Student pedagogical content knowledge through project based learning models

Lack of Pedagogical Content Knowledge (PCK) of a teacher becomes a problem in the implementation of mathematics learning. Therefore, it is necessary to make appropriate efforts in developing PCK among students as a form of formal education and as a provision for teaching in the future. One effort th...

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Bibliographic Details
Published in:Journal of physics. Conference series 2019-11, Vol.1280 (4), p.42051
Main Authors: Sumartini, T S, Rahayu, D V, Noordiana, M A, Lurytawati, I P, Mardiani, D
Format: Article
Language:English
Subjects:
Design of experiments
Education
Learning
Mathematical analysis
Mathematics
Pedagogy
Physics
Students
Teachers
Teaching
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Summary:Lack of Pedagogical Content Knowledge (PCK) of a teacher becomes a problem in the implementation of mathematics learning. Therefore, it is necessary to make appropriate efforts in developing PCK among students as a form of formal education and as a provision for teaching in the future. One effort that can be done is the use of Project Based Learning (PBL) models. This study uses a quantitative method with the quasi-experimental design (the pretest-posttest non-equivalent group design). The sample used was students of mathematics education study program at the Institut Pendidikan Indonesia (IPI) Garut. The results of the study show that student PCK as a prospective mathematics teacher who gets a PBL model is better than students who get conventional learning models. In addition, the development of PCK needs to be accompanied by the development of knowledge of mathematical content as a whole of the teacher's competence in teaching mathematics.
ISSN:1742-6588
1742-6596
DOI:10.1088/1742-6596/1280/4/042051