KNOWLEDGE OF CONTENT AND TEACHING (KCT) MAHASISWA CALON GURU MATEMATIKA DITINJAU BERDASARKAN PERBEDAAN GENDER 

Penelitian ini bertujuan untuk mendeskripsikan (1) knowledge of content and teaching (KCT) mahasiswa calon guru matematika perempuan feminin dan (2) knowledge of content and teaching (KCT) mahasiswa calon guru matematika laki-laki maskulin. Knowledge of content and teaching (KCT) dalam penelitian ini diuraikan berdasarkan tiga komponen yaitu pengetahuan merancang urutan pengajaran materi sistem persamaan linear dua variabel (SPLDV), pengetahuan mengidentifikasi contoh-contoh yang sesuai dengan materi untuk mendemonstrasikan konsep sistem persamaan linear dua variabel (SPLDV) dan pengetahuan tentang representasi dan prosedur tertentu dalam mendukung pemahaman siswa. Penelitian ini merupakan penelitian kualitatif dengan subjek penelitian satu mahasiswa calon guru matematika perempuan feminin dan satu mahasiswa calon guru matematika laki-laki maskulin yang telah menempuh semester enam. Data penelitian untuk mengungkap knowledge of content and teaching (KCT) subjek dikumpulkan dengan metode tes, angket dan wawancara.

Hasil penelitian menunjukkan bahwa pengetahuan dalam merancang urutan pengajaran materi sistem persamaan linear dua variabel (SPLDV) mahasiswa calon guru matematika perempuan feminin ditunjukkan dengan menjelaskan pendekatan problem based learning dan discovery learning dan membuat sintaks pada masing-masing pendekatan yang digunakan, sedangkan mahasiswa calon guru matematika laki-laki maskulin menjelaskan tentang pendekatan problem based learning dan pembelajaran matematika realistik (PMR). Mahasiswa calon guru matematika perempuan feminin dan laki-laki maskulin menjelaskan semua kategori soal HOTs, MOTs dan LOTs dengan kriteria yang berbeda pada soal matematika formal maupun matematika kontekstual. Mahasiswa calon guru matematika perempuan feminin menjelaskan tentang representasi dan prosedur tertentu dalam mendukung pemahaman siswa dengan menggunakan langkah-langkah metode grafik dalam menyelesaian masalah SPLDV sedangkan mahasiswa calon guru matematika laki-laki maskulin menggunakan bantuan aplikasi geogebra dalam menjelaskan langkah-langkah penyelesaian masalah SPLDV. Mahasiswa calon guru matematika perempuan feminin dan laki- laki maskulin memiliki pandangan yang sama bahwa representasi visual dan matematis sama pentingnya untuk menjelaskan penyelesaian masalah menggunakan metode grafik, metode eliminasi, metode substitusi maupun metode gabungan (metode eliminasi dan metode substitusi).

Hasil penelitian ini diharapkan dapat menjadi bahan pertimbangan bagi guru, dosen, dan tenaga pengajar matematika untuk merancang metode pembelajaran yang dapat meningkatkan knowledge of content and teaching (KCT) pembelajar matematika. Selain itu, hasil ini akan menjadi dasar untuk penelitian lebih lanjut oleh peneliti berikutnya. 

This study aims to describe (1) the knowledge of content and teaching (KCT) of feminine female prospective mathematics teacher students and (2) the knowledge of content and teaching (KCT) of masculine male prospective mathematics teacher students. The knowledge of content and teaching (KCT) in this study is described based on three components, namely designing the teaching sequence of the material on the system of linear equations in two variables (SPLDV), identifying examples that are in accordance with the material to demonstrate the concept of the system of linear equations in two variables (SPLDV), using certain representations and procedures to support student understanding. This study is a qualitative study with research subjects of one feminine female prospective mathematics teacher student and one masculine male prospective mathematics teacher student who have completed their sixth semester. Research data to reveal the knowledge of content and teaching (KCT) of the subjects were collected using test, questionnaire and interview methods.

The results of the research show that knowledge in designing teaching sequences for two-variable linear equation systems (SPLDV) material shows that feminine female mathematics teacher prospective students explain the problem based learning and discovery learning approaches by creating syntax for each approach used, while prospective teacher students masculine male mathematician explains the problem based learning approach and realistic mathematics learning (PMR). Feminine female and masculine male mathematics teacher candidates explain all categories of HOTs, MOTs and LOTs questions with different criteria in formal mathematics and contextual mathematics questions. Feminine female mathematics teacher prospective students explain certain representations and procedures to support students' understanding by using graphic method steps in solving SPLDV problems, while masculine male mathematics teacher prospective students use the help of the Geogebra application in explaining the steps for solving SPLDV problems. Feminine female and masculine male mathematics teacher candidates have the same view that visual and mathematical representations are equally important for explaining problem solving using the graphic method, elimination method, substitution method and combined methods (elimination method and substitution method).

The results of this study are expected to be a consideration for teachers, lecturers, and mathematics teaching staff to design learning methods that can improve the knowledge of content and teaching (KCT) of mathematics learners. In addition, these results will be the basis for further research by subsequent researchers.