The Profile of Pedagogical Content Knowledge for Secondary School Mathematics Teachers in Teaching of Linear Equations and Inequality of One Variable.

Penelitian ini bertujuan mendeskripsikan profil pengetahuan konten pedagogis (PKP) guru matematika SMP yang mengajar  siswa dengan kemampuan matematika tinggi, sedang, dan rendah pada materi persamaan dan pertidaksamaan liner satu variabel (PLSV dan PtLSV). Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Subjek penelitian ini adalah tiga guru matematika yang mengajar siswa dengan kemampuan matematika tinggi, sedang, dan rendah. Instrumen untuk mengumpulkan data adalah pedoman wawancara, pedoman observasi pembelajaran, catatan lapangan, serta instrumen pengetahuan tentang materi pelajaran.  Penelitian ini menggunakan teknik validasi responden dan triangulasi metode untuk menjamin keabsahan data. Proses analisis data dilakukan dengan mengacu pada metode analisis data kualitatif dari Miles dan Huberman, yaitu reduksi data, penyajian data, dan penarikan kesimpulan.

Hasil penelitian menunjukkan bahwa ketiga subjek memiliki pengetahuan prosedur penyelesaian materi pelajaran yang memadai, namun tidak sepenuhnya memahami konsep materi pelajaran. Ketiga subjek juga memahami strategi pembelajaran yang digunakan semestinya mengacu pada Kurikulum 2013.   Namun, hanya guru yang mengajar siswa dengan kemampuan rendah yang menggunakan pendekatan student-centered sedangkan kedua guru yang lain cenderung teacher-centered. Pengetahuan representasi ketiga subjek juga terbatas pada ilustrasi kehidupan sehari-hari dan representasi visual berupa gambar garis. pengetahuan tentang kurikulum ketiga subjek juga bervariasi. Ketiga subjek menggunakan buku sebagai sumber belajar utama. Hanya guru yang mengajar siswa dengan kemampuan rendah yang menyatakan perlunya media untuk menyajikan materi agar siswa tertarik mengikuti pembelajaran. Ketiga subjek memiliki pengetahuan yang memadai terkait tujuan pembelajaran, kemampuan siswa terkait materi prasyarat, kesulitan dan kesalahan siswa, dan kemampuan siswa menyelesaikan masalah. Pada ketiga subjek, keterkaitan antar komponen PKP guru bervariasi. Kaitan PKP dengan perbedaan kemampuan siswa yang diajar guru tampak pada pemilihan sumber belajar, bentuk soal, dan media pembelajaran. Selain itu, keyakinan guru dan keterbatasan waktu menyajikan materi menjadi faktor yang memengaruhi PKP.

This study addressed to describe the profile of pedagogical content knowledge (PCK) of secondary school mathematics teachers who teach students with high, medium, and low mathematical abilities on the subject of linear equations and inequalities of one variable (PLSV and PtLSV). This research used a qualitative approach with a case study design. The subjects of this study were three mathematics teachers who taught students with high, medium, and low mathematical abilities. The instruments used to collect data are interview guides, learning observation guidelines, field notes, and subject-material knowledge instruments. To ensure the validity of the data, the researcher used respondent validation techniques and triangulation methods. The data analysis process is carried out by referring to the qualitative data analysis method from Miles and Huberman, namely data reduction, data presentation, and drawing conclusions.

The results showed that the three subjects had adequate knowledge of the subject-matter procedure, but did not fully understand the subject-matter concept. The three subjects also understand that the learning strategies used should refer to the 2013 Curriculum.  However, only teachers who teach students with low abilities use a student-centered approach while the other two teachers tend to be teacher-centered. Knowledge of the representation of the three subjects is also limited to illustrations of daily life and visual representations in the form of line drawings. Curriculum knowledge of the three subjects also varies. The three subjects used books as the main learning resource. Only teachers who teach students with low abilities state the need for media to present the subject matter so that students are interested in participating in learning. The three subjects had adequate knowledge regarding learning objectives, students' abilities related to prerequisite material, students' difficulties and errors, and students' ability to solve problems. In the three subjects, the interrelationships between the components of the teacher's PCK varied. The relationship between PCK and differences in the abilities of students taught by teachers can be seen in the selection of learning resources, forms of questions, and learning media. In addition, teachers' beliefs and limited time to present the material are factors that affect PCK.