Developing Pedagogical Content Knowledge of Pre-Service Mathematics Teachers in Teaching Using Realistic Mathematics Lessons Approach: A Multiple Case Study
Abstract
This qualitative study explores the Pedagogical Content Knowledge (PCK) of pre-service mathematics teachers in implementing the Realistic Mathematics Education (RME) approach during microteaching sessions. This research is important because a deep understanding of how pre-service teachers develop and demonstrate PCK within specific pedagogical approaches such as RME can inform the design of more effective teacher education programs that promote meaningful mathematics learning. Participants were selected purposively based on their teaching performance levels (high and moderate). Data were collected through classroom observations and in-depth interviews, then analyzed using an interactive thematic approach involving data reduction, data presentation, and conclusion drawing. The findings reveal that the participants demonstrated emerging PCK characterized by their ability to design contextual problems, guide students’ mathematization processes, and foster interactivity and negotiation of mathematical ideas. However, the integration of prerequisite concepts and the facilitation of deeper conceptual connections were not yet optimal. These results highlight that developing comprehensive PCK requires not only mastery of content and pedagogy but also reflective practice in designing contextual, interactive mathematics learning aligned with RME principles.
Downloads
References
Aini, A. N., & Masrurotullaily. (2024). Measuring preservice mathematics teachers’ technological pedagogical and content knowledge in the post-pandemic era. Jurnal Pendidikan Matematika, 18(2), 231-244. https://doi.org/10.22342/jpm.v18i2.pp231-244.
Asmaarobiyah, R., Rosmilawati, I., & Erwin Juansah, D. (2025). Pendekatan Pendidikan Matematika melalui Realistic Mathematics Education (RME) di Sekolah Dasar: Systematic Literature Review. JIDeR, 5(3), 251–267. https://doi.org/10.53621/jider.v5i3.527.
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554.
Dyastika, P. A., & Julie, H. (2023). PCK profile of mathematics education students in practicing the flipped classroom strategy. Jurnal Pendidikan MIPA, 24(3), 646–657. http://dx.doi.org/10.23960/jpmipa/v24i3.pp646-657.
Depaepe, F., De Corte, E., & Verschaffel, L. (2013). Teachers’ pedagogical content knowledge and its relation to practice: A systematic review. Educational Research Review, 9, 12–29. https://doi.org/10.1016/j.edurev.2012.11.001
Gess-Newsome, J. (1990). PEDAGOGICAL CONTENT KNOWLEDGE: AN INTRODUCTION AND ORIENTATION (Vol. 9). Kluwere Academic Publishers.
Grossman, P. L. (1990). The Making Of A Teacher: Teacher Knowledge And Teacher Education. Teachers College Press.
Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ topic‐specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372–400.
Holisin, I. . (2007). Pembelajaran Matematika Realistik (PMR). Jurnal Pendidikan Matematika, 1(2), 11–22.
Khumaeroh, G., & Pagiling, S. L. (2020). Analisis pedagogical content knowledge guru matematika sekolah menengah pertama ditinjau dari segi gender. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 9(4), 1036–1047. https://doi.org/10.24127/ajpm.v9i4.317
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Maharani, W., & Julie, H. (2025). Analysis of pedagogical content knowledge (PCK) of mathematics education students in practice learning mathematics and science using STEAM approach. ITM Web of Conferences, 71, 01001. https://doi.org/10.1051/itmconf/20257101001 .
Matitaputty, C., Nusantara, T., Hidayanto, E., & Sukoriyanto, S. (2022). Examining the pedagogical content knowledge of in-service mathematics teachers on the permutations and combinations in the context of student mistakes. Journal on Mathematics Education, 13(3), 393–414. https://doi.org/10.22342/jme.v13i3.pp393-414
Miles, M. B. & Huberman, A. M. 1994. Qualitative data analysis: an expanded sourcebook, Sage Publications.
Mishra, P. (2019). Considering contextual knowledge: The TPACK diagram gets an upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76–78. https://doi.org/10.1080/21532974.2019.1588611
Mukuka, A., & Alex, J. K. (2024). Review of research on microteaching in mathematics teacher education: Promises and challenges. Eurasia Journal of Mathematics, Science and Technology Education, 20(1). https://doi.org/10.29333/ejmste/13941.
Munawir, Salsabila, Z. P., & Nisa, N. R. (2022). Tugas, Fungsidan Peran Guru Profesional. Jurnal Ilmiah Profesi Pendidikan, 7(1), 8–12. https://doi.org/https://doi.org/10.29303/jipp.v7i1.327.
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.10007/s10488-013-0528-y
Phan, T. T., Duong, H. T., Do, T. T., Trinh, T. P. T., Trinh, T. H., Do, B. C., Tran, T., & Nguyen, T. T. (2022). A Bibliometric Review on Realistic Mathematics Education in Scopus Database between 1972-2019. European Journal of Educational Research, 11(2), 1133–1149. https://doi.org/10.12973/eu-jer.11.2.1133.
Purba, G. F., Rohana, A., Sianturi, F., Giawa, M., Manik, E., & Situmorang, A. S. (2022). Implementasi Pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) Pada Konsep Merdeka Belajar. 04(01), 23–33. https://doi.org/10.36655/sepren.v4i1.
Sarkim, T. (2022). Buku Pedoman Pengajaran Mikro.
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22. https://doi.org/10.17763/haer.57.1.j463065823404380
Sugiyono. (2016). Metode penelitian kuantitatif, kualitatif, dan R&D. Penerbit Alfabeta Bandung.
Sutamrin, S., Rosidah, R., & Zaki, A. (2022). The Pedagogical Content Knowledge (PCK) of Prospective Teachers. EduLine: Journal of Education and Learning Innovation, 2(4), 399–405. https://doi.org/10.35877/454ri.eduline1291.
Van den Heuvel-Panhuizen, M., & Drijvers, P. (2014). Realistic Mathematics Education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 521–525). Dordrecht: Springer.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
Zayyadi, M., Lanya, H., Linarsih, Y., Nusantara, T., Septiadi, D. D., & Ningtyas, Y. D. W. K. (2024). Prospective teachers’ commognitive: The pedagogical knowledge in designing mathematics class for proving trigonometric identity. Jurnal Pendidikan MIPA, 25(2), 946–960. https://doi.org/10.23960/jpmipa/v25i2.pp946-960
Copyright (c) 2026 Sara Sarita Agustin, Hongki Julie
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
License and Copyright Agreement
By submitting a manuscript to Jurnal Pendidikan Matematika (JUPITEK), the author(s) certify and agree to the following terms:
- Originality and Authority: The submitting author is authorized by all co-authors to enter into this agreement. The manuscript describes original work that has not been published previously in a peer-reviewed journal, nor is it under consideration for publication elsewhere.
- Approval: Its publication has been approved by all author(s) and by the responsible authorities of the institutions where the work was carried out.
- Rights: The authors secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- Licensing and Copyright: Authors retain the copyright to their work.
- License Grant: The authors grant Jurnal Pendidikan Matematika (JUPITEK) the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).
- Self-Archiving: Authors are permitted and encouraged to deposit the published version of their article in institutional repositories, on their personal websites, and other academic platforms, with proper acknowledgment of its initial publication in Jurnal Pendidikan Matematika (JUPITEK).
.png)
