PENGETAHUAN PEDAGOGI DAN ISI KANDUNGAN GURU OPSYEN MATEMATIK DALAM PENGAJARAN TOPIK PECAHAN
Abstract
Seseorang pendidik perlu menguasai pengetahuan isi kandungan pelajaran serta pengetahuan pedagogi mengajar dalam menghadapi dunia pendidikan yang sentiasa melalui perubahan. Kajian ini bertujuan untuk mengenalpasti kefahaman guru opsyen Matematik terhadap konsep pecahan di samping meneroka cara mereka melaksanakan pengajaran konsep pecahan kepada murid. Reka bentuk kajian yang digunakan ialah kajian kes dengan pendekatan kualitatif. Kajian ini melibatkan dua orang guru opsyen Matematik daripada sebuah sekolah rendah kebangsaan dalam daerah Semporna, Sabah. Instrumen yang digunakan untuk pengumpulan data ialah soalan bertulis, pemerhatian dan temu bual. Hasil kajian menunjukkan kefahaman peserta terhadap topik pecahan adalah di peringkat sederhana. Mereka mampu menerangkan pecahan sebagai “sebahagian daripada satu keseluruhan” dan “pecahan adalah pembahagian”, namun tidak menjelaskan pecahan sebagai “sebahagian daripada satu kumpulan benda”. Pengetahuan guru dalam konsep pecahan ini mempengaruhi pengajaran guru dan dapat dilihat menerusi pengajarannya di mana guru hanya menerangkan konsep “sebahagian daripada satu keseluruhan” dan “pecahan ialah pembahagian” melalui aktiviti melipat dan melorek kertas.
References
Ab. Halim Tamuri & Siti Muhibah Haji Nor. (2015). Prinsip pembelajaran aktif dalam pengajaran dan pembelajaran Pendidikan Islam. Jurnal Pendidikan Fakulti Pendidikan, 3(2), 28-42.
Aini Hayati, P., Noor Shah, S., Mohd Uzi, D. & Zulkifley, M. 2011. Pengetahuan dalam kalangan guru matematik sekolah rendah berdasarkan standard pengajaran matematik. Jurnal Pendidikan Sains & Matematik Malaysia 2(3): 43-62.
Alajmi, A. H. (2012). How do elementary textbooks address fractions? A review of mathematics textbooks in the USA, Japan and Kuwait. Educational Studies in Mathematics, 79(2), 239-261.
Basturk, S. (2016). Primary student teachers’ perspectives of the teaching of fractions. Acta Didactica Napocensia, 9(1), 35-44.
Bed Raj Acharya. (2017). Factors affecting difficulties in learning mathematics by mathematics learners. International Journal of Elementary Education, 6(2), 8-15.
Berch, D. B., & Mazzocco, M. M. M. (Eds.). (2007). Why is math so hard for some children? The nature and origins of mathematical learning difficulties and disabilities. US: Paul H Brookes Publishing.
Charalambous, C.Y. & Pitta-Pantazi, D. (2007). Drawing on a theoretical model to study students’ understandings of fractions. Educational Studies in Mathematics, 6, 293-316.
Hackathorn, J., Solomon E. D., Blankmeyer K. L., Tennial R. E. & Garczynski A. M. (2011). Learning by doing: an empirical study of active teaching techniques. Journal of Effective Teaching, 11(2), 40-54.
Hansen, A., Drews, D., Dudgeon, J., Lawton, F. & Surtees, L. (2017). Children’s errors in Mathematics. London: Transforming Primary QTS.
Ismiati Nur Halimah, Poerwanti, J. I. & Djaelani. (2013). Penggunaan media blok pecahan untuk meningkatkan kemampuan penjumlahan bilangan pecahan sederhana. Jurnal Didaktika Dwija Indria, 1(7), 1-6.
Kashim, R. M. (2016). The conceptual and procedural knowledge of rational numbers in primary school. International Journal of Educational and Pedagogical Sciences, 10(3), 933-937.
Kementerian Pendidikan Malaysia. (1998). Konsep dan Aktiviti Pengajaran Pembelajaran Matematik: Pecahan untuk Sekolah Rendah. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Lamon, S. J. (2008). Teaching Fractions and Ratios for Understanding: Essential Content Knowledge and Instructional Strategies for Teachers. 2nd Edition. New Jersey: Lawrence Erlbaum Associates.
Ma’rufi, Ilyas, M. & Salwah. (2018). Junior high school mathematics teachers’ pedagogical content knowledge in teaching of polyhedra. Journal of Physics Conference Series, 1-6.
Mupa, P. & Chinooneka, T.I. (2015). Factors contributing to ineffective teaching and learning in primary schools: Why are schools in decadence. Journal of Education and Practice, 19(6), 125-132.
Mthethwa-Kunene, K. E. F. (2014). Exploring Biology Teachers’ Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland. Tesis Dr. Fal, University of Pretoria.
