Article Per Year (5 Year)
p-Index From 2020 - 2025
3.507
P-Index
This Author published in this journals
All Journal Jurnal YIN YANG Jurnal INSANIA Journal on Mathematics Education (JME) Pendidikan Sekolah Dasar Journal on Mathematics Education (JME) QIJIS (Qudus International Journal Of Islamic Studies) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Delta-Pi : Jurnal Matematika dan Pendidikan Matematika AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Journal of Research and Advances in Mathematics Education Al-Jabar : Jurnal Pendidikan Matematika MaPan : Jurnal Matematika dan Pembelajaran JTAM (Jurnal Teori dan Aplikasi Matematika) Primary : Jurnal Keilmuan dan Kependidikan Dasar INSANIA : Jurnal Pemikiran Alternatif Kependidikan Yinyang: Jurnal Studi Islam Gender dan Anak Islam Realitas: Journal of Islamic and Social Studies International Proceedings of Nusantara Raya International Journal of Research in Mathematics Education JRAMathEdu (Journal of Research and Advances in Mathematics Education) The Journal of Religion and Communication Studies Islamic Perspective on Communication and Psychology MUDARRISA: Jurnal Kajian Pendidikan Islam Journal on Mathematics Education
Ifada Novikasari
UIN Prof. K.H. Saifuddin Zuhri
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Social Sciences Other

Published : 32 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search
Journal : Journal of Research and Advances in Mathematics Education

 1 
Pre-service teacher’s mathematical knowledge for teaching in problem-based learning Novikasari, Ifada
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 2 June 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i2.10556

Abstract

Mathematical Knowledge for Teaching (MKT), comprising Mathematics Content Knowledge (MCK) and Mathematics Pedagogy Content Knowledge (MPCK), is essential for pre-service teachers. However, numerous studies have shown that pre-service teachers are weak in content and difficult to plan to teach. Therefore, a shifting effort dealing with the learning activities within the teacher training program from a teacher-centered to student-centered approach should be made. One learning model succeeding in the student-centered approach is Problem-Based Learning (PBL). Studies on PBL as an effort to improve the MCK and MPCK of pre-service teachers have never been done before. There were two models of PBL applied in this experimental study: PBL with authentic problems (PBL1) and PBL with authentic problems and teaching practices (PBL2). The aspects of MCK studied are knowing, applying, and reasoning. While the aspects of MPCK are creating representation for the explanation, understanding mathematical structures, and anticipating students' thinking. The results of the study showed that there were significant differences between MCK and MPCK achievements in PBL1, PBL2, and conventional learning classes conventional. PBL1 and PBL2 classes were considered superiors since the pre-service teachers predominantly control the learning activities and were active in finding solutions. Hence, there were differences in the effect of the learning models on the aspects of MCK and MPCK.
Pre-service teacher’s mathematical knowledge for teaching in problem-based learning Ifada Novikasari
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 2 June 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i2.10556

Abstract

Mathematical Knowledge for Teaching (MKT), comprising Mathematics Content Knowledge (MCK) and Mathematics Pedagogy Content Knowledge (MPCK), is essential for pre-service teachers. However, numerous studies have shown that pre-service teachers are weak in content and difficult to plan to teach. Therefore, a shifting effort dealing with the learning activities within the teacher training program from a teacher-centered to student-centered approach should be made. One learning model succeeding in the student-centered approach is Problem-Based Learning (PBL). Studies on PBL as an effort to improve the MCK and MPCK of pre-service teachers have never been done before. There were two models of PBL applied in this experimental study: PBL with authentic problems (PBL1) and PBL with authentic problems and teaching practices (PBL2). The aspects of MCK studied are knowing, applying, and reasoning. While the aspects of MPCK are creating representation for the explanation, understanding mathematical structures, and anticipating students' thinking. The results of the study showed that there were significant differences between MCK and MPCK achievements in PBL1, PBL2, and conventional learning classes conventional. PBL1 and PBL2 classes were considered superiors since the pre-service teachers predominantly control the learning activities and were active in finding solutions. Hence, there were differences in the effect of the learning models on the aspects of MCK and MPCK.
Co-Authors Ahmad Muttaqin Candra Wahid Dede, Yüksel Dede, Yüksel Donny Khoirul Azis, Donny Khoirul Elebiary, Noor Fauzi Fauzi Fauzi Fauzi Febriana, Maghfira Hermawan, Syarif Hidayat, Liza Dian Lily Rahmawati, Lily Maria Ulpah Maria Ulpah maria ulpah Mawaddah, Silvina Muflihin, Hizbul Mutijah Nurdiansyah, Muhammad Hafidza Daffa Puji Rahayu Rahmania, Fatmaya Anisa Rohmad Setyawan, Alif Supa'at Supa'at Supa'at, Supa'at Wahyuni Wahyuni Yüksel Dede