Researching on the Knowledge of Teachers Who Teach Math for Secondary Level Student Understanding
DOI:
https://doi.org/10.15294/kreano.v16i1.1245Keywords:
Assesing, Knowledge, Teacher, MathematicsAbstract
Although mathematics teachers' expertise in understanding subject matter is widely believed to have a direct impact on students' comprehension and academic achievements, there remains limited empirical research that specifically examines how teachers' content knowledge contributes to student learning outcomes. This study aims to assess the importance of mathematics teachers' competence in the content knowledge required for teaching secondary school mathematics. The research involved 55 secondary mathematics teachers who specialize in SS-level subjects for grades 10–12. Participants were selected through a combination of purposive and convenience sampling, considering their subject expertise and availability. Data were collected using a validated 25-question mathematics subject knowledge test, administered over 60 minutes via EduSuite computer-assisted instruction (CAI) software. The test was designed to evaluate teachers' understanding of essential mathematics topics taught in schools. Data analysis involved descriptive statistics, frequency distributions, and one-way ANOVA to assess the variation in mathematics knowledge and classify achievement levels based on established benchmarks. The findings provide a comprehensive overview of teachers' proficiency in key areas, including algebraic patterns, functions and relationships, space, geometric shapes, measurement, operations, trigonometry, and geometry. These results underscore the significance of strengthening mathematics content knowledge as part of teacher professional development. This study provides a solid foundation for designing targeted training and education programs aimed at improving the quality of mathematics instruction at the secondary level. Future research is recommended to explore the effectiveness of such training programs in enhancing teacher competency and improving student outcomes across different educational settings.
Abstrak
Meskipun keahlian guru matematika dalam memahami materi pelajaran secara umum diyakini memiliki dampak langsung terhadap pemahaman dan pencapaian akademik siswa, namun masih terdapat keterbatasan penelitian empiris yang secara khusus mengeksplorasi sejauh mana pengetahuan konten guru berkontribusi terhadap hasil belajar siswa. Studi ini bertujuan untuk menilai pentingnya kompetensi guru matematika dalam penguasaan pengetahuan konten yang diperlukan untuk mengajar di tingkat sekolah menengah. Penelitian ini melibatkan 55 guru matematika sekolah menengah yang mengampu mata pelajaran tingkat Secondary School (SS) untuk kelas 10 hingga 12. Para peserta dipilih melalui kombinasi metode purposive dan convenience sampling, dengan mempertimbangkan keahlian dan ketersediaan mereka. Data dikumpulkan menggunakan tes pengetahuan konten matematika yang telah divalidasi, terdiri atas 25 butir soal, dan dilaksanakan selama 60 menit melalui perangkat lunak Computer-Assisted Instruction (CAI) EduSuite. Tes ini dirancang untuk mengukur pemahaman guru terhadap topik-topik esensial dalam kurikulum matematika sekolah menengah. Analisis data dilakukan menggunakan statistik deskriptif, distribusi frekuensi, dan analisis varians satu arah (ANOVA) untuk mengevaluasi variasi dalam tingkat pengetahuan serta mengklasifikasikan pencapaian berdasarkan tolok ukur yang telah ditetapkan. Temuan studi ini memberikan gambaran menyeluruh mengenai tingkat kecakapan guru dalam bidang-bidang utama seperti pola aljabar, fungsi dan relasi, ruang, bentuk geometris, pengukuran, operasi, trigonometri, dan geometri. Hasil tersebut menegaskan pentingnya penguatan pengetahuan konten matematika sebagai bagian integral dari pengembangan profesional guru. Studi ini menjadi landasan strategis untuk merancang program pelatihan dan pendidikan yang terfokus dalam rangka meningkatkan kualitas pembelajaran matematika di tingkat sekolah menengah. Penelitian lanjutan disarankan untuk mengevaluasi efektivitas program pelatihan tersebut dalam meningkatkan kompetensi guru dan mendukung pencapaian hasil belajar siswa di berbagai konteks pendidikan.
