Profil Pedagogical Content Knowledge Guru Matematika dalam Mengatasi Kesulitan Belajar Aljabar

Abstract

This research aims to identify the algebra learning difficulties experienced by seventh-grade students and to describe the Pedagogical Content Knowledge (PCK) profile of mathematics teachers in addressing these difficulties. A descriptive qualitative approach was employed, involving three mathematics teachers and 21 seventh-grade students across three educational units. Data were collected through a triangulation of instruments, including diagnostic tests to map learning difficulties, vignette instruments to reveal teachers' pedagogical reasoning and responses, and interviews to deepen data interpretation. Data were analyzed using an interactive analysis technique comprising data reduction, data display, and conclusion drawing. The findings indicate that students predominantly face difficulties in conceptual aspects, such as identifying algebraic elements, and principle aspects, particularly in applying algebraic operations and modeling contextual problems. The teachers' PCK profiles showed varied levels of competence: two teachers were at a limited level characterized by repetitive instructional strategies, while one teacher demonstrated a more proficient PCK profile through accurate diagnosis of student difficulties and the application of varied, contextual teaching strategies. This study contributes to the development of a more operational PCK mapping methodology by integrating assessment instruments that capture authentic teacher responses to learning obstacles. Theoretically, these findings enrich the literature on PCK frameworks within the context of misconception diagnosis, while practically, they highlight the necessity of strengthening teachers' diagnostic competencies through professional development programs and reflective teaching practices to enhance the effectiveness of algebra instruction.