Enhancing Mathematics Pre-service Teachers’ Pedagogical Content Knowledge through Project-Based Learning
Gelar Dwirahayu
,
Gusni Satriawati
,
Finola Marta Putri
,
M. Hafiz
,
Dedek Kustiawati
,
Dindin Sobiruddin
Recently, in Indonesia, project-based learning (PjBL) has been used as an alternative approach in the teaching and learning process. Research on PjBL .
- Pub. date: December 15, 2024
- Online Pub. date: November 25, 2024
- Pages: 85-99
- 118 Downloads
- 618 Views
- 0 Citations
- #Mathematics education
- # pedagogical and content knowledge
- # project-based learning
- # teaching-learning material
- # transformation geometry.
Abstract:
Recently, in Indonesia, project-based learning (PjBL) has been used as an alternative approach in the teaching and learning process. Research on PjBL has been widely conducted in many countries at various levels. In most previous studies, PjBL was used to improve students' competence in certain math subjects. This study uses a case study research method to determine the effectiveness of PjBL at university in improving pre-service teachers' PCK. The research was carried out in 2022 involving fourteen mathematics education study program students selected by purposive sampling. The instruments used consisted of observation sheets, tests, and questionnaires. During the PjBL activity, participants were given a project to develop teaching materials for geometric transformation using certain teaching-learning strategies. The results of the study show that PjBL can improve students' PCK ability, although participants face several obstacles related to commitment to completing projects on time. Therefore, PjBL can be applied in the teaching-learning process to support professional mathematics teachers.
mathematics education pedagogical and content knowledge project based learning teaching learning material transformation geometry
Keywords: Mathematics education, pedagogical and content knowledge, project-based learning, teaching-learning material, transformation geometry.
0
References
Adam, S., Alangui, W., & Barton, B. (2003). A comment on: Rowlands and Carson “where would formal, academic mathematics stand in a curriculum informed by ethnomathematics? a critical review”. Educational Studies in Mathematics, 52, 327-335. https://doi.org/10.1023/A:1024308220169
Adipat, S., Chotikapanich, R., Laksana, K., Busayanon, K., Piatanom, P., Ausawasowan, A., & Elbasouni, I. (2023). Technological pedagogical content knowledge for professional teacher development. Academic Journal of Interdisciplinary Studies, 12(1), 173-182. https://doi.org/10.36941/ajis-2023-0015
Ahmed, A. T., & Shogbesan, Y. O. (2023). Exploring pedagogical content knowledge of teachers: A paradigm for measuring teacher’s effectiveness. Pedagogi: Jurnal Ilmu Pendidikan, 23(1), 64-73. https://doi.org/10.24036/pedagogi.v23i1.1540
Aksin, A. (2023). Examining the factors related to the technological pedagogical and content knowledge levels of preservice social studies teachers. SAGE Open, 13(4), 1-15. https://doi.org/10.1177/21582440231208557
Alenezi, A. (2023). Using project-based learning through the madrasati platform for mathematics teaching in secondary schools. International Journal of Information and Communication Technology Education, 19(1), 1-15. https://doi.org/10.4018/IJICTE.332372
Basri, I. Y., Giatman, M., Muskhir, M., Effendi, H., Ambiyar, A., Elfina, E., & Yuliardi, T. P. (2023). Improving the quality of learning through project based learning (PjBL) with the STEAM approach in CAD courses in the department of automotive engineering Universitas Negeri Padang. INVOTEK: Jurnal Inovasi Vokasional Dan Teknologi, 23(1), 1-10. https://doi.org/10.24036/invotek.v23i1.1068
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3-4), 369-398. https://doi.org/10.1080/00461520.1991.9653139
Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol. 2: Research designs: Quantitative, qualitative, neuro-psychological, and biological (pp. 57-71). American Psychological Association. https://doi.org/10.1037/13620-004
Bueno, R., Niess, M. L., Engin, R. A., Ballejo, C. C., & Lieban, D. (2023). Technological pedagogical content knowledge: Exploring new perspectives. Australasian Journal of Educational Technology, 39(1), 88-105. https://doi.org/10.14742/ajet.7970
Chistyakov, A. A., Zhdanov, S. P., Avdeeva, E. L., Dyadichenko, E. A., Kunitsyna, M. L., & Yagudina, R. I. (2023). Exploring the characteristics and effectiveness of project-based learning for science and STEAM education. Eurasia Journal of Mathematics, Science and Technology Education, 19(5), Article em2256. https://doi.org/10.29333/ejmste/13128
