ANALYZING CONTENT KNOWLEDGE OF PROSPECTIVE ELEMENTARY SCHOOL TEACHERS ON THE MATERIAL OF FRACTIONAL ARITHMETIC OPERATIONS
Abstract
Teacher quality is one of the most influential factors in student learning. In-depth material knowledge (content) is very important for prospective teachers who will one day become teachers. Thus, analyzing and describing the Content Knowledge (CK) of prospective teachers needs to be done. The purpose of this study is to describe the CK of prospective elementary school teachers (SD/MI) on the material of fractional arithmetic operations. The subjects of this study were three students from Ar-Raniry State Islamic University of Banda Aceh. This research includes qualitative descriptive research, so that the data were analyzed using qualitative data analysis, namely data reduction, data presentation, and drawing conclusions. Data collection in this study was carried out through tests and combined with interviews so that the instruments used were test questions and interview guidelines. The study results indicate that the content knowledge of the three elementary teacher candidates was still weak, there were teacher candidates who did not understand the arithmetic operation hierarchy and still made carelessness in the concept of fractional arithmetic operations.Downloads
References
An, S., Kulm, G., & Wu, Z. (2004). The pedagogical content knowledge of middle school, mathematics teachers in China and the U.S. Journal of Mathematics Teacher Education, 7(2), 145–172. https://doi.org/10.1023/B:JMTE.0000021943.35739.1c.
Anugrahana, A. (2020). Hambatan, solusi dan harapan: pembelajaran daring selama masa pandemi covid-19 oleh guru sekolah dasar. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 10(3), 282–289. https://doi.org/10.24246/j.js.2020.v10.i3.p282-289.
Auslin, M. (2021). Michael Auslin. National Interest, 171, 13–15.
Isiksal, M., & Cakiroglu, E. (2011). The nature of prospective mathematics teachers’ pedagogical content knowledge: the case of multiplication of fractions. Journal of Mathematics Teacher Education, 14(3), 213–230. https://doi.org/10.1007/s10857-010-9160-x.
Ismail, M. I. (2010). Kinerja dan kompetensi guru dalam pembelajaran. Lentera Pendidikan : Jurnal Ilmu Tarbiyah Dan Keguruan, 13(1), 44–63. https://doi.org/10.24252/lp.2010v13n1a4.
Khuzaeva, E. S. (2014). Mengembangkan pola pikir cerdas, kreatif dan mandiri melalui telematika. Jurnal Lingkar Widyaiswara, 1(4), 138–148. Retrieved from https://juliwi.com/published/E0104/Paper0104_138-148.pdf.
Lee, J., & Santagata, R. (2020). A longitudinal study of novice primary school teachers’ knowledge and quality of mathematics instruction. ZDM, 52(2), 295–309. https://doi.org/10.1007/s11858-019-01123-y.
Lisnani, L. (2019). Pemahaman konsep awal calon guru sekolah dasar tentang pecahan. Mosharafa: Jurnal Pendidikan Matematika, 8(1), 61–70. https://doi.org/10.31980/mosharafa.v8i1.388.
Nurlita. (2016). Miskonsepsi konsep prasyarat aljabar mahasiswa pendidikan guru madrasah ibtidaiyah. Jurnal Didaktik Matematika, 3(2), 85–95. http://www.jurnal.unsyiah.ac.id/DM/article/view/5686.
OECD. (2018). PISA 2018: Insight and interpretations. In OECD Publishing.
Rahmawati, M. C. (2014). Pengaruh pendidikan profesi guru (PPG) terhadap pengetahuan konten pedagogik (pedagogical content knowledge) guru peserta PPG prajabatan dalam pembelajaran IPS. KEGURU: Jurnal Ilmu Pendidikan Dasar, 26–37.
Safriani, W., Maulidi, I., Munzir, S., & Duskri, M. (2019). Analysis of students’ errors on the fraction calculation operations problem. L-Jabar : Jurnal Pendidikan Matematika, 10(2), 307–318. https://doi.org/10.24042/ajpm.v10i2.5224.
Sanjaya, W. (2010). Strategi pembelajaran berorientasi standar proses pendidikan. Jakarta: Kencana.
Santi, D. P. D., Maharani, A., & Setiyani. (2020). Analisa kesalahan konsep materi pecahan pada mahasiswa calon guru SD Universitas Swadaya Gunung Jati Cirebon. ELSE (Elementary School Education Journal): Jurnal Pendidikan Dan Pembelajaran, 4(1). https://doi.org/dx.doi.org/10.30651/else.v4i1.4381.
Sartono, A. (2020). Guru penentu keberhasilan pendidikan. Kemenko PMK. Retrieved from https://www.kemenkopmk.go.id/guru-penentu-keberhasilan-pendidikan.
Shulman, L. S. (1986). Those who understanding: knowledge growth in teaching. Journal Educational Researcher, 15(2), 4–14. https://doi.org/10.3102%2F0013189X015002004.
Copyright (c) 2021 Wirda Safriani, Said Munzir, M. Duskri
This work is licensed under a Creative Commons Attribution 4.0 International License.
