Electronic Theses and Dissertation

Noticing merupakan kemampuan guru untuk mengamati, menginterpretasikan, dan membangun interaksi dengan siswa dalam proses pembelajaran. Kemampuan noticing dibutuhkan guru, sehingga mahasiswa calon guru perlu meningkatkan kemampuan tersebut. Faktor penting yang perlu diperhatikan dalam peningkatan kemampuan noticing mahasiswa calon guru adalah pedagogical knowledge dan content knowledge. Penelitian ini bertujuan untuk menganalisis perbedaan dan peningkatan rata-rata kemampuan noticing mahasiswa terhadap proses berpikir matematis siswa setelah pembelajaran berbantuan video praktik mengajar dan handout noticing pada mata kuliah Kurikulum dan Pembelajaran, serta menganalisis pengaruh pedagogical knowledge dan content knowledge terhadap kemampuan noticing mahasiswa calon guru. Penelitian ini menggunakan pendekatan kuantitatif jenis pre-experimental dengan desain one group pretest-posttest. Sampel penelitian sebanyak 67 mahasiswa Program Studi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan Universitas Syiah Kuala pada Semester Genap 2023/2024 yang sedang mengambil mata kuliah Kurikulum dan Pembelajaran. Pengumpulan data primer melalui tes dengan menggunakan lembar tes kemampuan noticing dan data sekunder melalui indeks prestasi mahasiswa untuk mata kuliah yang dikelompokkan sesuai pedagogical knowledge dan content knowledge. Uji perbedaan rata-rata kemampuan noticing menggunakan Paired Sample T-Test dan uji pengaruh pedagogical knowledge dan content knowledge terhadap kemampuan noticing mahasiswa calon guru dengan regresi linear berganda. Hasil penelitian menunjukkan bahwa (1) terdapat perbedaan rata-rata kemampuan noticing mahasiswa setelah pembelajaran berbantuan video praktik mengajar dan handout noticing pada mata kuliah Kurikulum dan Pembelajaran; (2) pedagogical knowledge mempengaruhi kemampuan noticing mahasiswa calon guru; dan (3) content knowledge mempengaruhi kemampuan noticing mahasiswa calon guru.

Noticing is the teacher's ability to observe, interpret, and build interactions with students in the learning process. Noticing ability is needed by teachers, so prospective teachers need to improve this ability. Important factors that need to be considered in improving the noticing ability of prospective teachers are pedagogical knowledge and content knowledge. This study aims to analyze the difference and average improvement of students' noticing ability towards students' mathematical thinking process after learning assisted by teaching practice videos and noticing handouts in Curriculum and Learning courses, as well as analyzing the influence of pedagogical knowledge and content knowledge on the noticing ability of prospective teacher students. This study used a quantitative approach of pre-experimental type with a one group pretest-posttest design. The research sample was 67 students of the Mathematics Education Study Program, Faculty of Teacher Training and Education, Syiah Kuala University in Even Semester 2023/2024 who were taking Curriculum and Learning courses. Primary data collection through tests using noticing ability test sheet and secondary data through student achievement index for courses grouped according to pedagogical knowledge and content knowledge. Test the average difference in noticing ability using Paired Sample T-Test and test the influence of pedagogical knowledge and content knowledge on noticing ability of pre-service teachers with multiple linear regression. The results showed that (1) there is a difference in the average noticing ability of pre-service teachers after learning assisted by teaching practice videos and noticing handouts in Curriculum and Learning courses; (2) pedagogical knowledge affects the noticing ability of pre-service teachers; and (3) content knowledge affects the noticing ability of pre-service teachers.