Analysis of secondary school mathematics teachers’ pedagogical content knowledge and intended teaching in curriculum reformation

Hidayat, Aris; Setyawan, Feri Budi

doi:10.1088/1742-6596/1613/1/012082

Cited by 5 publications

(4 citation statements)

References 20 publications

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“…In Malang City, teachers exhibited resilience in implementing K-13, engaging in training, forming lesson study groups, and undertaking clinical supervision to adapt to the curriculum's scientific approach (Gunawan, 2017). Teachers simplified complex concepts to give students real-life examples (Hidayat & Setyawan, 2020). In Bandung, they developed innovative learning implementation plans and monitored student progress with methods like "star" stickers for positive reinforcement (Rusman, 2015).…”

Section: Teachers' Practice Resilience and Innovativementioning

confidence: 99%

“…Internally, teachers' personal beliefs about students' inability to adapt to new teaching and their comfort with familiar teacher-centered methods significantly influence this reversion (Basalama, 2010;Diem, 2016). Limited skills in student-centered techniques, interactive discussion, and the integration of new methods like inquiry-based contribute to their reliance on traditional methods (Diem, 2016;Pratiwi et al, 2020;Hidayat & Setyawan, 2020).…”

Section: Teachers' Practice Resilience and Innovativementioning

confidence: 99%

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Twenty Years of Change : A Systematic Literature Review of Indonesian Teachers’ Responses to Curriculum Change

Nasution,

Indrasari

2024

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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This study investigates Indonesian teachers' responses to curriculum changes over the past twenty years, involving four curriculum changes. This study employed a qualitative approach, conducting a systematic literature review conforming to PRISMA 2020 guidelines. Utilizing databases such as Scopus, ERIC, EBSCO, ProQuest, Taylor & Francis, Science Direct, and Google Scholar with selection criteria focused on empirical studies capturing Indonesian teacher's responses toward curriculum changes within the last 20 years (2003-2023). Screening and quality assessment resulted in 26 studies for detailed content analysis. The findings showed teachers’ general openness and acceptance of new curricula, yet this does not translate into effective implementation and reliance on traditional methods. Persistent difficulties include struggles applying student-centered learning, developing learning material, authentic assessment, digital proficiency, and tailored curriculum. These challenges were attributed to inadequate training, resource constraints, student difficulties, cultural factors, and teacher practical competence. This review implied the need to shift schools and local government towards hands-on in-service teacher training and for policymakers to enhance effectiveness through a system of monitoring and incentives. It also suggested a re-evaluation of pre-service training and teacher recruitment criteria, ensuring teachers were equipped for transforming educational practices in Indonesia.

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Section: Teachers' Practice Resilience and Innovativementioning

confidence: 99%

Section: Teachers' Practice Resilience and Innovativementioning

confidence: 99%

Twenty Years of Change : A Systematic Literature Review of Indonesian Teachers’ Responses to Curriculum Change

Nasution,

Indrasari

2024

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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“…The results of the study detailing professional development showed a good effect on PCK. For instance, professional development programs (Ekmekci et al, 2019;Hidayat & Setyawan, 2020;Maboya et al, 2022;Sarkim, 2020), content-focused professional development (Richter et al, 2021), model/ professional training/ teacher training/ collaboration programs (Gambini & Lenart, 2021;Jeschke et al, 2021;Kurt-Birel et al, 2020;Manderfeld & Siller, 2019;Saputra et al, 2019;Sunzuma & Maharaj, 2019;Tang, 2018;Yildiz & Akyuz, 2019;Yilmaz & Demir, 2021), seminar/ workshops/ in-service training (Ansah et al, 2020;Chang et al, 2020;Kurt-Birel et al, 2020;Moh' d et al, 2021), educational course/ pedagogy course (Lau, 2019;Lee et al, 2018), school based continuous professional development/ on-site professional training (lesson study) (Helmbold et al, 2021;Mhakure, 2019), structured interventions/ professional learning workshops (Hilton & Hilton, 2018), regular meetings (Taylan et al, 2022), microteaching course/ microteaching/ teaching practicums (Setyaningrum et al, 2018) and a two-week summer institute (Schoen et al, 2019) were implemented to enhance mathematics teachers' PCK level effectively. Notably, terms such as model, professional training, teacher training and collaboration program were frequently used to represent professional development in most of the studies.…”

