Describing prospective teacher’s promote action In online mathematics learning

Jauhara Dian Nurul Iffah(1*), Lia Budi Tristanti(2)

(1) Department of Mathematics Education, STKIP PGRI Jombang
(2) Department of Mathematics Education, STKIP PGRI Jombang
(*) Corresponding Author

Abstract

Promoted action is an activity offered by the teacher to students so that they can develop new knowledge or experience. The promoted action chosen by the teacher will depend on the knowledge possessed by the teacher. It is commonly referred to as pedagogical content knowledge (PCK). In addition, to become a professional teacher with a well-measured PCK, the prospective teacher has been trained since the lecturing process. This study aims to describe promoting the actions of prospective teacher students in learning mathematics online. It is descriptive qualitative research on the subject of four students who take the peer teaching program. Subject selection was based on the PCK criteria of subjects with categories 0-0, 0-1, 1-0, and 1-1, which indicated the order of levels of pedagogical knowledge- content knowledge. Data collection methods are tests to determine the PCK of prospective subjects, observation of the learning process, and documentation of learning records. The triangulation used to see the credibility of the data is time triangulation. The results showed that all subjects elicited promoted actions in motivation, concentration, processing, and exploration phases. The four students have different ways of bringing up encouraging action based on their ability criteria.

Keywords

Prospective Teacher, Promote Action. Online Learning

Full Text:

PDF

References

Aminah, N., & Wahyuni, I. (2018). Kemampuan Pedagogic Content Knowledge (PCK) Calon Guru Matematika Pada Program Pengalaman Lapangan di SMP/SMA Negeri Kota Cirebon. JNPM (Jurnal Nasional Pendidikan Matematika), 2(2), 259–267. https://doi.org/10.33603/JNPM.V2I2.1291

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

Anggrawan, A. (2019). Analisis Deskriptif Hasil Belajar Pembelajaran Tatap Muka Dan Pembelajaran Daring Menurut Gaya Belajar Mahasiswa. MATRIK: Jurnal Manajemen, Teknik Informatika Dan Rekayasa Komputer, 18(2), 339–346. https://doi.org/https://doi.org/10.30812/matrik.v18i2.411

Astini, N. K. S. (2020). Tantangan Dan Peluang Pemanfaatan Teknologi Informasi Dalam Pembelajaran Online Masa Covid-19. Cetta: Jurnal Ilmu Pendidikan, 3(2), 241–255. https://doi.org/10.37329/cetta.v3i2.452

Ayuningtyas, A. D., & Apriandi, D. (2019). Pedagogical Content Knowledge (PCK) pada Mahasiswa Calon Guru Matematika. Numerical: Jurnal Matematika Dan Pendidikan Matematika, 119–130. https://doi.org/10.25217/NUMERICAL.V3I2.616

Ball, D. L., Lubienski, S. T., & Mewborn, D. S. (2001). Research on teaching mathematics: The unsolved problem of teachers’’mathematics knowledge Cite this paper.

Bennison, A., & Goos, M. (2013). Exploring numeracy teacher identity: An adaptation of Valsiner’s zone theory. AARE Annual Conference, 1–10.

Bowie, L., Venkat, H., & Askew, M. (2019). Pre-service Primary Teachers’ Mathematical Content Knowledge: An Exploratory Study. African Journal of Research in Mathematics, Science and Technology Education, 23(3), 286–297. https://doi.org/10.1080/18117295.2019.1682777

Capraro, R. M., Capraro, M. M., Parker, D., Kulm, G., & Raulerson, T. (2005). The mathematics content knowledge role in developing preservice teachers’ pedagogical content knowledge. Journal of Research in Childhood Education, 20(2), 102–118. https://doi.org/10.1080/02568540509594555

Creswell, J. W. (2012). Educational Research (Fourth). Pearson.

