Classification of cultural capital to view profile of pedagogical content knowledge mathematics teachers in gayo highlands

Abstract

Teachers with a variety of cultural capital backgrounds must be able to deliver content of material and be able to integrate the content knowledge taught into knowledge about the curriculum, the use of learning strategies and models, as well as an understanding of the characteristics of students' abilities individually and in groups. Various teacher abilities are known as Pedagogical Content Knowledge (PCK). This study was conducted to determine the PCK profile of Mathematics teachers from the identification of cultural capital in the Gayo Highland state senior high schools. This research was conducted in 5 state Senior High Schools in Gayo Highland. The population in this study were all high school mathematics teachers in Gayo Highland. While the sample in this study were 10 Mathematics teachers from state senior high school in Gayo Highland who were selected using cluster sampling. The method used in this research is quantitative method with descriptive analysis through survey design. Techers' PCK scores were obtained with Content Representation (CoRe) instruments and triangulation data with student questionnaires and school principal supervision sheets. The results showed that the Mathematics teachers' PCK profile from the cultural capital classification in the Gayo Highlands High School was at the level of the growing PCK.