Downloads
References
Al Malki, M., Al’Adawi, S., Al-Azzawi, N., & Al-Abri, K. (2023). Open-book-based Assessment during COVID-19: Challenges and Opportunities. International Journal of Learning, Teaching and Educational Research, 22(8), 146–168. https://doi.org/10.26803/IJLTER.22.8.9
Altynbekov, S., Ashirbayev, N., Torebek, Y., & Kerimbekov, T. (2023). Formation of Research Skills of Future Teachers of Mathematics in Solving Olympiad Problems. Academic Journal of Interdisciplinary Studies, 12(6), 335–346. https://doi.org/10.36941/ajis-2023-0173
Barker, D., Ekberg, J. E., Nyberg, G., & Larsson, H. (2025). What do you think you are doing? How physical education researchers make scientific contributions. Sport, Education and Society, 3322, 1–13. https://doi.org/10.1080/13573322.2025.2465588
Bhatia, P., Léone, J., Gardes, M. L., & Prado, J. (2024). Fraction Knowledge in Adults With Persistent Mathematics Difficulties. Learning Disability Quarterly, 47(1), 30–43. https://doi.org/10.1177/07319487231171380
Braund, M. (2021). Critical STEM Literacy and the COVID-19 Pandemic. In Canadian Journal of Science, Mathematics and Technology Education (Vol. 21, Issue 2, pp. 339–356). https://doi.org/10.1007/s42330-021-00150-w
Dewi, P. S., & Kuswanto, H. (2023). the Effectiveness of the Use of Augmented Reality-Assisted Physics E-Module Based on Pedicab To Improve Mathematical Communication and Critical Thinking Abilities. In Journal of Technology and Science Education (Vol. 13, Issue 1, pp. 53–64). https://doi.org/10.3926/jotse.1714
Díaz, O. R. F., Lechuga, G. D., González, M. E., & Rodríguez, A. A. C. (2023). Computational Thinking versus Mathematical Thinking: Correlation in learning of high school students in Colombia. In Revista de Ciencias Sociales (Vol. 29, Issue 3, pp. 98–111). https://doi.org/10.31876/rcs.v29i3.40700
Dimos, I., Velaora, C., Louvaris, K., Kakarountas, A., & Antonarakou, A. (2023). How a Rubric Score Application Empowers Teachers’ Attitudes over Computational Thinking Leverage. Information (Switzerland), 14(2), 1–20. https://doi.org/10.3390/info14020118
El Abbadi, S., & Alaoui, M. I. H. (2023). Distance Mathematics Teaching and Academic Performance in Morocco. International Review of Research in Open and Distributed Learning, 24(3), 234–249. https://doi.org/10.19173/irrodl.v24i3.7150
English, L. D. (2023). Ways of thinking in STEM-based problem solving. ZDM - Mathematics Education, 55(7), 1219–1230. https://doi.org/10.1007/s11858-023-01474-7
Geiger, V., & Schmid, M. (2024). A critical turn in numeracy education and practice. Frontiers in Education, 9(2011). https://doi.org/10.3389/feduc.2024.1363566
Gilbert, R. O., & Gilbert, D. R. (2025). Student evaluations of teaching do not reflect student learning: an observational study. BMC Medical Education, 25(1). https://doi.org/10.1186/s12909-025-06896-3
Hernández, M. M., Kornienko, O., Figueroa, J. M., Coker, M., Paredes, K., Toth, C., Carrillo, J. P., Rogers, A. A., & Ha, T. (2024). Identifying Culturally Relevant School Support Profiles and Links to Academic Functioning in Adolescents. Journal of Youth and Adolescence, 785–806. https://doi.org/10.1007/s10964-024-02098-0
Hoffstein-Rahmey, D., Giordano, K., Murphy, K. M., Reizin-Friedman, R., & Coyne, A. (2024). Soft Expulsion: What Happens When School-Based Supports aren’t Enough. School Mental Health, 16(4), 1171–1182. https://doi.org/10.1007/s12310-024-09683-5
