Memetakan Pedagogical Content Knowledge (PCK) Guru Matematika SMP: Sebuah Studi Komparatif

Zulfahmi Mustapa Rapa; Andi Husniati

doi:10.21831/pythagoras.v19i2.73186

Memetakan Pedagogical Content Knowledge (PCK) Guru Matematika SMP: Sebuah Studi Komparatif

Zulfahmi Mustapa Rapa, Department of Mathematics Education, Universitas Muhammadiyah Gorontalo, Indonesia
Andi Husniati, Department of Mathematics Education, Universitas Muhammadiyah Makassar, Indonesia

10.21831/pythagoras.v19i2.73186

Abstract

Studi ini dilatarbelakangi oleh fakta bahwa beberapa siswa mengalami kesalahan konsep (miskonsepsi) dalam materi bilangan pecahan. PCK guru sangat berperan penting dalam pengetahuan konsepsi siswa. Oleh karena itu, Tujuan dari penelitian ini adalah untuk menjelaskan profil pengetahuan konten pedagogik (PCK) guru matematika sertifikasi dan nonsertifikasi dengan komponen pengetahuan konten dan siswa (KCS) mengenai bilangan pecahan konsep relasi bagian-keseluruhan setting tertulis di UPT SPF SMP Negeri Kota Makassar. Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif. Penelitian ini mendeskripsikan apa adanya profil PCK guru matematika komponen KCS terhadap bilangan pecahan konsep relasi bagian-keseluruhan. Penelitian ini dilaksanakan dengan bantuan lembar tes pemahaman konsep siswa, dan pedoman wawancara vignette. Hasil penelitian menunjukkan bahwa subjek guru matematika sertifikasi cenderung memiliki secara keseluruhan KCS pada bilangan pecahan konsep relasi bagian-keseluruhan yang terdiri dari model daerah, model pengukuran, dan model himpunan. Sedangkan subjek guru matematika nonsertifikasi masih terbatas dalam memiliki KCS dengan materi yang sama. KCS yang dimiliki oleh guru sangat berdampak pada pengetahuan konsepsi siswa pada materi. Minimnya pengetahuan konsepsi siswa tentunya akan berpengaruh pada hasil belajar. Alternatif untuk meningkatkan PCK guru khususnya KCS adalah dengan mengikuti program sertifikasi.

Keywords

pedagogical content knowledge (PCK); knowledge of content and student (KCS); guru matematika sertifikasi; guru matematika nonsertifikasi; bilangan pecahan

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DOI: https://doi.org/10.21831/pythagoras.v19i2.73186