Section: Professional Developmentmentioning

confidence: 99%

Factors influencing mathematics teachers’ pedagogical content knowledge: A systematic review

2023

pegegog

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Mathematics teachers play the most pivotal role in reflecting students' abilities and interests, providing a conceptual understanding through high PCK. However, research that comprehensively analyses the available literature relating to factors that could affect mathematics teachers' PCK is still lacking. There is a compelling demand to strengthen our present mathematics teachers in order to close this gap to boost their competence and raise their PCK level. As a result, the purpose of this research is to investigate the aspects that influence the PCK of mathematics teachers, with a focus on primary and secondary mathematics teachers. To perform the systematic review successfully, The Preferred Reporting Items for Systematic Review and Meta-Analyses (guidelines), Web of Science and Scopus (databases) were used to access the evaluated publications in this research from January 2018 to January 2022. The findings revealed that mathematics teachers' PCK is influenced by three types of factors: individual, professional, and organizational. Professional development and teaching experience are the two factors with the highest frequency and dominance. The outcomes of this research may be employed as a maneuverer for researchers in the field of mathematics education who are embarking on PCK studies. This article also makes recommendations for further research on mathematics teachers' PCK.

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“…In our research, we focused on teachers' knowledge in implementing cooperative learning. Teachers who master content knowledge tend to choose a suitable teaching approach easily [21]. Content knowledge refers to teachers' knowledge of subject matters that need to be mastered by teachers and learned by pupils.…”

Section: Introductionmentioning

confidence: 99%

Cooperative learning implementation among elementary Trust School Teacher Program

Abdol Jani,

Razali,

Ismail

2024

IJERE

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Malaysia’s education system is continuously transforming to provide pupils with 21st-century skills. Cooperative learning is viewed as a studentcentered approach that helps pupils develop 21st-century learner characteristics. This study aims to identify the relationship between teachers’ content knowledge, pedagogical knowledge, and technological knowledge with the implementation of cooperative learning. A total of 100 elementary Trust School Program teachers in Selangor were involved in this quantitative study, which comprises a correlational design. Respondents were randomly selected to answer the teachers’ cooperative learning questionnaire (TCLQ) and the content, pedagogical, and technological knowledge questionnaire. The findings obtained indicate that teachers’ content knowledge, pedagogical knowledge, and technological knowledge are at a high level. No significant difference was reported between teachers’ knowledge and implementation of cooperative learning based on years of teaching experience in Trust School Program. The result also revealed a positive and strong relationship between content knowledge and cooperative learning implementation (r=0.551, p=0.000), as well as a positive and strong relationship between pedagogical knowledge and cooperative learning implementation (r=0.603, p=0.000). However, a positive and moderate relationship was reported between teachers’ technological knowledge and cooperative learning implementation (r=0.384, p=0.000). This study can help raise awareness about the elements that educational policymakers and educators need to take into account during cooperative learning.

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Analysis of secondary school mathematics teachers’ pedagogical content knowledge and intended teaching in curriculum reformation

Cited by 5 publications

References 20 publications

Twenty Years of Change : A Systematic Literature Review of Indonesian Teachers’ Responses to Curriculum Change

Twenty Years of Change : A Systematic Literature Review of Indonesian Teachers’ Responses to Curriculum Change

Factors influencing mathematics teachers’ pedagogical content knowledge: A systematic review

Cooperative learning implementation among elementary Trust School Teacher Program

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