidence: 99%

“…All the eight reviewed studies have been on measuring how much PCK teachers possessed (Ijeh, 2013;Watson & Callingham, 2013), the development of teachers' PCK (Rosenkranzer et al, 2017), how teachers applied their PCK (Ijeh & Onwu, 2012;Ma'rufi et al, 2018;Widodo, 2017), instruments to measure PCK (Estrella et al, 2015) and how PCK influence students' achievement (Callingham et al, 2015). None of the studies has looked at the relationship of teachers' PCK and their teaching of statistics, a gap this study wishes to fill.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Teachers’ Pedagogical Content Knowledge and the Teaching of Statistics in Secondary Schools in Wakiso District in Uganda

2019

JEP

View full text Add to dashboard Cite

Statistics is one of the most dynamic, rapidly growing and highly pertinent disciplines today and therefore, this study investigated teachers' pedagogical content knowledge (PCK) and the teaching of statistics in secondary schools in Wakiso District in Uganda. PCK was contextualized as teachers' general knowledge, pedagogical knowledge (PK) and content knowledge (CK). The sample of the study consisted of 60 secondary school mathematics (statistics) teachers. Data sources were the self-administered questionnaire, document analysis (schemes of work and lesson plans), classroom observations and post-lesson interviews. While quantitative data were analyzed using descriptive statistics and Pearson's Linear Correlation Coefficients, qualitative data were analyzed using categorization and narratives. The findings of this study showed that there was no relationship between the teachers' PCK and the teaching of statistics. Mathematics teachers teach statistics theoretically and the implication for practice is that a lot of training has to equip them with statistical knowledge. It was recommended that Ministry of Education and Sports (MoES), Uganda National Examinations Board (UNEB), National Curriculum Development Centre (NCDC), teachers and researchers collaborate together to uplift the standards of teaching of statistics in the country.

show abstract

Pedagogical Content Knowledge: Teacher’s Knowledge of Students in Learning Mathematics on Limit of Function Subject

Cited by 16 publications

References 9 publications

Pengetahuan Konten Pedagogik Guru Matematika Pemula pada Program Linie

Pengetahuan Konten Pedagogik Guru Matematika Pemula pada Program Linie

ADD-CoRE Model Development: Mathematics Teachers Mentoring Based on Pedagogical Content Knowledge and Lesson Study

Teachers’ Pedagogical Content Knowledge and the Teaching of Statistics in Secondary Schools in Wakiso District in Uganda

Contact Info

Product

Resources

About