Exploration of pre-service teachers’ pedagogical content knowledge in mathematics learning in senior high school based on gender and academic skills

Year 2020, Volume: 8 Issue: 4, 1361 - 1371, 15.12.2020

Marufi Marufi Muhammad Ilyas Salwah Salwah Rio Pasandaran Muhammad Ikram

https://doi.org/10.17478/jegys.780399

Abstract

In Indonesia, pre-service mathematics teacher education is strictly supervised so that Pedagogical Content Knowledge (PCK) becomes an important aspect to build the quality of learning. This study aimed to explore pre-service mathematics teachers’ PCK based on gender and academic skills. To obtain rich and in-depth data, a qualitative approach was used. A total of 70 subjects aged between 19 – 21 years old participated in this study. There were two subjects selected based on their academic skills and gender. Using a grounded theory approach, we conducted a preliminary analysis, open coding, axial coding to obtain the three PCK components, namely Knowledge of Subject Matter (KSM), Knowledge of Pedagogy (KP), and Knowledge of Student (KS). Research findings revealed that the pre-service teachers’ pedagogical content knowledge in terms of knowledge of subject matter was categorized as good in mathematics learning. As for their knowledge of pedagogy, the male subjects presented the concepts by employing the expository strategy, the female subjects with high skills used the guided discovery, and the female subjects with average skill also employed the strategy of expository. In the aspect of knowledge of students, the subjects with average skills overcame students’ misconception by explaining the procedures and using the strategy of asking, but the subjects with high academic skills did not only implement the two previous strategies but also used their reasoning behind every procedure of problem-solving that they carried out. These findings can be used as recommendations for the development of mathematics learning.

Keywords

content knowledge, pedagogy, knowledge of students, gender, academic skills

Thanks

The research team would like to thank the Directorate of Research and Community Service at the Ministry of Research, Technology and Higher Education for financing this mono-year research (grant no. 115/SP2H/LT/DPRM/2019).

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