The commognitive perspective of teaching skills of prospective mathematics teachers in microteaching subjects

Authors

  • Moh Zayyadi Mathematics Education Department, University of Madura, East Java http://orcid.org/0000-0002-2621-7238
  • Toto Nusantara Mathematics Education Department, State University of Malang, East Java
  • Harfin Lanya Mathematics Education Department, University of Madura, East Java

DOI:

https://doi.org/10.29408/jel.v8i1.4129

Keywords:

commognitive, microteaching, teaching skills

Abstract

This study aims to describe the teaching skills of prospective mathematics education teachers in micro-teaching subjects from a commognitive perspective. This type of research is qualitative research. The research subjects consisted of 15 students of the 2015 Mathematics Education Study Program class, which were taking micro-teaching courses. The instrument used in this study was a rubric sheet—an assessment of prospective teachers' teaching skills. Data analysis techniques used are data reduction, data presentation, and conclusion collection. The results showed that: Prospective mathematics education teachers in preliminary activities often use the word usage component, visual mediator, routine and do not use the narrative component. In the core activities of learning mathematics, teacher candidates use four components commognitive, which are the use of words, visual mediators, routine, and narrative. In the selection of mathematics education, teacher candidates only use the word use component. Commognitive provides an overview of mathematical cognitive-communication and content in the learning carried out.

References

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Published

06-01-2022

How to Cite

Zayyadi, M., Nusantara, T., & Lanya, H. (2022). The commognitive perspective of teaching skills of prospective mathematics teachers in microteaching subjects. Jurnal Elemen, 8(1), 43–54. https://doi.org/10.29408/jel.v8i1.4129

Issue

Vol. 8 No. 1 (2022): January

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