Analisis kemampuan Pedagogical Content Knowledge (PCK) mahasiswa calon guru matematika pada pelaksanaan penelitian berbasis teknologi informasi di sekolah lanjutan tingkat pertama

Sabriena, Rinna (2019) Analisis kemampuan Pedagogical Content Knowledge (PCK) mahasiswa calon guru matematika pada pelaksanaan penelitian berbasis teknologi informasi di sekolah lanjutan tingkat pertama. Diploma thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

INDONESIA : Calon guru matematika harus menguasai pengetahuan konten matematika dan mempelajari pengetahuan pedagogik dengan baik, kedua pengetahuan tersebut merupakan Pedagogical Content Knowledge (PCK). Salah satu pendekatan untuk dapat tercapainya kemampuan PCK adalah dengan mengaplikasikan CoRe (Content Representation) dan PaP-eRs (Pedagogical and Professional-Experience Repertoires). Penelitian ini bertujuan untuk mengetahui kemampuan PCK mahasiswa calon guru matematika pada pelaksanaan penelitian di sekolah. Metode yang digunakan adalah Kualitatif Deskriptif. Lima mahasiswa calon guru matematika yang sedang melaksanakan penelitian berbasis IT di SLTP terlibat sebagai subjek penelitian. Sebelum melaksanakan pembelajaran mahasiswa diminta untuk mengisi CoRe dan mengumpulkan RPP telah dibuat, kemudian setalah melaksanakan pembelajaran diminta untuk menarasikan PaP-eRs. Sebagai data pelengkap dilakukan observasi dengan catatan dokumentasi yang telah dibuat untuk penilaian calon guru. Hasil penelitian menunjukkan kemampuan PCK mahasiswa calon guru matematika mendapatkan kategori baik. Mahasiswa sudah dapat menjawab serta menguraikan ide besar sesuai dengan pertanyaan yang telah diajukan. Calon guru sudah dapat menyusun RPP dan melaksanakan pembelajaran sesuai dengan pedoman pendamping kurikulum 2013. Namun, calon guru belum dapat menjadikan PaP-eRs sebagai bahan refleksi dan kendala yang dihadapi selama pelaksanaan penelitian hanya pada alokasi waktu dan fasilitas untuk menunjang terlaksananya pembelajaran menggunakan IT masih kurang. ENGLISH : Prospective mathematics teachers have to dominate mathematical content knowledge and learn pedagogical knowledge well, both of these knowledge constitute Pedagogical Content Knowledge (PCK). One approach to achieving PCK capability is to apply CoRe (Content Representation) and PaP-eRs (Pedagogical and Professional-Experience Repertoires). This study aims to determine the ability of PCK prospective mathematics teacher students in conducting research in schools. The method used is descriptive qualitative. Five prospective mathematics teacher students who were carrying out TI-based research at SLTP were involved as research subjects. Before carry out learning students are asked to fill out the CoRe and collect the lesson plans that have been made, then after implementing the learning they are asked to narrate the PaP-eRs. As supplementary data, observations were made with the documentation that was made for the assessment of prospective teachers. The results showed the ability of PCK prospective mathematics teacher students get good categories. Students can already answer and elaborate on big ideas according to the questions that have been asked. Prospective teachers have been able to prepare lesson plans and implement learning in accordance with 2013 curriculum companion guidelines. However, prospective teachers have not been able to make PaP-eRs as a reflection material and obstacles encountered during the course of research only in the allocation of time and facilities to support the implementation of learning using TI is still lacking.

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