TECHNOLOGICAL ANALYSIS OF PEDAGOGICAL CONTENT KNOWLEDGE STUDENTS OF MATH PROSPECTIVE TEACHERS
W Susilawati1, R Kariadinata, and A R Salam

Departemen Mathematics of Education, UIN Sunan Gunung Djati Bandung.

Abstract

The purpose of this paper is to analyze the technological pedagogical content knowledge abilities of prospective mathematics teachers using qualitative descriptive methods. This research was conducted in five schools, namely SMPN 1 Cileunyi Bandung Regency, SMPN 17 Bandung, SMAN 26 Bandung, SMAN 27 Bandung, and MAN 2 Kota Bandung Indonesia. Research subjects were five prospective mathematics teachers. The research instrument used was the observation format, documentation analysis guidelines for CoRe documents, PaP-eRs, and RPPs, questionnaires, interviews. Data analysis includes data collection, data reduction, data presentation and data verification. The findings: (1) the ability of prospective teachers to plan learning through CoRe documents is in the good category; (2) the ability of prospective teachers to develop PaP-eRs is in the good category; (3) the ability of prospective teachers to implement the curriculum through the making of lesson plans and implementing learning is included in the category in accordance with the standards of the education process; (4) prospective teachers have been able to integrate technology in mathematics learning based on a technological pedagogical content knowledge framework; (5) the obstacles in integrating technology in mathematics learning are teacher candidates lacking mastery of the technology used, inadequate school facilities, and students are less accustomed to using technology in the learning process.

Keywords: Pedagogical Content Knowledge, Mathematic Education, Multimedia Learning

Topic: Mathematics