Relationship Between Teacher’s Content Knowledge, Pedagogical Content Knowledge, and Self-Efficacy and Its Impact on Student’s Mathematics Learning Achievement

DOI

10.2991/assehr.k.200513.066How to use a DOI?

Keywords

content knowledge, pedagogical content knowledge, self-efficacy, learning achievement

Abstract

Teacher’s content knowledge (CK), pedagogic content knowledge (PCK), and self-efficacy (SE) are factors that can affect the effectiveness of learning process. This study aims to determine the relationship between CK, PCK, and SE and their impact on students’ mathematics learning achievement. This type of research is ex post facto, with the variables are mathematics teachers and junior high school students in Buleleng regency. Teacher samples were taken by using area cluster random sampling, while the student samples were determined by technique purposive sampling. The instrument used to measure CK, PCK, and mathematics learning achievement was a test, while the SE was measured by a questionnaire. Furthermore, the data were analysed inductively using Path Analysis. The results showed that both of CK and PCK had positive relationship with student’s mathematics learning achievement, both directly and indirectly. However, SE had no significant relationship with students’ mathematics learning achievement.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - I Gusti Putu Suharta
AU  - Ni Nyoman Parwati
PY  - 2020
DA  - 2020/05/15
TI  - Relationship Between Teacher’s Content Knowledge, Pedagogical Content Knowledge, and Self-Efficacy and Its Impact on Student’s Mathematics Learning Achievement
BT  - Proceedings of the 4th Asian Education Symposium (AES 2019)
PB  - Atlantis Press
SP  - 293
EP  - 296
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200513.066
DO  - 10.2991/assehr.k.200513.066
ID  - Suharta2020
ER  -