Profil Pedagogical Content Knowledge (PCK) Calon Guru Matematika dalam Kesiapan Mengajar

Santosa, Muh. Gilang Wahyu; Kusumaningsih, Widya; Endahwuri, Dhian

doi:10.26877/imajiner.v1i5.4467

Cited by 4 publications

(5 citation statements)

References 1 publication

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“…Calon guru harus di bekali dengan kemampuan propfesional yang mempunyai keterampilan-ketrampilan yang mampu mempermudah siswa dalam pembelajaran. (Santosa, 2019).…”

Section: Pendahuluan *unclassified

PKM Workshop Pengembangan Soal Uji Komprehensif

Ruslan

Khuluq²,

Hr³

2022

SMART J. Abdi. Masy.

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Tes Komprehensif adalah pemberian pertanyaan untuk mengukur suatu aspek perilaku atau memperoleh informasi tentang sifat-sifat orang yang diuji (secara individual). Tujuannya adalah untuk menghasilkan beberapa paket soal komprehensif/uji kompetensi sesuai program studi, banyak variasi soal (bank soal), sehingga mahasiswa dapat mempersiapkan diri, dan juga untuk memberikan ujian sebelum ujian komprehensif lisan (proposal) untuk ketentuan tes komprehensif tertulis. Salah satu kampus percetakan guru adalah kampus UINAM. Sehingga dalam kegiatan pengabdian ini perlu dikembangkan soal-soal Tes Komprehensif di Fakultas Tarbiyah UINAM agar menghasilkan soal-soal yang berkualitas dan terstandardisasi, sehingga nantinya output calon guru dari pihak kampus dapat berkompeten dan berkualitas. Metode yang digunakan adalah pemberian materi tentang teori dan praktek Sebanyak 25 orang mengikuti kegiatan yang terdiri dari perwakilan dari masing-masing Prodi di Fakultas Tarbiyah UINAM. Setiap tim atau kelompok program studi atau bidang rata-rata terdiri dari 2 orang perwakilan. Bidang yang dimaksud adalah bidang PAUD, bidang pendidikan guru madrasah Ibtidaiyah, bidang pendidikan bahasa Arab, bidang pendidikan bahasa Inggris, bidang manajemen pendidikan Islam, bidang pendidikan fisika, bidang matematika. bidang pendidikan, bidang pendidikan biologi, bidang pendidikan Islam, bidang sejarah budaya Islam, bidang aqidah akhlak, bidang hadits, bidang Al-Qur'an, dan bidang Fiqih. Hasil dari kegiatan pengabdian ini dapat menghasilkan soal-soal ujian komprehensif yang berkualitas, valid dan reliabel serta arsip (dokumen) untuk Fakultas Tarbiyah dan Keguruan UINAM yang dapat digunakan untuk pemetaan bekal awal calon guru atau pendidik. Untuk mendeskripsikan hasil tes komprehensif di 9 Program Studi Fakultas Tarbiyah dan Keguruan UIN Alauddin. Dan juga dapat dijadikan sebagai gambaran hasil komprehensif mahasiswa Fakultas Tarbiyah dan Keguruan UINAM.

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“…Calon guru harus di bekali dengan kemampuan propfesional yang mempunyai keterampilan-ketrampilan yang mampu mempermudah siswa dalam pembelajaran. (Santosa, 2019).…”

Section: Pendahuluan *unclassified

PKM Workshop Pengembangan Soal Uji Komprehensif

Ruslan

Khuluq²,

Hr³

2022

SMART J. Abdi. Masy.

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“…Based on research conducted by Anindita (2018) in one of the private high schools in Yogyakarta on the topic of derivatives using the Discovery Based Learning strategy, it was found that the PCK skills of teachers still need to be improved because there are still PCK indicators that have not been met. Then the research conducted by Widyastuti (2019) related to the PCK profile of mathematics teachers in one of the private junior high schools in Sukabumi on the topic of quadrilateral using the Problem Based Learning learning model, and the research results obtained that the teacher's PCK ability was quite good because it was able to fulfill almost all PCK indicators.…”

Section: ▪ Introductionmentioning

confidence: 99%

“…Based on the problems that the author got through observations and previous research conducted by Anindita (2018), Widyastuti (2019), Sulistyarini (2020), the researcher will conduct research to answer the following questions: how to plan and implement a flipped classroom strategy in teaching compound event probability for Mathematics Education students who take Micro Teaching C class courses in the 2022/2023 academic year, and what is the pedagogical content knowledge (PCK) profile of Mathematics Education students who take Micro Teaching C class courses in the 2022/2023 academic year in designing and practicing flipped classroom learning strategies to teach a material at the high school level.…”

