Teacher's Specialized Content Knowledge on the Concept of Square: A Vignette Approach
In learning geometry, the discussion about the definition of quadrilateral is a material that is difficult and not easily taught by the teacher. This study aims to explore the teacher's specialized content knowledge about square. This is a descriptive-qualitative research. The process of select...
| Κύριοι συγγραφείς: | , , |
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| Μορφή: | Άρθρο |
| Γλώσσα: | Indonesian |
| Έκδοση: |
Universitas Sriwijaya
2021-01-01
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| Σειρά: | Jurnal Pendidikan Matematika |
| Θέματα: | |
| Διαθέσιμο Online: | https://ejournal.unsri.ac.id/index.php/jpm/article/view/11653 |
| _version_ | 1827214963963330560 |
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| author | Mega Teguh Budiarto Yusuf Fuad Latief Sahidin |
| author_facet | Mega Teguh Budiarto Yusuf Fuad Latief Sahidin |
| author_sort | Mega Teguh Budiarto |
| collection | DOAJ |
| description | In learning geometry, the discussion about the definition of quadrilateral is a material that is difficult and not easily taught by the teacher. This study aims to explore the teacher's specialized content knowledge about square. This is a descriptive-qualitative research. The process of selecting subjects begins with searching prospective subject data according to the level of the teacher through a portfolio of 82 teachers in South East of Sulawesi: (33 First Teachers, 33 Young Teachers, and 16 Intermediate Teachers). The research subjects consisted of three teachers, namely: First Teacher, Young Teacher dan Intermediate Teacher with score > 50. Data were taken using vignette. The results show that there is a difference when the teacher is asked to define a square with when given a definition of a square. First Teacher is accurate when given a square definition with the symmetry and diagonal axis attributes; the side attribute is not accurate in giving arguments to the square definition. Young Teacher is inaccurate when given the definition of a square with side and angle attributes; accurate with symmetry and diagonal axis attributes; but it is not accurate when given a square definition. Regarding attributes of side; Intermediate Teacher revealed that the side and angle attributes are inaccurate but accurate with the symmetry and diagonal axis attributes but do not appear / are not used when asked to define a square. Specialized content knowledge First Teacher is better because it has been able to reconstruct concepts from a square, but Young Teacher and Intermediate Teacher are still influenced by concept images and figural concepts. |
| first_indexed | 2025-03-21T14:39:41Z |
| format | Article |
| id | doaj.art-2f02b2ff62d54c6c9af84a8bacb18f25 |
| institution | Directory Open Access Journal |
| issn | 1978-0044 2549-1040 |
| language | Indonesian |
| last_indexed | 2025-03-21T14:39:41Z |
| publishDate | 2021-01-01 |
| publisher | Universitas Sriwijaya |
| record_format | Article |
| series | Jurnal Pendidikan Matematika |
| spelling | doaj.art-2f02b2ff62d54c6c9af84a8bacb18f252024-06-21T22:31:09ZindUniversitas SriwijayaJurnal Pendidikan Matematika1978-00442549-10402021-01-0115112210.22342/jpm.15.1.11653.1-225464Teacher's Specialized Content Knowledge on the Concept of Square: A Vignette ApproachMega Teguh Budiarto0Yusuf Fuad1Latief Sahidin2Universitas Negeri SurabayaUniversitas Negeri SurabayaUniversitas HaluoleoIn learning geometry, the discussion about the definition of quadrilateral is a material that is difficult and not easily taught by the teacher. This study aims to explore the teacher's specialized content knowledge about square. This is a descriptive-qualitative research. The process of selecting subjects begins with searching prospective subject data according to the level of the teacher through a portfolio of 82 teachers in South East of Sulawesi: (33 First Teachers, 33 Young Teachers, and 16 Intermediate Teachers). The research subjects consisted of three teachers, namely: First Teacher, Young Teacher dan Intermediate Teacher with score > 50. Data were taken using vignette. The results show that there is a difference when the teacher is asked to define a square with when given a definition of a square. First Teacher is accurate when given a square definition with the symmetry and diagonal axis attributes; the side attribute is not accurate in giving arguments to the square definition. Young Teacher is inaccurate when given the definition of a square with side and angle attributes; accurate with symmetry and diagonal axis attributes; but it is not accurate when given a square definition. Regarding attributes of side; Intermediate Teacher revealed that the side and angle attributes are inaccurate but accurate with the symmetry and diagonal axis attributes but do not appear / are not used when asked to define a square. Specialized content knowledge First Teacher is better because it has been able to reconstruct concepts from a square, but Young Teacher and Intermediate Teacher are still influenced by concept images and figural concepts.https://ejournal.unsri.ac.id/index.php/jpm/article/view/11653teacherrectanglespecialized content knowledgevignette |
| spellingShingle | Mega Teguh Budiarto Yusuf Fuad Latief Sahidin Teacher's Specialized Content Knowledge on the Concept of Square: A Vignette Approach Jurnal Pendidikan Matematika teacher rectangle specialized content knowledge vignette |
| title | Teacher's Specialized Content Knowledge on the Concept of Square: A Vignette Approach |
| title_full | Teacher's Specialized Content Knowledge on the Concept of Square: A Vignette Approach |
| title_fullStr | Teacher's Specialized Content Knowledge on the Concept of Square: A Vignette Approach |
| title_full_unstemmed | Teacher's Specialized Content Knowledge on the Concept of Square: A Vignette Approach |
| title_short | Teacher's Specialized Content Knowledge on the Concept of Square: A Vignette Approach |
| title_sort | teacher s specialized content knowledge on the concept of square a vignette approach |
| topic | teacher rectangle specialized content knowledge vignette |
| url | https://ejournal.unsri.ac.id/index.php/jpm/article/view/11653 |
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