Pedagogical Content Knowledge (PCK) Ability of Mathematics Teachers According to Certification and Non-Certification Criteria to Improve Competence in Learning in the New Normal Era

Abstract

This descriptive qualitative study aims to describe the Pedagogical Content Knowledge (PCK) of certified and non-certified mathematics teachers in the Knowledge Content and Student (KCS) component of the fractional number of the part-whole written settings. The research subjects were teachers at SMP Negeri 04 Makassar, consisting of 1 certified mathematics teacher and one non-certified mathematics teacher. Data was collected using a student's conceptual understanding test and vignette. The results showed differences in the KCS component of certified and non-certified mathematics teachers concerning fractions of the concept of part-whole written settings. Certified math teachers are better than non-certified math teachers. The difference in KCS can be seen in the indicators of the two (2) subcomponents of KCS, namely, 1) The subjects of certified mathematics teachers have overall PCK KCS components in subcomponents a) teacher knowledge about students' ideas regarding the topic of the whole number of fractions and subcomponents b) Teacher knowledge about conception and students' misconceptions on the topic of the section overall fractions, 2) Non-certified mathematics teacher subjects have overall PCK KCS components but are limited to subcomponents a) teacher knowledge of students' ideas regarding the topic of the whole fractional number section and subcomponent b) Teacher knowledge about students' conceptions and misconceptions on section whole number fraction.