Hubungan pedagogical content knowledge guru matematika dan prestasi belajar siswa sekolah menengah pertama

Maria Evarista Oktaviane Barut Barut; Ariyadi Wijaya; Heri Retnawati

doi:10.21831/pg.v15i2.35375

Hubungan pedagogical content knowledge guru matematika dan prestasi belajar siswa sekolah menengah pertama

Maria Evarista Oktaviane Barut Barut, Master Program in Mathematics Education, Universitas Negeri Yogyakarta, Indonesia
Ariyadi Wijaya, Department of Mathematics Education, Universitas Negeri Yogyakarta, Indonesia
Heri Retnawati, Department of Mathematics Education, Universitas Negeri Yogyakarta, Indonesia

10.21831/pg.v15i2.35375

Abstract

Guru telah dikenal luas sebagai salah satu faktor penting yang mempengaruhi prestasi belajar siswa. Kompetensi guru, khususnya pengetahuannya, membantu guru untuk mengorganisasikan pembelajaran yang efektif guna memfasilitasi keberhasilan belajar siswa. Salah satu jenis pengetahuan yang penting dikuasai oleh guru adalah Pedagogical Content Knowledge (PCK). PCK merupakan kombinasi pengetahuan konten dan pedagogi yang mengarah pada bagaimana aspek-aspek tertentu dari materi pembelajaran diatur, diadaptasi, dan direpresentasikan untuk diterapkan di dalam proses pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan tingkat PCK guru matematika dan prestasi belajar siswa, serta menguji hubungan keduanya. Penelitian ini adalah kuantitatif-korelasional dengan subjek penelitian 56 guru matematika dan 499 siswa SMP di Kabupaten Manggarai, Nusa Tenggara Timur. Data PCK guru dan prestasi siswa dikumpulkan menggunakan tes objektif yang telah dinyatakan valid dan reliabel. Data dianalisis menggunakan statistik deskriptif dan inferensial. Hasil penelitian mengungkapkan bahwa sebagian besar guru memiliki PCK pada kategori rendah dan sebagian besar siswa memiliki prestasi belajar pada kategori rendah. Namun demikian, terdapat korelasi positif yang signifikan antara PCK guru matematika dan prestasi belajar siswa dengan kontribusi PCK guru terhadap prestasi belajar siswa sebesar 16,1%.

Relationship between pedagogical content knowledge of mathematics teacher and learning achievement of junior high school students

Abstract

Teachers’ competence, especially their knowledge, helps them organize effective classrooms to facilitate students’ success. One of the essential knowledge that should be mastered by a teacher is Pedagogical Content Knowledge (PCK). PCK represents the combination of knowledge about content and pedagogy to understand how particular aspects of subject matter are organized, adapted, and represented for instruction. This study aimed to describe mathematics teachers’ PCK and students’ learning achievement as well as and between the two variables. The study was qualitative-correlational with 56 mathematics teachers and 499 senior high school students in Manggarai Regency, East Nusa Tenggara, Indonesia, as the subject. Both data of teachers’ PCK and students’ learning achievement were collected using validated and reliable objective tests. Data were analyzed using descriptive and inferential statistics. The results indicated that most teachers have PCK in the low category, and most students have learning achievement in the low category. However, there was a positive correlation between teachers’ PCK and students’ learning achievement, with the contribution of the teachers’ PCK to students’ learning achievement by 16,1%.

Keywords

Prestasi belajar matematika; learning achievement; mathematics teacher; pedagogical content knowledge

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DOI: https://doi.org/10.21831/pg.v15i2.35375