Peningkatan Pedagogical Content Knowledge Guru Matematika dan Praktiknya dalam Pembelajaran Melalui Model Pelatihan TEQIP

Abstract

This study was carried out to improve the pedagogical content knowledge of mathematics teachers and their teaching practices in mathematics class in reference to Teachers Quality Improvement Program (TEQIP) Model. TEQIP is an in-service training model with meaningfull learning and integrated lesson study. The study was conducted for four years (2010-2014) on 1000 matematics teachers sprawling in 14 provinces across Indonesia. TEQIP activities were focused on pedagogic and content knowledge improvement with five kinds of activities and teaching practice im­provement in mathematics classes. The results suggest (1) the improvement of matematics content knowl­edge (39.45 points) and problem solving competence (47.48 points); (2) the improvement of pedagogic knowledge—teaching and learning model (25 points), assesment (32.5 points), learning media (42.25 points), and mathematical error case study (27.5 points); and (3) the improvement of teaching and learning practices—motivating the students (1.45 points), using learning media (2.05 points), meaningfull learning (1.87 points), having learning interaction (1.65 points), and giving due responses to learning problems (1.23 points).

Penelitian ini bertujuan meningkatkan pedagogical content knowledge guru matematika dan praktiknya di dalam kelas melalui model pelatihan Teqip (Teachers Quality Improvement Program). Teqip merupakan model pelatihan guru melalui “pembelajaran bermakna” dan terintegrasi dengan lesson study. Penelitian dilakukan selama 4 tahun (2010 – 2013), melibatkan 1.000 guru matematika sekolah dasar di 14 provinsi di Indonesia. Kegiatan Teqip dilakukan dalam 5 tahap penguatan pengetahuan pedagogik & konten dan 5 tahap penguatan praktik pembela­jaran di kelas. Hasil penelitian menunjukkan bahwa ada peningkatan penguasaan materi matematika 39,45 poin dan peningkatan kemampuan pemecahan masalah 47,48. Ada peningkatan kemampuan pedagogik mencakup penguasaan: pembelajaran 25 poin, assesmen pembelajaran 32,5 poin, media pembelajaran 42,25 poin, menindaklanjuti kasus kesalahan konsep matematika 27,5 poin. Ada pening­katan skor rata-rata praktik pembelajaran: memotivasi siswa 1,45; memanfaatkan media 2,05; melak­sanakan pembelajaran bermakna 1,87; membangun interaksi 1,65; dan mengatasi masalah 1,23.