Ebert, C. L. (1993, April). An Assessment of Prospective Secondary Teachers’ Pedagogical Content Knowledge about Functions and Graphs. Paper Presented at the Annual Meeting of the American Educational Research Association.

Fennema, E., & Romberg, T. A. (1999). Mathematics Classrooms that promote Understanding. Mahwah, NJ: Lawrence Erlbaum, 1999.

Firman, F., & Rahayu, S. (2020). Pembelajaran Online di Tengah Pandemi Covid-19. Indonesian Journal of Educational Science (IJES), 2(2), 81–89. https://doi.org/10.31605/ijes.v2i2.659

Galligan, L. (2008). Using Valsiner. 31st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA31).

Giatman, M., Siswati, S., Basri, I. Y., & Article, H. (2020). Online Learning Quality Control in the Pandemic Covid-19 Era in Indonesia. Journal of Nonformal Education, 6(2), 168–175. https://doi.org/http://dx.doi.org/10.15294/jne.v6i2.25594

Gilang, M., Santosa, W., Kusumaningsih, W., & Endahwuri, D. (2019). Profil Pedagogical Content Knowledge (PCK) Calon Guru Matematika dalam Kesiapan Mengajar. Imajiner: Jurnal Matematika Dan Pendidikan Matematika, 1(5), 185–189. https://doi.org/10.26877/IMAJINER.V1I5.4467

Goos, M. (2005). A Sociocultural Analysis of Learning to Teach. Proceedings of the 29th Conference of the International Group for the Pscyhology of Mathematics Education, 3, 49–56.

Goos, M. (2012). Sociocultural perspectives in research on and with mathematics teachers: A zone theory approach. EDUMATEC, 3(2), 1–21. https://doi.org/10.1007/s11858-012-0477-z

Goos, M., & Bennison, A. (2008). Teacher professional identities and the integration of technology into secondary school mathematics. Australian Association for Research in Education, December.

Grossman, P. (2008). Responding to Our Critics: From Crisis to Opportunity in Research on Teacher Education. Journal of Teacher Education, 59(1), 10–23. https://doi.org/10.1177/0022487107310748

Gultom, C. I., & Mampouw, H. L. (2019). Analisis Pedagogical Content Knowledge Guru dan Calon Guru pada Pembelajaran Matematika. Jurnal Cendekia : Jurnal Pendidikan Matematika, 3(1), 149–163. https://doi.org/10.31004/CENDEKIA.V3I1.91

Handayani, L. (2020). Keuntungan , Kendala, dan Solusi Pembelajaran Online Selama Pandemi Covid-19: Studi Ekploratif di SMPN 3 Bae Kudus. Sunu Utama, Vol.1(2), 16.

Hussain, M. A., Monaghan, J., & Threlfall, J. (2011). Extending Valsiner’s zone theory to theorise student-teacher development Mohammed Abdul Hussain, John Monaghan, John Threlfall. Learning, 31(March), 1–6.

Iffah, J. D. N., Sutawidjaja, A., Sa’dijah, C., & Subanji. (2016). Karakterisasi zone of promoted action (zpa) guru ditinjau dari pengalaman mengajar pada pembelajaran matematika (Disertasi). Universitas Negeri Malang.

Iffah, J. D. N., Sutawidjaja, A., Sadijah, C., & Subanji. (2016). Teacher ’ s Rejected Promote Action ( R -PA ) for Mathematics Teaching Practice in Class. 6(5), 12–18. https://doi.org/10.9790/7388-0605031218

Irfan, A., Tuti Marjan Fuadi, dan, Blang Bintang Lama Km, J., Keudee, L., & Besar, A. (2018). Analisis Pedagogical Content Knowledge Mahasiswa Calon Guru Pada Program Studi Pendidikan Matematika. Mosharafa: Jurnal Pendidikan Matematika, 7(2), 239–250. https://doi.org/10.31980/MOSHARAFA.V7I2.25

