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All Journal Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Media Pendidikan Matematika
Shima Kunaza Fazira
Universitas Jember
Computer Science & IT Education Environmental Science Mathematics Social Sciences

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Aktivasi MPCK Guru Matematika dalam Pembelajaran Geometri: Studi Komparatif pada Guru yang Telah dan Belum Mengikuti PPG Muhamad Badrul Mutammam; Evi Novita Wulandari; Frenza Fairuz Firmansyah; Ngizatul Afifah; Shima Kunaza Fazira; Arin Berliana Angrenani
Media Pendidikan Matematika Vol. 14 No. 1 (2026): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

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Abstract

This study aims to describe and compare the activation of mathematics teachers' Mathematics Pedagogical Content Knowledge (MPCK) in geometry instruction in two observed cases: one teacher who had participated in the Professional Teacher Education Program (PPG) and one teacher who had not participated in PPG. This study used a comparative qualitative case study design involving two junior high school mathematics teachers with more than ten years of teaching experience. Both teachers taught the same topic, namely cubes in flat-sided solid geometry, in two different Grade 8 classes with 36 students in each class. Data were collected through video-based classroom observations, analysis of lesson plans and students' worksheets, and semi-structured interviews. The video data were transcribed, segmented into instructional episodes, coded using MPCK indicators, and triangulated with document and interview data. The findings show that the teacher who had participated in PPG displayed more varied MPCK activation, particularly in the use of concrete and visual representations, mathematical communication, classroom discussion, formative responses, and responses to students' misconceptions about edges, faces, cube nets, and surface area. In the observed cases, participation in PPG may be associated with more varied MPCK activation; however, this relationship cannot be interpreted causally because the study involved only two teachers in a limited context. The findings also indicate that Mathematical Content Knowledge (MCK) functions as an important foundation for MPCK, but MPCK becomes visible when content knowledge is transformed into representations, guiding questions, discussion, and formative feedback that support students' conceptual understanding
Proses Berpikir Aljabar Siswa SMP dalam Menyelesaikan Masalah Kontekstual Ditinjau dari Tipe Kepribadian Sanguinis dan Plegmatis Shoffia Indana Lazulfa; Dhanar Dwi Hary Jatmiko; Ervin Oktavianingtyas; Shima Kunaza Fazira
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 12 No 1 (2026): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v12i1.28201

Abstract

Proses berpikir aljabar siswa tercermin dari cara mereka menyelesaikan soal kontekstual. Penyelesaian soal kontekstual memungkinkan siswa mengembangkan pola pikir yang lebih kompleks karena melibatkan pengetahuan matematika formal dan informal. Variasi pendekatan siswa dalam menyelesaikan masalah tidak hanya dipengaruhi oleh kemampuan kognitif, tetapi juga oleh faktor nonkognitif yaitu tipe kepribadian dan salah satu teori yang digunakan untuk mengklasifikasikan tipe kepribadian adalah Hippocrates–Galenus. Pendekatan yang digunakan adalah deskriptif kualitatif dengan tiga subjek kelas VIII, satu siswa bertipe Sanguinis dan dua siswa bertipe Plegmatis. Subjek tersebut dipilih secara purposive berdasarkan skor angket serta kemampuan komunikasi mereka. Data diperoleh melalui tes berpikir aljabar, observasi, dan wawancara, kemudian dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data dijamin melalui teknik triangulasi metode. Hasil penelitian menunjukkan bahwa subjek Sanguinis mampu mengenali pola, menyusun rumus umum, dan menyimbolkan informasi, meskipun pemahaman hubungan antarvariabel masih bersifat konseptual. Pemodelan yang dilakukan belum konsisten, strategi analitik bersifat intuitif, dan pengorganisasian cenderung kurang terstruktur. Sementara itu, subjek Plegmatis mampu mengenali pola dan menyusun rumus, namun hanya memahami hubungan antarvariabel secara konseptual, cenderung tidak mengembangkan model atau menghasilkan model yang kurang tepat, serta menunjukkan hasil kerja yang kurang terorganisasi.
Co-Authors Arin Berliana Angrenani Ervin Oktavianingtyas Evi Novita Wulandari Frenza Fairuz Firmansyah Jatmiko, Dhanar Dwi Hary Muhamad Badrul Mutammam Ngizatul Afifah Shoffia Indana Lazulfa