Pedagogical Content Knowledge Guru SD dan Dampaknya Terhadap Pembelajaran Numerasi di Daerah 3T - Sirwan, Sirwan; Sujana, Atep; Rozak, Rama Wijaya Abdul (Program Studi Pendidikan Guru Sekolah Dasar-Universitas Muhammadiyah Kupang, 2026)
Abstrak:Penelitian ini menganalisis kompetensi Pedagogical Content Knowledge (PCK) guru sekolah dasar dalam pembelajaran matematika perspektif numerasi di daerah 3T, khususnya Kabupaten Teluk Wondama, Papua Barat. Penelitian menggunakan pendekatan deskriptif kualitatif dengan desain analisis interaktif Miles, Huberman, dan Saldaña, melibatkan 48 guru kelas III yang dipilih melalui purposive sampling. Data dikumpulkan melalui wawancara semi-terstruktur dan dianalisis secara tematik. Hasil menunjukkan: (1) mayoritas guru mengajar di luar bidang keahliannya dan belum tersertifikasi; (2) pembelajaran didominasi pendekatan prosedural dan metode ceramah repetitif; (3) rendahnya kepercayaan diri guru membatasi respons adaptif terhadap kesulitan belajar siswa; serta (4) lemahnya dukungan institusional sekolah memperparah kondisi tersebut. Penelitian ini menegaskan bahwa penguatan PCK guru secara kontekstual dan berkelanjutan merupakan strategi kunci peningkatan kualitas numerasi di wilayah 3T, dengan implikasi penting bagi kebijakan pemerataan guru berkualifikasi dan pengembangan profesional berbasis komunitas. Abstract: This study analyzes the Pedagogical Content Knowledge (PCK) competencies of elementary school teachers in mathematics instruction from a numeracy perspective in 3T (frontier, outermost, and disadvantaged) regions, specifically in Teluk Wondama Regency, West Papua. The study employs a qualitative descriptive approach with an interactive analysis design by Miles, Huberman, and Saldaña, involving 48 third-grade teachers selected through purposive sampling. Data were collected through semi-structured interviews and analyzed thematically. The results indicate that: (1) the majority of teachers teach outside their field of expertise and are not yet certified; (2) instruction is dominated by procedural approaches and repetitive lecture methods; (3) low teacher self-confidence limits adaptive responses to students’ learning difficulties; and (4) weak institutional support from schools exacerbates these conditions.This study highlights that strengthening teachers’ PCK in a contextual and sustainable manner is a key strategy for improving numeracy quality in 3T areas, with important implications for policies on equitable distribution of qualified teachers and community-based professional development