Section: ▪ Introductionmentioning

confidence: 99%

PCK Profile of Mathematics Education Students in Practicing the Flipped Classroom Strategy

Agrivina Dyastika,

Julie

2023

JPMIPA

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This research aims to determine the planning and implementation of the flipped classroom strategy in teaching compound probability material and determine the PCK profile of Mathematics Education students in practicing the flipped classroom strategy for teaching material at the high school level. The type of research used in this research is design research and qualitative research. The data analysis technique used in this research consists of three stages, namely: data reduction, data presentation, and drawing conclusions. Based on the results of the analysis carried out, it was found that: HLT for teaching high school level mathematics material using the flipped classroom strategy consists of four phases, namely: pre-phase, namely the researcher provides information related to the activities to be carried out; independent learning phase, namely the researcher provides a learning video regarding material on the probability of multiple events; synchronous learning phase, namely the researcher provides quizzes and practice questions for discussion; and the transfer phase, namely the researcher provides a project in the form of creating teaching modules to carry out learning practices; Undergraduate students' PCK in teaching high school mathematics material uses the flipped classroom strategy, namely 33.3% of students have PCK in the high category because they are able to fulfill some of the PCK categories. Then, the percentage of students who have PCK in the medium category is 53.3% and 13.3% of students have PCK in the low category.

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“…Calon guru harus di bekali dengan kemampuan mengajar yang mempunyai keterampilan-ketrampilan yang mampu mempermudah siswa dalam pembelajaran. Keterampilan-keterampilan tersebut di antaranya adalah mampu memanfaatkan media, lingkungan kelas, lembar kerja siswa dan mengaitkan karakter ke dalam pembelajaran (Santosa, Kusumaningsih, & Endahwuri, 2019) Penelitian Maryono (2016) mengungkapkan bahwa kenyataan di lapangan menunjukkan bahwa guru matematika secara umum bisa dikategorikan ke dalam 4 kelompok, yaitu: (1) guru dengan pengetahuan konten dan pengetahuan pedagogis yang baik; (2) guru dengan pengetahuan konten baik, tetapi mempunyai pengetahuan pedagogis yang kurang; (3) guru dengan pengetahuan konten kurang, tetapi mempunyai pengetahuan pedagogis yang baik; dan (4) guru dengan pengetahuan konten dan pengetahuan pedagogis yang kurang. Idealnya seorang guru harus masuk ke dalam kelompok (1), tetapi kenyataannya banyak yang belum bisa dikategorikan ke dalam kelompok tersebut.…”

Section: Introduction *unclassified

Ability Analysis of Pedagogical Content Knowledge of Prospective Teacher Students Majoring in Mathematics

Ruslan

Sahid

Pratiwi

2022

eduline j. educ. learn. innov.

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This research is qualitative research that aims to determine the Pedagogical Content Knowledge of prospective teacher students majoring in mathematics at the State University of Makassar. The research subjects consisted of 3 student-teacher candidates majoring in mathematics in the sixth semester. The subject-taking technique in this study amounted to three student teacher candidates majoring in mathematics with a cumulative achievement index of less than 3.00 and 3.01 - 3.50 and 3.51 - 4.00. The instruments in this study used CoRe, PaP-eRs, and Vignette. Data collection techniques in this study are observations based on PCK indicators and giving the Vignette test. The data analysis technique uses the Miles and Huberman model, namely data reduction, data presentation, and conclusions. Based on the results of the study, it shows that the pedagogical knowledge aspects of most of the points in CoRe are fulfilled. Then for the content knowledge aspect, the subject with an achievement index of 3.50 – 4.00 is at level 1, an achievement index of 3.00 – 3.50 is at level 0 and an achievement index of less than 3.00 is at level 2.

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Profil Pedagogical Content Knowledge (PCK) Calon Guru Matematika dalam Kesiapan Mengajar

Cited by 4 publications

References 1 publication

PKM Workshop Pengembangan Soal Uji Komprehensif

PKM Workshop Pengembangan Soal Uji Komprehensif

PCK Profile of Mathematics Education Students in Practicing the Flipped Classroom Strategy

Ability Analysis of Pedagogical Content Knowledge of Prospective Teacher Students Majoring in Mathematics

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