Development of competencies for teaching geometry through an analysis learning obstacle Mohamad Gilar Jatisunda (a*), Didi Suryadi (b), Suhendra (c)
a) Departemen Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr.Setiabudi No. 229, Bandung 40154, Indonesia
*g.jatisunda[at]unma.ac.id
b)Departemen Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr.Setiabudi No. 229, Bandung 40154, Indonesia
c) Departemen Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr.Setiabudi No. 229, Bandung 40154, Indonesia
Abstract
In this study, we address the development of competencies pre-service teachers to teach geometry by analyzing learning obstacles. The learning obstacle categories in this study are an ontogenic obstacle, epistemology obstacle, and didactic obstacle. We traced the development of these competencies through a professional development course taken as part of Program Pengenalan Lapangan (PPL). The design used in this study is qualitative research design. This study uses the methodological framework of the Didactical Design Research (DDR). DDR or didactic design research that he developed uses the philosophical foundation of hermeneutics, phenomenology, and ethnomethodology. The participants in the course were pre-service teachers who practised in their classroom with various activities, such as analysis and construction of geometric, presenting and solving geometric problems, and developing instructional units for geometry. From the activities carried out by pre-service teachers can analyze each student^s learning obstacle. By the analysis of these learning obstacles, the pre-service teacher becomes a place to reflect on the teaching and learning they have done. The process of reflection on teaching and learning becomes important in their professional development.
