Does math mini laboratory improve pedagogical content knowledge for prospective teachers of madrasah ibtidaiyah? I M Pratiwi, R Kariadinata, L Apriani
1, 3 Pendidikan Guru Madrasah Ibtidaiyah, Universitas Islam Negeri Sunan Gunung Djati, Jl. Soekarno Hatta, Kec. Gedebage, Bandung 40294, Indonesia
2 Pendidikan Matematika, Universitas Islam Negeri Sunan Gunung Djati, Jl. Soekarno Hatta, Kec. Gedebage, Bandung 406294, Indonesia
Abstract
Pedagogical content knowledge is the ability to convey learning on a specific content that must be possessed by each student teacher prospective. One learning approach that can be applied to develop pedagogical content knowledge is by using mini laboratory approach. The study aims to obtain a pedagogical content knowledge of madrasah ibtidaiyah teachers prospective by using mini laboratory in the Mathematics Education in Madrasah Ibtidaiyah course focusing on geometry studies. 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 mini laboratory. Pedagogical content knowledge of students increased by 0.48 in the medium category. By using mini laboratory, students not only learn the content of the material, but also they do practice teaching.
Keywords: geometry, mathematics, mini laboratory, pedagogical content knowledge, prospective teachers of madrasah ibtidaiyah