Christou, P. A. (2022). How to use thematic analysis in qualitative research. Journal of Qualitative Research in Tourism, 3(2), 79-95. https://doi.org/10.4337/jqrt.2023.0006
Condliffe, B., Quint, J., Visher, M. G., Bangser, M. R., Drohojowska, S., Saco, L., & Nelson, E. (2017). Project-based learning: A literature review. MDRC. https://www.mdrc.org/publication/project-based-learning
Coombs, H. (2022). Case study research defined: Single or multiple [White paper]. Southern Utah University. https://doi.org/10.5281/zenodo.7604301
Creswell, J. W., & Creswell, J. D. (2018). Research design : qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Cruz, S., Lencastre, J. A., & Viseu, F. (2023). Heuristics and usability testing of a project-based learning online course: A case study with structural mathematical concepts. International Journal of Instruction, 16(3), 465-488. https://doi.org/10.29333/iji.2023.16325a
Diamah, A., Rahmawati, Y., Irwanto, I., Paristiowati, M., & Fitriani, E. (2023). A survey to investigate pre-service teachers’ perceptions of technological pedagogical content knowledge (TPACK) in Indonesia. AIP Conference Proceedings, Malang, Indonesia, 2569, Article 030019. https://doi.org/10.1063/5.0112173
Diego-Mantecon, J.-M., Prodromou, T., Lavicza, Z., Blanco, T. F., & Ortiz-Laso, Z. (2021). An attempt to evaluate STEAM project-based instruction from a school mathematics perspective. ZDM - Mathematics Education, 53, 1137-1148. https://doi.org/10.1007/s11858-021-01303-9
Djulia, E., & Simatupang, H. (2021). STEM-based project for everyday life created by pre service students and its implication of pedagogical competence for science teacher. Journal of Physics: Conference Series, 1819, Article 012012. https://doi.org/10.1088/1742-6596/1819/1/012012
Dwirahayu, G., Handayani, I. D., Suhyanto, O., Musyrifah, E., & Sobiruddin, D. (2022). Development of mathematics teaching-learning material with metaphors approach. Journal of Physics: Conference Series, 2157, Article 012045. https://doi.org/10.1088/1742-6596/2157/1/012045
Dwirahayu, G., Satriawati, G., & Mas’ud, A. (2020). Investigating undergraduate students about their competencies: Pedagogical, professional, and personal. In Zulkifli, S. A. Baker, Suprapto, N. Hakiem, Q. H.uda, F. E. Muzayana, Zulfiany, Winengan, M. L. Irrubai, M. A. Natsir, D. Nanto, Fahriany, F. Noordin, & A. Wahab (Eds.), Proceedings of the 2nd International Conference on Islam, Science and Technology (pp. 46-54). Atlantis Press. https://doi.org/10.2991/assehr.k.200220.009
Fatimah, H., Yamtinah, S., & Bramastia. (2023). Study of ecology and biodiversity learning based on project based learning-science technology engineering mathematics ( PjBL-STEM ) in empowering students ’ critical thinking. Jurnal Penelitian Pendidikan IPA, 9(9), 729-736. https://doi.org/10.29303/jppipa.v9i9.3688
Fernandez, C. (2014). Knowledge base for teaching and pedagogical content knowledge (PCK): Some useful models and implications for teachers’ training. Problems of Education in the 21st Century, 60, 79-100. https://doi.org/10.33225/pec/14.60.79
Fisher, D., Dahlan, J. A., & Putra, B. Y. G. (2022). Mathematical self-esteem ability of junior high school students in project-based learning. Infinity Journal, 11(2), 273-284. https://doi.org/10.22460/infinity.v11i2.p273-284
Gerring, J. (2016). Case study research: Principles and practices (2nd ed.). Cambridge University Press. https://doi.org/10.1017/9781316848593
Goodman, B., & Stivers, J. (2010). Project-based learning: A dynamic approach to teaching in which students explore real-world problems and challenges, simultaneously developing 21st Century skills while working in small collaborative groups [PowerPoint slides]. SlideShare. https://bit.ly/Goodman-PjBL
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. Teachers college press. Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., Olivier, A., & Wearne, D. (1996). Problem solving as a basis for reform in curriculum and instruction: The case of mathematics. Educational Researcher, 25(4), 12-21. https://doi.org/10.3102/0013189X025004012
Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Human, P., Murray, H., Olivier, A., & Wearne, D. (1996). Problem solving as a basis for reform in curriculum and instruction: The case of mathematics. Educational Researcher, 25(4), 12-21. https://www.jstor.org/stable/1176776
Hossein-Mohand, H., Trujillo-Torres, J.-M., Gómez-García, M., Hossein-Mohand, H., & Campos-Soto, A. (2021). Analysis of the use and integration of the flipped learning model, project-based learning, and gamification methodologies by secondary school mathematics teachers. Sustainability, 13(5), Article 2606. https://doi.org/10.3390/su13052606