Naquiah Nahar, & Jimaain Safar. (2018). Penguasaan pengetahuan kandungan (content knowledge): pemangkin keterampilan pedagogi Jawi berkesan abad ke-21. Jurnal Teknikal & Sains Sosial, 8(1), 45-59.
National Council of Teachers of Mathematics. (2007). What are the characteristics of students with learning difficulties in mathematics? https://www.nctm.org/Research-and-Advocacy/Research-Brief-and-Clips/Learning-Difficulties-in-Mathematics.html [10 Mei 2019].
Noor Shah Saad. (2006). Pengetahuan pedagogi kandungan dan amalannya di kalangan guru sekolah menengah. Tanjung Malim: Universiti Pendidikan Sultan Idris.
Norashilah Zainal, Nor Hasniza Ibrahim, Johari Surif, Lilia Ellany Mohktar & Nor Farahwahidah Abd Rahman. (2013). Amalan pengetahuan pedagogi kandungan (PPK) dalam kalangan pensyarah kimia Universiti Teknologi Malaysia. International Seminar on Quality and Affordable Education, 2, 154-165.
Nurul Nashrah Salehudin, Noor Hasimah Hassan dan Nur Aida Abdul Hamid. (2015). Matematik dan kemahiran abad ke-21: Perspektif pelajar. Mathematic Education Journal, 3(1), 24-36.
Olanoff, D., Lo, J. J., & Tobias, J. M. (2014). Mathematical content knowledge for teaching elementary mathematics: A focus on fractions. The Mathematics Enthusiast, 11(2), 267-310.
Sally, H. (2016). A Case Study on the Impact of Teacher Mathematical Knowledge on Pedagogical Practices. Mathematics Education Research Group of Australasia, 319-327.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher.
Shulman, Lee. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.
Tay Meng Guat, Kirar ak Sare & Litat Bilung. (2015). Kesediaan pelajar institut pendidikan guru dalam pelaksanaan kurikulum standard sekolah rendah. Jurnal Penyelidikan IPG KBL, 12, 1-18.
Taylan, R.D., & da Ponte, J.P. (2016). Investigating pedagogical content knowledge-in-action. REDIMAT: Journal of Research in Mathematics Education, 5(3), 212-234.
Tengku Zawawi Tengku Zainal, Ramlee Mustapha & Abdul Razak Habib. (2009). Pengetahuan pedagogi isi kandungan guru matematik bagi tajuk pecahan: kajian kes di sekolah rendah. Jurnal Pendidikan Malaysia, 34(1), 131-153.
Ubah, I.J.A. & Bansilal, S. (2018). Pre-service primary Mathematics teachers’ understanding of fractions: an action-process-object-schema perspective. South African Journal of Childhood Education, 8(2), 1-12.
Van Steenbrugge, H., Valcke, M., & Desoete, A. (2014). Preservice elementary school teachers’ knowledge of fractions: a mirror of students’ knowledge? Curriculum Studies, 46(1), 138-161.
Wang, W. (2016). Development of Technological Pedagogical Content Knowledge (TPACK) in PreK-6 teacher preparation programs. Doctoral Thesis, Iowa State University.
Aini Hayati, P., Noor Shah, S., Mohd Uzi, D. & Zulkifley, M. 2011. Pengetahuan dalam kalangan guru matematik sekolah rendah berdasarkan standard pengajaran matematik. Jurnal Pendidikan Sains & Matematik Malaysia 2(3): 43-62.
Alajmi, A. H. (2012). How do elementary textbooks address fractions? A review of mathematics textbooks in the USA, Japan and Kuwait. Educational Studies in Mathematics, 79(2), 239-261.
Basturk, S. (2016). Primary student teachers’ perspectives of the teaching of fractions. Acta Didactica Napocensia, 9(1), 35-44.
Bed Raj Acharya. (2017). Factors affecting difficulties in learning mathematics by mathematics learners. International Journal of Elementary Education, 6(2), 8-15.
Berch, D. B., & Mazzocco, M. M. M. (Eds.). (2007). Why is math so hard for some children? The nature and origins of mathematical learning difficulties and disabilities. US: Paul H Brookes Publishing.
Charalambous, C.Y. & Pitta-Pantazi, D. (2007). Drawing on a theoretical model to study students’ understandings of fractions. Educational Studies in Mathematics, 6, 293-316.
Hackathorn, J., Solomon E. D., Blankmeyer K. L., Tennial R. E. & Garczynski A. M. (2011). Learning by doing: an empirical study of active teaching techniques. Journal of Effective Teaching, 11(2), 40-54.
Hansen, A., Drews, D., Dudgeon, J., Lawton, F. & Surtees, L. (2017). Children’s errors in Mathematics. London: Transforming Primary QTS.
Ismiati Nur Halimah, Poerwanti, J. I. & Djaelani. (2013). Penggunaan media blok pecahan untuk meningkatkan kemampuan penjumlahan bilangan pecahan sederhana. Jurnal Didaktika Dwija Indria, 1(7), 1-6.