Idrizi, E., Filiposka, S., & Trajkovikj, V. (2023). Gender impact on STEM online learning- a correlational study of gender, personality traits and learning styles in relation to different online teaching modalities. Multimedia Tools and Applications, 82(19), 30201–30219. https://doi.org/10.1007/s11042-023-14908-x
Karjanto, N., & Acelajado, M. J. (2022). Sustainable Learning, Cognitive Gains, and Improved Attitudes in College Algebra Flipped Classrooms. In Sustainability (Switzerland) (Vol. 14, Issue 19). https://doi.org/10.3390/su141912500
Kay, L., & Buxton, A. (2023). Makerspaces and the Characteristics of Effective Learning in the early years. Journal of Early Childhood Research. https://doi.org/10.1177/1476718X231210633
Kay, L., & Buxton, A. (2024). Makerspaces and the Characteristics of Effective Learning in the early years. Journal of Early Childhood Research, 22(3), 343–358. https://doi.org/10.1177/1476718X231210633
Kostyrya, I., Kozlovska, G., Biletska, O., Shevchenko, M., Lastovskyi, V., & Mishchenko, A. (2022). Intercultural Communication Skills as an International Tool for the Development of English-Language Communicative Competencies. In Journal of Curriculum and Teaching (Vol. 11, Issue 6, pp. 30–43). https://doi.org/10.5430/JCT.V11N6P30
Li, C., Geng, M., Li, S., Li, X., Li, H., Yuan, H., & Liu, F. (2024). Bibliometric analysis of occupational exposure in operating room from 1973 to 2022. Journal of Occupational Medicine and Toxicology , 19(1). https://doi.org/10.1186/s12995-024-00437-2
Lindberg, M. (2024). Disciplinary literacy and verbal language in physical education. Sport, Education and Society, 30(3), 368–382. https://doi.org/10.1080/13573322.2024.2318394
Naidoo, J., & Reddy, S. (2023). Embedding Sustainable Mathematics Higher Education in the Fourth Industrial Revolution Era Post-COVID-19: Exploring Technology-Based Teaching Methods. Sustainability (Switzerland), 15(12). https://doi.org/10.3390/su15129692
Niu, Y. (2023). Integrated physical education and medicine in general physical education at universities in the age of educational technologies. BMC Medical Education, 23(1), 1–11. https://doi.org/10.1186/s12909-023-04440-9
Ortega-Barba, C. F., Ramírez-Pérez, H. X., & Méndez-Padilla Andrade, S. (2024). Who are we receiving at the university? The impact of COVID-19 on mathematics and reading learning in high school. In Frontiers in Education (Vol. 9). https://doi.org/10.3389/feduc.2024.1356730
Østerlie, O., Kristensen, G. O., Holland, S. K., Camacho Miñano, M. J., & Whatman, S. (2025). Digital technology use in physical education teacher education: a scoping review. Sport, Education and Society, 3322, 1–15. https://doi.org/10.1080/13573322.2025.2474631
Pramasdyahsari, A. S., Setyawati, R. D., Aini, S. N., Nusuki, U., Arum, J. P., Astutik, L. D., Widodo, W., Zuliah, N., & Salmah, U. (2023). Fostering students’ mathematical critical thinking skills on number patterns through digital book STEM PjBL. In Eurasia Journal of Mathematics, Science and Technology Education (Vol. 19, Issue 7). https://doi.org/10.29333/ejmste/13342
Rohani, N., Gal, K., Gallagher, M., & Manataki, A. (2024). Providing insights into health data science education through artificial intelligence. BMC Medical Education, 24(1), 1–17. https://doi.org/10.1186/s12909-024-05555-3
Romero-Esquinas, M. H., Muñoz-González, J. M., Vega-Gea, E. M., & Hidalgo-Ariza, M. D. (2022). Mathematical Thinking and the VESS Model: A Descriptive Study. Mathematics, 10(7). https://doi.org/10.3390/math10071191