Indahwati, S. D., Rachmadiarti, F., & Hariyono, E. (2023). Integration of PJBL, STEAM, and learning tool development in improving students’ critical thinking skills. International Journal of Recent Educational Research, 4(6), 808-818. https://doi.org/10.46245/ijorer.v4i6.434
Indonesian Government. (2005). Indonesian government: Undang-undang nomor 14 tahun 2005 tentang guru dan dosen [Republic of Indonesia law number 14 year 2005 concerning teachers and lecturers]. https://bit.ly/UUGuru-Dosen
Jupri, A., Usdiyana, D., & Gozali, S. M. (2024). Teaching and learning processes for pre-service mathematics teachers: The case of systems of equations. Eurasia Journal of Mathematics, Science and Technology Education, 20(8), Article em2482. https://doi.org/10.29333/ejmste/14858
Kholik, A., Yektyastuti, R., Mawardini, A., Hamamy, F., Sudjani, D. H., Ramdhani, M. R., & Gunadi, G. (2020). Analysis of technological pedagogical content knowledge (TPACK) on Indonesian certified teacher. PalArch’s Journal of Archaeology of Egypt/Egyptology, 17(6), 8634-8642. https://bit.ly/4fMGyAY
Krajcik, J. S., & Czerniak, C. M. (2018). Teaching science in elementary and middle school: A Project-Based Learning Approach. Routledge. https://doi.org/10.4324/9781315205014
Krzywacki, H., Pehkonen, L., & Laine, A. (2012). Promoting mathematical thinking in Finnish mathematics education. In H. Niemi, A. Toom & A. Kallioniemi (Eds.), Miracle of education (pp. 115-130). Sense Publishers. https://doi.org/10.1007/978-94-6091-811-7_8
Lazić, B. D., Knežević, J. B., & Maričić, S. M. (2021). The influence of project-based learning on student achievement in elementary mathematics education. South African Journal of Education, 41(3), 1-10. https://doi.org/10.15700/saje.v41n3a1909
Lee, J. S., & Galindo, E. (2021). Examining project-based learning successes and challenges of mathematics preservice teachers in a teacher residency program: Learning by doing. Interdisciplinary Journal of Problem-Based Learning, 15(1). https://doi.org/10.14434/ijpbl.v15i1.28786
Lin, K.-Y., Wu, Y.-T., Hsu, Y.-T., & Williams, P. J. (2021). Effects of infusing the engineering design process into STEM project-based learning to develop preservice technology teachers’ engineering design thinking. International Journal of STEM Education, 8, Article 1. https://doi.org/10.1186/s40594-020-00258-9
Mailizar, & Johar, R. (2021). Examining students’ intention to use augmented reality in a project-based geometry learning environment. International Journal of Instruction, 14(2), 773-790. https://doi.org/10.29333/iji.2021.14243a
Mansour, N., Said, Z., & Abu-Tineh, A. (2024). Factors impacting science and mathematics teachers’ competencies and self-efficacy in TPACK for PBL and STEM. Eurasia Journal of Mathematics, Science and Technology Education, 20(5), Article em2442. https://doi.org/10.29333/ejmste/14467
Max, A.-L., Lukas, S., & Weitzel, H. (2024). The pedagogical makerspace: Learning opportunity and challenge for prospective teachers’ growth of TPACK. British Journal of Educational Technology, 55(1), 208-230. https://doi.org/10.1111/bjet.13324
Meilinda, Putri, R. I. I., Zulkardi, Inderawati, R., & Desnita, T. (2024). Enhancing teacher competence through collaborative worksheet development: An empirical investigation. International Journal of Evaluation and Research in Education, 13(3), 1690-1702. https://doi.org/10.11591/ijere.v13i3.27266
Montesdeoca, K. K. (2023). Middle grades math with ice cream sundaes: Connecting math to the real world. Education Sciences, 13(6), Article 615. https://doi.org/10.3390/educsci13060615
National Council of Teacher Mathematics. (2000). Principles and standard for school mathematics. https://bit.ly/4eRCC1i
New South Wales Goverment. (n.d.). Teacher standard and accreditation. https://bit.ly/NSW-teacher-Professional
Pou, A. V., Canaleta, X., & Fonseca, D. (2022). Computational thinking and educational robotics integrated into project-based learning. Sensors, 22(10), Article 3746. https://doi.org/10.3390/s22103746
Purwaningsih, E., Sari, S. P., Sari, A. M., & Suryadi, A. (2020). The effect of STEM-PjBL and discovery learning on improving students’ problem-solving skills of the impulse and momentum topic. Jurnal Pendidikan IPA Indonesia, 9(4), 465-476. https://doi.org/10.15294/jpii.v9i4.26432
Ruseffendi, E. T. (1991). Penilaian pendidikan dan hasil belajar siswa khususnya dalam pengajaran matematika untuk guru dan calon guru [Educational assessment and student learning outcomes, especially in teaching mathematics for teachers and prospective teachers]. Tarsito.
