Does math mini laboratory improve pedagogical content knowledge for prospective teacher of madrasah ibtidaiyah?
Pedagogical content knowledge is the ability to convey learning on a specific content that each student of prospective teacher must have. To develop pedagogical content knowledge of the students we can use math mini laboratory approach. The aim of this study is to obtain a pedagogical content knowle...
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| Veröffentlicht in: | Journal of physics. Conference series 2021-03, Vol.1806 (1), p.12053 |
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| creator | Pratiwi, I M Kariadinata, R Apriani, L |
| description | Pedagogical content knowledge is the ability to convey learning on a specific content that each student of prospective teacher must have. To develop pedagogical content knowledge of the students we can use math mini laboratory approach. The aim of this study is to obtain a pedagogical content knowledge of prospective teacher for Madrasah Ibtidaiyah by using math mini laboratory in the mathematics education in Madrasah Ibtidaiyah focusing on course geometry. This research used pre-experimental methods. The population was all fifth semester students majoring in Madrasah Ibtidaiyah Teacher Education at UIN Sunan Gunung Djati Bandung. The sample obtained from 36 students of class A taken by purposive sampling. Data collected used tests performed t-paired tests with regard to the assumption of normality. The results showed there was differences in the average pedagogical content knowledge of students before and after learning with a math mini laboratory. Pedagogical content knowledge of students increased by 0.48 in the medium category. By using math mini laboratory, students not only learn the content of the material, but also they do practice for teaching. |
| doi_str_mv | 10.1088/1742-6596/1806/1/012053 |
| format | Article |
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The results showed there was differences in the average pedagogical content knowledge of students before and after learning with a math mini laboratory. Pedagogical content knowledge of students increased by 0.48 in the medium category. 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Conference series</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Pratiwi, I M</au><au>Kariadinata, R</au><au>Apriani, L</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Does math mini laboratory improve pedagogical content knowledge for prospective teacher of madrasah ibtidaiyah?</atitle><jtitle>Journal of physics. Conference series</jtitle><date>2021-03-01</date><risdate>2021</risdate><volume>1806</volume><issue>1</issue><spage>12053</spage><pages>12053-</pages><issn>1742-6588</issn><eissn>1742-6596</eissn><abstract>Pedagogical content knowledge is the ability to convey learning on a specific content that each student of prospective teacher must have. To develop pedagogical content knowledge of the students we can use math mini laboratory approach. The aim of this study is to obtain a pedagogical content knowledge of prospective teacher for Madrasah Ibtidaiyah by using math mini laboratory in the mathematics education in Madrasah Ibtidaiyah focusing on course geometry. This research used pre-experimental methods. The population was all fifth semester students majoring in Madrasah Ibtidaiyah Teacher Education at UIN Sunan Gunung Djati Bandung. The sample obtained from 36 students of class A taken by purposive sampling. Data collected used tests performed t-paired tests with regard to the assumption of normality. The results showed there was differences in the average pedagogical content knowledge of students before and after learning with a math mini laboratory. Pedagogical content knowledge of students increased by 0.48 in the medium category. 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| subjects | Education Knowledge Laboratories Learning Pedagogy Physics Students Teachers |
| title | Does math mini laboratory improve pedagogical content knowledge for prospective teacher of madrasah ibtidaiyah? |
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