PENGARUH MODEL PROJECT-BASED LEARNING TERHADAP MATHEMATICS PEDAGOGICAL CONTENT KNOWLEDGE DAN TEACHER IDENTITY DITINJAU DARI SELF-EFFICACY MAHASISWA PGSD

DEANE UMBOH, . (2025) PENGARUH MODEL PROJECT-BASED LEARNING TERHADAP MATHEMATICS PEDAGOGICAL CONTENT KNOWLEDGE DAN TEACHER IDENTITY DITINJAU DARI SELF-EFFICACY MAHASISWA PGSD. Doktor thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Mathematics Pedagogical Content Knowledge (MPCK) dan Teacher Identity (TI) merupakan aspek penting dalam pengembangan guru profesional. Mahasiswa PGSD perlu mendapat perhatian dari dosen agar dapat meningkatkan kemampuan MPCK dan TI mereka. Beberapa fakta menunjukkan mahasiswa PGSD masih rendah dalam pengetahuan materi bilangan di SD, keterbatasan kemampuan pedagogik, kurang memahami profesi guru dan kurang meyakini kemampuan diri untuk menjadi guru professional. Penelitian ini bertujuan untuk mengetahui pengaruh model Project Based Learning (PjBL) terhadap MPCK dan TI ditinjau dari Self-Efficacy (SE). Penelitian ini adalah penelitian kuantitatif dengan metode kuasi eksperimen dan desain 2 x 2 treatment by level yang dilakukan pada mahasiswa PGSD salah satu Perguruan Tinggi di Sulawesi Utara tahun ajaran 2022/2023. Pengambilan sampel menggunakan teknik purposive sampling. Teknik pengumpulan data menggunakan instrumen esai, lembar observasi (MPCK) dan instrumen kuisioner dan wawancara (TI). Temuan hasil penelitian: 1). Kemampuan MPCK mahasiswa yang belajar melalui model PjBL lebih tinggi dibandingkan mahasiswa yang belajar melalui model ekspositori; 2). Kemampuan MPCK mahasiswa dengan SE tinggi lebih tinggi dibandingkan mahasiswa dengan SE rendah; 3). Terdapat pengruh interaksi antara model pembelajaran dan SE terhadap MPCK; 4). Kemampuan MPCK mahasiswa dengan SE tinggi yang belajar melalui model PjBL lebih tinggi dibandingkan mahasiswa yang belajar melalui model ekspositori; 5). Kemampuan MPCK mahasiswa dengan SE rendah yang belajar melalui model PjBL lebih rendah dibandingkan mahasiswa yang belajar melalui model ekspositori; 6). Kemampuan TI mahasiswa yang belajar melalui model PjBL lebih tinggi dibandingkan mahasiswa yang belajar melalui model ekspositori; 7). Kemampuan TI mahasiswa dengan SE tinggi lebih tinggi dibandingkan mahasiswa dengan SE rendah; 8). Terdapat pengaruh interaksi antara model pembelajaran dan SE terhadap TI; 9). Kemampuan TI mahasiswa dengan SE tinggi yang belajar melalui model PjBL lebih tinggi dibandingkan mahasiswa yang belajar melalui model ekspositori; 10). Kemampuan TI mahasiswa dengan SE rendah yang belajar melalui model PjBL lebih rendah dibandingkan mahasiswa yang belajar melalui model ekspositori. Temuan ini memberikan rekomendasi pentingnya mengembangkan MPCK dan TI secara berkelanjutan bagi mahasiswa calon guru khususnya di jenjang SD, untuk mengasah pengetahuan materi bilangan dan keterampilan pedagogik berkaitan dengan profesi guru, agar dapat berkontribusi bagi peningkatan kualitas pembelajaran bagi peserta didik. Kata kunci: Mathematics Pedagogical Content Knowledge, Teacher Identity, Project-Based Learning, Self-Efficacy. Mathematics Pedagogical Content Knowledge (MPCK) and Teacher Identity (TI) are crucial aspects of developing professional teachers. PGSD students need attention from their lecturers to enhance their MPCK and TI competencies. Various findings indicate that PGSD students still demonstrate a low level of knowledge regarding number concepts in elementary schools, limited pedagogical skills, a lack of understanding of the teaching profession, and a lack of confidence in their ability to become professional teachers. This study aims to examine the effect of the Project-Based Learning (PjBL) model on Mathematics Pedagogical Content Knowledge (MPCK) and Teacher Identity (TI) in terms of Self-Efficacy (SE). This research employs a quantitative approach with a quasi-experimental method and a 2 x 2 treatment by level design conducted with PGSD students at a higher education institution in North Sulawesi during the 2022/2023 academic year. The sample was selected using purposive sampling techniques. Data collection methods included essay instruments, observation sheets (MPCK), and questionnaires and interviews (TI). The research findings are as follows: 1) The MPCK abilities of students who learned through the PjBL model were higher than those of students who learned through the expository model; 2) The MPCK abilities of students with high SE were higher than those of students with low SE; 3) There was an interaction between the learning model and SE on MPCK; 4) The MPCK abilities of students with high SE who learned through the PjBL model were higher than those of students who learned through the expository model; 5) The MPCK abilities of students with low SE who learned through the PjBL model were lower than those of students who learned through the expository model; 6) The TI abilities of students who learned through the PjBL model were higher than those of students who learned through the expository model; 7) The TI abilities of students with high SE were higher than those of students with low SE; 8) There was an interaction between the learning model and SE on TI; 9) The TI abilities of students with high SE who learned through the PjBL model were higher than those of students who learned through the expository model; and 10) The TI abilities of students with low SE who learned through the PjBL model were lower than those of students who learned through the expository model. These findings highlight the importance of continuously developing MPCK and TI in prospective elementary school teachers, particularly in enhancing their knowledge of number concepts and pedagogical skills related to the teaching profession, to contribute to improving the quality of learning for students. Keywords: Mathematics Pedagogical Content Knowledge, Teacher Identity, Project-Based Learning, Self-Efficacy

Item Type:	Thesis (Doktor)
Additional Information:	1). Prof. Dr.M. Syarif Sumantri,M.Pd. 2) prof.Dr.Yurniwati, M.Pd.
Subjects:	Pendidikan > Pendidikan Dasar Pendidikan > Kualifikasi dan Profesionalitas Guru
Divisions:	PASCASARJANA > S3 Pendidikan Dasar
Depositing User:	Deane Umboh .
Date Deposited:	22 Apr 2025 02:42
Last Modified:	22 Apr 2025 02:42
URI:	http://repository.unj.ac.id/id/eprint/56025

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