Teacher's Pedagogical Content Knowledge (PCK) in implementing Realistic Mathematics Education (RME)
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Resumo
[English]: Pedagogical Content Knowledge (PCK) is crucial for mathematics teachers in teaching and learning due to the fact that mathematics is an abstract and interrelated subject; requiring adequate knowledge on the content and instructional practices. Applying Realistic Mathematics Education (RME) help students learn in meaningful way since it starts with contextual problems. Therefore, to realize the meaningful learning, teachers need to have PCK in implementing RME. This study aims to analyze two teachers' PCK in implementing RME for geometry topic. Prior to the classroom teaching, both teachers received teacher professional development program regarding RME. Data in this study were collected through classroom observation and interviews which were the analyzed qualitatively. The results of the analysis show that both teachers have similar PCK in applying RME. The PCK indicator fulfilled by the teachers is further discussed in this paper. [Bahasa]: Pedagogical Content Knowledge (PCK) atau pengetahuan pedadogis dan konten sangat diperlukan bagi guru matematika dalam pembelajaran karena matematika bersifat abstrak dan saling berkaitan, sehingga memerlukan penguasaan materi dan perencanaan pembelajaran yang baik. Pembelajaran dengan Pendidikan Matematika Realistik (RME) membantu siswa belajar bermakna karena dimulai dari masalah nyata yang terdapat dalam kehidupan sehari-hari atau konteks. Oleh karena itu, untuk mewujudkan pembelajaran bermakna tersebut, guru harus memiliki PCK dalam menerapkan RME. Penelitian ini bertujuan menganalisis PCK dua orang guru dalam menerapkan RME pada materi geometri. Kedua guru tersebut telah mengikuti program pengembangan profesional guru sebelum pembelajaran dilaksanakan. Data dalam penelitian ini dikumpulkan melalui observasi dan wawancara yang dianalisis secara kualitatif. Hasil penelitian menunjukkan bahwa kedua guru memiliki PCK yang sama dalam menerapkan RME. Indikator yang dipenuhi dibahas lebih lanjut dalam tulisan ini.
Dados da obra
- Tipo
- Artigo
- Periódico
- Beta Jurnal Tadris Matematika, v. 16, n. 1
- Editora
- Institut Agama Islam Negeri Mataram
- Ano
- 2023 (2023-05-31)
- Idioma
- en
- Palavras-chave
- pedagogical content knowledge; Realistic Mathematics Education; geometry teaching; mathematical knowledge for teaching; teacher professional development; contextual problems; meaningful learning; instructional practices
- Temas
- Formação de Professores de Matemática, Geometria
- DOI
- 10.20414/betajtm.v16i1.550
- ISSN
- 2085-5893, 2541-0458
- Licença
- cc-by-nc-sa
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
ZUBAIDAH, Tuti et al.. Teacher's Pedagogical Content Knowledge (PCK) in implementing Realistic Mathematics Education (RME). Beta Jurnal Tadris Matematika, v. 16, n. 1, 2023. DOI: https://doi.org/10.20414/betajtm.v16i1.550.
APA
Zubaidah, T., Johar, R., Annisa, D., & Safitri, Y. (2023). Teacher's Pedagogical Content Knowledge (PCK) in implementing Realistic Mathematics Education (RME). Beta Jurnal Tadris Matematika, 16(1). https://doi.org/10.20414/betajtm.v16i1.550
BibTeX
@article{zubaidah2023,
author = {Zubaidah, Tuti and Johar, Rahmah and Annisa, Dewi and Safitri, Yulinar},
title = {Teacher's Pedagogical Content Knowledge (PCK) in implementing Realistic Mathematics Education (RME)},
year = {2023},
journal = {Beta Jurnal Tadris Matematika},
volume = {16},
number = {1},
publisher = {Institut Agama Islam Negeri Mataram},
doi = {10.20414/betajtm.v16i1.550},
language = {en}
}RIS
TY - JOUR AU - Zubaidah, Tuti AU - Johar, Rahmah AU - Annisa, Dewi AU - Safitri, Yulinar TI - Teacher's Pedagogical Content Knowledge (PCK) in implementing Realistic Mathematics Education (RME) PY - 2023 JO - Beta Jurnal Tadris Matematika VL - 16 IS - 1 DO - 10.20414/betajtm.v16i1.550 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
Contribuições da engenharia didática de formação para o ensino de geometria espacial
Contexto & Educação, v. 41, n. 123 · DOI 10.21527/2179-1309.2026.123.16726
-
MEDIACIÓN PEDAGÓGICA DE LAS TIC COMO ARGUMENTO PARA LA ENSEÑANZA DE LA MATEMÁTICA EN COLOMBIA
LÍNEA IMAGINARIA, v. 23, n. 2 · DOI 10.56219/lneaimaginaria.v23i2.5133
-
Effect of Ethnomathematics Approach on Senior High School Students' Achievement in Geometry
Electronic Journal for Research in Science & Mathematics Education
-
EXPLORANDO A GRANDEZA ÁREA POR MEIO DE DOBRADURAS: UMA EXPERIÊNCIA NO ENSINO DE MATEMÁTICA
Simpósio Ciência, Ambiente e Formação - SCAF
-
Formação Docente para o Ensino de Matemática no Metaverso: uma Revisão Sistemática da Literatura (2020–2025)
IOSR Journal of Research & Method in Education (IOSRJRME), v. 16, n. 3 · DOI 10.9790/7388-1603024755
Em verificação