Analysis of Pedagogical Content Knowledge (PCK) of Undergraduate Students in Making Mathematics Teaching Modules Using the STEAM Approach
DOI:
https://doi.org/10.33654/math.v11i1.11Keywords:
teaching module, PCK, STEAM approachAbstract
The purpose of this study is to describe the PCK abilities of undergraduate Mathematics education students who take Micro Teaching courses in the 2023/2024 academic year in the preparation of Mathematics and Science teaching modules using the STEAM approach for junior high school students. The type of research used is descriptive qualitative research. The subjects in this study were 19 undergraduate students at a university in Yogyakarta. The data collection method used was observation of teaching modules made by students. The instrument used is a teaching module assessment sheet. Data analysis techniques used are description or orientation, reduction and selection. The PCK profile obtained in this study is students are able to: (1) curriculum knowledge: design learning in accordance with PBM-STEAM learning syntax, (2) knowledge of learning models: design opening activities and closing activities, (3) knowledge of the material to be taught: design contextual problems that connect Mathematics and Science materials at the junior high school level, and (4) knowledge of students: design guidance questions to help students in solving problems. A novel finding from previous relevant research is that curriculum knowledge is included as an indicator of teaching module completeness.
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