PEMAHAMAN BAHASA MATEMATIKA DAN KEMAMPUAN PEDAGOGIK CALON GURU MATEMATIKA
| Main Author: | Lapele, Dina Amalya |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2018
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/43186/1/NASKAH.pdf http://eprints.umm.ac.id/43186/ |
Daftar Isi:
- This study aims to explore and describe the understanding of the language of mathematics and the pedagogical competence of pre-service mathematics teachers. This study uses a qualitative approach with descriptive types. The subjects of this study were the 2017 students of Teacher Professional Education (PPG) University of Muhammadiyah Malang who were teaching the Field Experience Program (PPL) at partner schools. Subjects are selected based on the achievement index (IP) obtained. Subjects consist of one prospective teacher with a high IP, one prospective teacher with a moderate IP and one prospective teacher with a low IP. The study was conducted at SMAN 8 Malang and SMAN 9 Malang which were partner schools of the subjects studied. The data in this study were obtained through document review, observation and interviews. The study was conducted during three meetings of classroom learning activities. The instruments in this study were observation instruments and interview instruments. Data analysis techniques are done by data reduction, data presentation and conclusion drawing. The results showed that understanding the language of mathematics of pre-service teachers with high and medium IP was very good while understanding the language of mathematics of pre-service teachers with low IP was classified as good. Pre-service teachers have been able to understand several semiotic lists correctly, for example sigma symbols and have also been able to present a good visual display. Some grammatical patterns in the form of vocabulary and logical relationships can also be used appropriately. But there are also some mistakes in understanding the mathematics language of prospective teachers. Errors in the semiotic aspects are the use of symbols, the use of symbols that are inconsistent and mistakes in writing. Errors based on aspects of the grammatical pattern are implicit, less precise and systematic relationships in the application of concepts, and the use of vocabulary that can cause confusion. The pedagogic competence of pre-service teachers with high IP is classified as very good while the pedagogical competence of pre-service teachers with medium and low IP is good. All pre-service teachers are very good at the planning stage. At the implementation stage pre-service teachers tend to be weak in giving students motivation to learn contextually. During the learning activities the pre-service teacher is also not maximal in motivating students to produce creative and contextual work. In the assessment aspect not all teachers conduct process assessments and also results assessments.