Satriawati, G., Kholis, N., Dwirahayu, G., & Sobiruddin, D. (2023). Pengembangan bahan ajar transformasi geometri berbantuan website: Pendekatan project-based-learning mozaik geometri [Development of website-assisted geometric tansformation teaching materials: Geometry mosaic project-based-learning approach]. Jurnal Inovasi Pembelajaran, 9(1), 1-15. https://doi.org/10.22219/jinop.v9i1.23581
Satriawati, G., Ridwan, M., & Kustiawati, D. (2022). Pengembangan bahan ajar transformasi geometri berbantuan geogebra memfasilitasi kemampuan visualisasi [Development of teaching materials of geometry transformation assisted geogebra to facilitate visualization ability]. Algoritma, 4(2), 127-139. https://doi.org/10.15408/ajme.v4i2.28853
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. https://doi.org/gc8qnc
Sintema, E. J., & Marban, J. M. (2021). Pre-service teachers’ knowledge of identifying and clearing pupils’ misconceptions about inverse and composite functions via vignettes. Eurasia Journal of Mathematics, Science and Technology Education, 17(1), Article em1930. https://doi.org/10.29333/ejmste/9378
Sulistiani, I. R., Setyosari, P., Sa’dijah, C., & Praherdhiono, H. (2023). Technology integration through acceptance of e-learning among preservice teachers. Indonesian Journal of Electrical Engineering and Computer Science, 31(3), 1821-1828. https://doi.org/ntnr
Taguma, M., & Frid, A. (2024). Curriculum frameworks and visualisations beyond national frameworks (OECD Education Working Papers, Vol. 314). OECD Publishing. https://doi.org/10.1787/2a4bdce6-en
Tseng, K.-H., Chang, C.-C., Lou, S.-J., & Chen, W.-P. (2013). Attitudes towards science, technology, engineering and mathematics (STEM) in a project-based learning (PjBL) environment. International Journal of Technology and Design Education, 23, 87-102. https://doi.org/10.1007/s10798-011-9160-x
Turan, R. (2023). An overview of the history teacher training programs of education faculties in Turkey from the perspective of pedagogical content knowledge. Journal of Innovative Research in Teacher Education, 4(2), 311-335. https://doi.org/10.29329/jirte.2023.572.9
Tyaningsih, R. Y. (2022). Efektivitas model project based learning (PjBL) terhadap kreativitas siswa dalam mengembangkan inovasi pembelajaran matematika [The effectiveness of the project based learning (PjBL) model on student creativity in explaining mathematics learning innovatio. Griya Journal of Mathematics Education and Application, 2(4), 1149-1156. https://doi.org/10.29303/griya.v2i4.277
Wibowo, A. M., Utaya, S., Wahjoedi, W., Zubaidah, S., Amin, S., & Prasad, R. R. (2024). Critical thinking and collaboration skills on environmental awareness in project-based science learning. Jurnal Pendidikan IPA Indonesia, 13(1), 103-115. https://doi.org/10.15294/jpii.v13i1.48561
Wijaya, E. M. S., & Setiawan, R. (2023). Rancangan project based e-learning berbasis internet of things untuk meningkatkan kemampuan berpikir kreatif mahasiswa [Designing project based e-learning based internet of things to improve undergraduate students’ creative thinking ability]. Jurnal Pendidikan Dan Riset Matematika, 6(1), 99-110. https://doi.org/10.33503/prismatika.v6i1.2745
Zikra, Fikri, M., Afdal, Sukmawati, I., Sin, T. H., Nurhastuti, & Suryanef. (2024). Technology pedagogy content knowledge framework to prepare Indonesian career counselors. International Journal of Evaluation and Research in Education, 13(2), 820-830. https://doi.org/10.11591/ijere.v13i2.25860