Pedagogical Content Knowledge (PCK) Among Mathematics Teachers on Function Materials through Lesson Study in Junior High School
| Main Authors: | Ma’rufi, Ma’rufi, Ilyas, Muhammad |
|---|---|
| Format: | Article PeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
International Journal of Innovation, Creativity and Change
, 2019
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| Subjects: | |
| Online Access: |
http://repository.uncp.ac.id/4/1/ARTIKEL%20-%20Pedagogical%20%20Content%20%20Knowledge%20%28PCK%29%20Among%20Mathematics%20Teachers%20on%20%20Function%20%20Materials%20%20through%20Lesson%20Study%20in%20Junior%20High%20School.pdf http://repository.uncp.ac.id/4/ https://www.ijicc.net/ |
Daftar Isi:
- aspects such as pedagogy, students, subject matter and curriculum. The PCK for mathematics teachers is very important for the success of students’ learning process, as well as their interest. Mentoring is defined as a model of guidance and assistance through collaboration between lecturers and teachers. In addition, the collaboration between lecturers and teachers in preparing plans, implementing learning processes and reflection, can improve the quality of learning itself. This research was conducted in developing a mathematics teacher mentoring model based on PCK and lesson study. The focus was not on the process of developing a teacher mentoring model, but rather, to describe the teacher’s PCK during the learning process via observation. Subsequently, data was collected through observation while learning, lesson plan analysis and interviews. The participants of this study consisted of five mathematics lecturers and five mathematics teachers. One teacher was appointed as a model teacher who prepared a lesson plan, while other teachers and lecturers were the observers. Furthermore, the observation in learning was carried out before and after the mentoring session through a lesson study, which began from plan, do and see. The data obtained during plan, do and see were then analysed through a qualitative approach. The studied PCK components were knowledge of the subject matter (KSM), knowledge of pedagogy (KP) and knowledge of students (KS). Knowledge of the subject matter (KSM) is the teacher’s understanding of the concepts and procedures of the function materials. Knowledge of pedagogy (KP) is the teacher’s knowledge about planning and organising learning. Meanwhile, knowledge of students (KS) is the teacher’s knowledge of students’ mistakes and misconceptions in the function materials. The PCK of mathematics teachers in junior high school on the function materials was implemented after mentoring in learning