Kashim, R. M. (2016). The conceptual and procedural knowledge of rational numbers in primary school. International Journal of Educational and Pedagogical Sciences, 10(3), 933-937.
Kementerian Pendidikan Malaysia. (1998). Konsep dan Aktiviti Pengajaran Pembelajaran Matematik: Pecahan untuk Sekolah Rendah. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Lamon, S. J. (2008). Teaching Fractions and Ratios for Understanding: Essential Content Knowledge and Instructional Strategies for Teachers. 2nd Edition. New Jersey: Lawrence Erlbaum Associates.
Ma’rufi, Ilyas, M. & Salwah. (2018). Junior high school mathematics teachers’ pedagogical content knowledge in teaching of polyhedra. Journal of Physics Conference Series, 1-6.
Mupa, P. & Chinooneka, T.I. (2015). Factors contributing to ineffective teaching and learning in primary schools: Why are schools in decadence. Journal of Education and Practice, 19(6), 125-132.
Mthethwa-Kunene, K. E. F. (2014). Exploring Biology Teachers’ Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland. Tesis Dr. Fal, University of Pretoria.
Naquiah Nahar, & Jimaain Safar. (2018). Penguasaan pengetahuan kandungan (content knowledge): pemangkin keterampilan pedagogi Jawi berkesan abad ke-21. Jurnal Teknikal & Sains Sosial, 8(1), 45-59.
National Council of Teachers of Mathematics. (2007). What are the characteristics of students with learning difficulties in mathematics? https://www.nctm.org/Research-and-Advocacy/Research-Brief-and-Clips/Learning-Difficulties-in-Mathematics.html [10 Mei 2019].
Noor Shah Saad. (2006). Pengetahuan pedagogi kandungan dan amalannya di kalangan guru sekolah menengah. Tanjung Malim: Universiti Pendidikan Sultan Idris.
Norashilah Zainal, Nor Hasniza Ibrahim, Johari Surif, Lilia Ellany Mohktar & Nor Farahwahidah Abd Rahman. (2013). Amalan pengetahuan pedagogi kandungan (PPK) dalam kalangan pensyarah kimia Universiti Teknologi Malaysia. International Seminar on Quality and Affordable Education, 2, 154-165.
Nurul Nashrah Salehudin, Noor Hasimah Hassan dan Nur Aida Abdul Hamid. (2015). Matematik dan kemahiran abad ke-21: Perspektif pelajar. Mathematic Education Journal, 3(1), 24-36.
Olanoff, D., Lo, J. J., & Tobias, J. M. (2014). Mathematical content knowledge for teaching elementary mathematics: A focus on fractions. The Mathematics Enthusiast, 11(2), 267-310.
Sally, H. (2016). A Case Study on the Impact of Teacher Mathematical Knowledge on Pedagogical Practices. Mathematics Education Research Group of Australasia, 319-327.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher.
Shulman, Lee. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.
Tay Meng Guat, Kirar ak Sare & Litat Bilung. (2015). Kesediaan pelajar institut pendidikan guru dalam pelaksanaan kurikulum standard sekolah rendah. Jurnal Penyelidikan IPG KBL, 12, 1-18.
Taylan, R.D., & da Ponte, J.P. (2016). Investigating pedagogical content knowledge-in-action. REDIMAT: Journal of Research in Mathematics Education, 5(3), 212-234.
Tengku Zawawi Tengku Zainal, Ramlee Mustapha & Abdul Razak Habib. (2009). Pengetahuan pedagogi isi kandungan guru matematik bagi tajuk pecahan: kajian kes di sekolah rendah. Jurnal Pendidikan Malaysia, 34(1), 131-153.
Ubah, I.J.A. & Bansilal, S. (2018). Pre-service primary Mathematics teachers’ understanding of fractions: an action-process-object-schema perspective. South African Journal of Childhood Education, 8(2), 1-12.
Van Steenbrugge, H., Valcke, M., & Desoete, A. (2014). Preservice elementary school teachers’ knowledge of fractions: a mirror of students’ knowledge? Curriculum Studies, 46(1), 138-161.
Wang, W. (2016). Development of Technological Pedagogical Content Knowledge (TPACK) in PreK-6 teacher preparation programs. Doctoral Thesis, Iowa State University.
Published
2020-03-15
How to Cite
PATRIC, Nurmelda; ROSLI, Roslinda.
PENGETAHUAN PEDAGOGI DAN ISI KANDUNGAN GURU OPSYEN MATEMATIK DALAM PENGAJARAN TOPIK PECAHAN.
Jurnal Dunia Pendidikan, [S.l.], v. 2, n. 1, p. 92-101, mar. 2020.
ISSN 2682-826X.
Available at: <https://myjms.mohe.gov.my/index.php/jdpd/article/view/8330>. Date accessed: 19 sep. 2024.
Section
Articles
