Content and Pedagogical Knowledge of Prospective Teachers in Mathematics Learning: Commognitive Framework

Year 2020, Volume: 8 Issue: 1, 515 - 532, 15.03.2020

Moh Zayyadi , Toto Nusantara , Erry Hidayanto , I Made Sulandra Cholis Sa'dıjah

https://doi.org/10.17478/jegys.642131

Cited By: 8

Abstract

The
purpose of this research was to describe the content and pedagogical knowledge
skills of prospective teacher in learning mathematics from a commognitive
perspective. This type of research is qualitative research. The subjects of
this study were the 7th-semester students of mathematics education at Madura
University who were taking a Field Experience (PPL) course. Students do
teaching and recording is done in the form of video recordings. Teaching video
recordings were analyzed by researchers to observe the ability of pedagogical
and content knowledge of prospective teacher from a commognitive perspective.
Data analysis in this study is inductive, that is an analysis based on data
obtained, researchers present the data that has been reduced which then
concludes. In this study, there are fundamental differences in the commognitive
components of content knowledge and pedagogical knowledge of prospective
teacher. All commognitive components both word use, visual mediator, routine
and narrative occur in the content knowledge of prospective teacher in the
learning process.The narrative component in commognitive emphasizes more on the
knowledge content of prospective teacher, this is the finding of this study.  

Keywords

commognitive, content knowledge, pedagogical knowledge

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