Jatisunda, M. G., & Kania, N. (2020). Pengembangan Pedagogical Content Knowledge (PCK) Calon Guru Matematika. Prosiding Seminar Nasional Pendidikan, 2, 737–749. https://prosiding.unma.ac.id/index.php/semnasfkip/article/view/387

Kahan, J., Cooper, D., & Bethea, K. (2003). The Role of Mathematics Teachers’ Content Knowledge in their Teaching: A Framework for Research applied to a Study of Student Teachers. Journal of Mathematics Teacher Education, 6(3), 223–252. https://doi.org/10.1023/A:1025175812582

Karahasan, B. (2010). Preservice Secondary Mathematics Teachers" Pedagogical Content Knowledge Of Composite And Inverse Functions (Unpublished doctoral dissertation). Middle East Technical University, Turki.

Krauss, S., Brunner, M., Kunter, M., Baumert, J., Blum, W., Neubrand, M., & Jordan, A. (2008). Pedagogical Content Knowledge and Content Knowledge of Secondary Mathematics Teachers. Journal of Educational Psychology, 100(3), 716–725. https://doi.org/10.1037/0022-0663.100.3.716

Livy, S., Herbert, S., & Vale, C. (2019). Developing primary pre-service teachers’ mathematical content knowledge: opportunities and influences. Mathematics Education Research Journal, 31(3), 279–299. https://doi.org/10.1007/s13394-018-0252-8

Lui, A. (2012). Teaching in the Zone. Children’s Progress, 11.

Mairing, J. P., Sidabutar, R., Lada, E. Y., & Aritonang, H. (2021). Synchronous and asynchronous online learning of advanced statistics during Covid-19 pandemic. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 6(3), 191–205. https://doi.org/10.23917/jramathedu.v6i3.13477

Makaraka, A., Ilyas, M., & Cokroaminoto Palopo, U. (2021). Analisis Pedagogical Content Knowledge (PCK) Mahasiswa Perempuan Calon Guru dalam Pembelajaran Matematika Ditinjau Dari Perbedaan Prestasi Akademik. Proximal: Jurnal Penelitian Matematika Dan Pendidikan Matematika, 4(2), 56–63. https://doi.org/10.30605/PROXIMAL.V4I2.1336

Maryono. (2016). Profil Pedagogical Content Knowledge (PCK) Mahasiswa Calon Guru Matematika Ditinjau dari Kemampuan Akademiknya. JRPM (Jurnal Review Pembelajaran Matematika), 1(1), 1–16. https://doi.org/10.15642/JRPM.2016.1.1.1-16

Moleong, L. J. (2011). Metode Penelitian Kualitatif. Remaja Rosdakarya.

Morris, K. A., Hiebert, J., & Spitzer, M. S. (2009). Mathematical Knowledge for Teaching in Planning and Evaluating Instruction: What Can Preservice Teachers Learn? Journal for Research in Mathematics Education, 40(5), 491–529. https://doi.org/10.5951/JRESEMATHEDUC.40.5.0491

Mulyanti, B., Purnama, W., & Pawinanto, R. E. (2020). Distance Learning in Vocational High Schools during the COVID-19 Pandemic in West Java Province , Indonesia. Indonesian Journal of Science & Technology, 5(2), 271–282. https://doi.org/https://doi.org/10.17509/ijost.v5i2.24640

NCTM. (2000). Principles and Standards for School Mathematics (Issue c). The National Council of Teachers of Mathematics, Inc.

Niess, M. L. (2011). Investigating TPACK: Knowledge Growth In Teaching With Techlonogy. J. EDUCATIONAL COMPUTING RESEARCH, 44(3), 299–317. https://doi.org/10.2190/EC.44.3.c

Nurmala, M. D., Wibowo, T. U. S. H., & Fatah, T. F. (2021). Efektivitas Penggunaan Aplikasi Google Meet Sebagai Media Pembelajaran Online Pada Mahasiswa Saat Pandemi Covid-19. National Conference on Applied Business, Education, & Technology (NCABET), 1(1), 388–394. https://doi.org/10.46306/ncabet.v1i1.32

Olfos, R., Goldrire, T., & Estrella, S. (2014). Teachers’ pedagogical content knowledge and its relation with students’ understanding. Revista Brasileira de Educacao, 19(50), 914–943.

