Pengintegrasian Komponen Pengetahuan Pedagogi Isi Kandungan (PCK) dalam Pengajaran Pembelajaran Trigonometri

The Integration of Pedagogical Content Knowledge Components in The Teaching and Learning of Trigonometry

Abstract

Pengetahuan pedagogi isi kandungan (PCK) digambarkan sebagai pengetahuan yang khusus bagi guru di mana ia dapat mengenal pasti pengetahuan subjek bagi guru berbeza daripada yang difahami oleh pakar kandungan subjek. Kertas ini membincangkan bagaimana pengintergrasian komponen-komponen PCK yang melibatkan pengetahuan isi kandungan, pengetahuan pedagogi am, pengetahuan pedagogi khusus dan pengetahuan konteks semasa membuat transformasi pengajaran pembelajaran dengan menggunakan ‘Model of Pedagogical Reasoning and Action’. Metodologi kajian menggunakan pendekatan kajian kes untuk menyiasat dan meneroka PCK guru matematik semasa mengajar tajuk Trigonometri. Kajian ini melibatkan lima orang guru matematik baru (< 5 tahun) dan lima orang guru matematik berpengalaman (> 5 tahun) tingkatan 4 di daerah Batang Padang, Perak. Data kualitatif dikumpul melalui temu bual, pencerapan (pemerhatian) pengajaran pembelajaran, dan dokumen-dokumen yang berkaitan seperti silibus, buku rekod mengajar, dan latihan-latihan yang diberikan pada pelajar di papan putih. Dapatan kajian membincang cara pengintergrasian komponen-komponen PCK guru matematik baharu dan berpengalaman yang melibatkan empat peringkat iaitu peringkat persediaan, peringkat persembahan atau perwakilan idea, peringkat adaptasi, dan peringkat pengubahsuaian khusus.

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Pedagogical content knowledge is visualised as a specific knowledge for teachers which is quite different from the knowledge as understood by subject experts. This paper will discuss the integration of the PCK components namely content knowledge, general pedagogical knowledge, specific pedagogical knowledge and contextual knowledge in transforming the knowledge possessed by the teacher to the students by applying the ‘Model of Pedagogical Reasoning and Action’. This research used the study case approach to investigate and explore mathematics teachers’ PCK while teaching the topic of trigonometry. This study involved 5 novice mathematics teachers (< 5 years) and 5 experienced mathematics teachers (> 5 years) who were currently teaching Form 4 mathematics in the Batang Padang district in Perak. The qualitative data was collected through interviews, observations of the teaching and learning process, related documents like the syllabus, record books, and the exercises given to the students on the white board. The findings of this study also discusses the ways in which both novice and experienced teachers integrated the PCK components which involved four levels namely the prepatory level, presentational level or representation of ideas, adaptational level and specific modification level.