Rosana, D., Kadarisman, N., Purwanto, A., & Sari, E. K. (2021). The effect of learning biophysics with stem approach on science process skills and critical thinking: Field study on application of na-aogs for increasing soybean productivity and growth rate. In Jurnal Pendidikan IPA Indonesia (Vol. 10, Issue 3, pp. 447–461). https://doi.org/10.15294/JPII.V10I3.30695
Sanchayan, S., Olupeliyawa, A., & Chandratilake, M. (2024). Feedback practices in undergraduate clinical teaching in Sri Lanka - a qualitative study. BMC Medical Education, 24(1), 1–14. https://doi.org/10.1186/s12909-024-05556-2
Sidekerskienė, T., & Damaševičius, R. (2023). Out-of-the-Box Learning: Digital Escape Rooms as a Metaphor for Breaking Down Barriers in STEM Education. Sustainability (Switzerland), 15(9). https://doi.org/10.3390/su15097393
Stewart, E., & Ball, L. (2023). The Tension Between Allowing Student Struggle and Providing Support When Teaching Problem-Solving in Primary School Mathematics. Canadian Journal of Science, Mathematics and Technology Education, 23(4), 791–817. https://doi.org/10.1007/s42330-024-00309-1
Sutama, S., Fuadi, D., Narimo, S., Hafida, S. H. N., Novitasari, M., Anif, S., Prayitno, H. J., Sunanih, S., & Adnan, M. (2022). Collaborative mathematics learning management: Critical thinking skills in problem solving. In International Journal of Evaluation and Research in Education (Vol. 11, Issue 3, pp. 1015–1027). https://doi.org/10.11591/ijere.v11i3.22193
Tam, L., & Lee, H. (2023). From Conspiracy Orientation to Conspiracy Attribution: The Effects of Institutional Trust and Demographic Differences. American Behavioral Scientist. https://doi.org/10.1177/00027642231174330
Wang, Q., & Muttar, A. K. (2023). Fractional Differential Equations in the Model of Vocational Education and Teaching Practice Environment. In Applied Mathematics and Nonlinear Sciences (Vol. 8, Issue 1, pp. 681–688). https://doi.org/10.2478/amns.2022.2.0054
Wang, Y., Peng, Y., & Huang, Y. (2024). The effect of “typical case discussion and scenario simulation” on the critical thinking of midwifery students: Evidence from China. In BMC Medical Education (Vol. 24, Issue 1). https://doi.org/10.1186/s12909-024-05127-5
Wei, J. J., Lin, H. H., & Chen, S. L. (2023). Design of teaching aids in STEAM education and fuzzy hierarchical analysis of their educational effect. Eurasia Journal of Mathematics, Science and Technology Education, 19(11). https://doi.org/10.29333/ejmste/13749
Wort, G. K., Wiltshire, G., Sebire, S., Peacock, O., & Thompson, D. (2024). The promise of teacher-led physical activity strategies informed by pupil data. Health Education Journal. https://doi.org/10.1177/00178969241288048
Zhou, D., Gomez, R., Davis, J., & Rittenbruch, M. (2023). Engaging solution-based design process for integrated STEM program development: an exploratory study through autoethnographic design practice. In International Journal of Technology and Design Education (Vol. 33, Issue 2). Springer Netherlands. https://doi.org/10.1007/s10798-022-09745-2
Zhu, C., Tian, H., Yan, F., Xue, J., & Li, W. (2024). Enhancing knowledge mastery in resident students through peer-teaching: a study in respiratory medicine. In BMC Medical Education (Vol. 24, Issue 1). https://doi.org/10.1186/s12909-024-05130-w
Downloads
Additional Files
Published
Article ID
1245Issue
Section
Categories
License
Copyright (c) 2025 Kreano, Jurnal Matematika Kreatif-Inovatif
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