Putra, Z. H., Witri, G., & Sari, I. K. (2020). Prospective elementary teachers’ perspectives on online mathematics learning during coronavirus outbreak. Journal of Physics: Conference Series, 1655(1), 012057. https://doi.org/10.1088/1742-6596/1655/1/012057

Sa’dijah, C. (2001). Pembelajaran Matematika Beracuan Konstruktivis dan... - Google Cendekia. Forum Penelitian, 13(1), 17–28.

Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14. http://links.jstor.org/sici?sici=0013-189X%28198602%2915%3A2%3C4%3ATWUKGI%3E2.0.CO%3B2-X

Sugiyono. (2015). Metode Penelitian Manajemen Pendekatan: Kuantitatif, Kualitatif, Kombinasi, Penelitian Tindakan, Penelitian Evaluasi. Alfabeta.

Sugiyono. (2017). Metode Penelitian dan Pengembangan: Research and Development (3rd ed.). Alfabeta.

Suryaman, M., Cahyono, Y., Muliansyah, D., Bustani, O., Suryani, P., Fahlevi, M., & Munthe, A. . (2020). COVID-19 pandemic and home online learning system: Does it affect the quality of pharmacy school learning. Systematic Reviews in Pharmacy, 11(8), 524–530.

Tang, C. M., Gading, J. M., Lumpur, K., Chaw, L. Y., Gading, J. M., & Lumpur, K. (2013). Readiness for blended learning: Understanding attitude of university students. International Journal of Cyber Society and Education, 6(2), 79–100. https://doi.org/10.7903/ijcse.1086

The Law of Educational System in Indonesia. (2003). UU RI No 20 Th 2003 ttg Sistem Pendidikan Nasional. https://doi.org/10.1007/s13398-014-0173-7.2

The Law of Educational System in Indonesia. (2005). Undang-Undang Republik Indonesia Nomor 14 Tahun 2005.

The Law of Educational System in Indonesia. (2008). Peraturan Pemerintah Republik Indonesia Nomor 74 Tahun 2008 tentang Guru.

Tirto, S., Herman, T., & Turmudi. (2019). Improving Mathematical Beliefs of Pre-service Teacher Trough Valsiner Zone Learning Preservice teacher belief on nature of mathematics and mathematics teaching and tearning: a quantitative study Recent citations Improving Mathematical Beliefs of Pre-servi. 12010. https://doi.org/10.1088/1742-6596/1179/1/012010

Turnuklu, E., & Yesildere, S. (2007). The Pedagogical Content Knowledge in Mathematics: Pre-Service Primary Mathematics Teachers’ Perspectives in Turkey. Issues in the Undergraduate Mathematics Preparation of School Teachers, 1(October), 1–13.

Valsiner, J. (1983). Variability of Adult-Child Interaction and Instability of Behavior Settings in Children’s Home Environment.

Wilson, S. M., Floden, R. E., & Ferrini-Mundy, J. (2016). Teacher Preparation Research: An Insider’s View from the Outside. Journal of Teacher Education, 53(3), 190–204. https://doi.org/10.1177/0022487102053003002

Wilson, S. M., Shulman, L., & Richert, A. (1987). “150 different ways” of knowing : Representations of knowledge in teaching. Exploring Teachers’ Thinking. https://ci.nii.ac.jp/naid/10020820231

Winkel. (2007). Psikologi Pengajaran. Media Abadi.

DOI: 10.23917/jramathedu.v7i3.17258

Article Metrics

Abstract view(s): 236 time(s)
PDF: 158 time(s)

Refbacks

  • There are currently no refbacks.