The Relationship between Mathematics Teachers’ TPACK and Students' Mathematical Resilience

Anwaril Hamidy, Arista Wibowo

Abstract


Previous research shows that teachers play a role in determining students' math resilience. However, there is still little research on the type of teacher competencies that support students' mathematical resilience. This study examines the effect of mathematics teachers’ Technological Pedagogical Content Knowledge (TPACK) on students' math resilience. This quantitative study involved 163 students from a junior high school and four senior high schools in the East Kalimantan region. Data was collected through questionnaires that measured mathematics teachers' TPACK from the student perspective and students’ math resilience. Information about the gender of respondents is also collected. Data were analyzed using multiple linear regression and moderated regression. The results exposed that the mathematics teachers’ TPACK significantly affected students' math resilience. The components of Pedagogical Knowledge and Technological Pedagogical Content Knowledge partially affect students' math resilience. However, the study found no moderation by student gender on the relationship between mathematics teachers' TPACK and students' math resilience. This study contributes significantly to understanding the role of mathematics teachers' TPACK in improving students' math resilience. The results can be a reference for related parties, especially in developing more effective mathematics teacher training and competency development programs.

Keywords


teachers’ competence, technological knowledge, pedagogical knowledge, content knowledge, mathematical resilience

Full Text:

PDF

References


Ariyanti, G., & Santoso, F. G. I. (2020). Analysis of mathematics learning outcomes on senior high school students in Madiun City, Indonesia in COVID-19 pandemic. Journal of Physics: Conference Series, 1663(1), 1–6. https://doi.org/10.1088/1742-6596/1663/1/012037

Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11(5), 181–185. https://doi.org/10.1111/1467-8721.00196

Awofala, A. O. A. (2021). A validation of the mathematical resilience scale for twelfth graders through confirmatory factor analysis and its relationship with achievement in mathematics in Nigeria. SN Social Sciences, 1(8), 204. https://doi.org/10.1007/S43545-021-00212-8

Az Zahra, A., & Hadi, W. (2022). Analysis of mathematical connection ability regarding mathematical resilience and gender of MTs students. Prisma Sains: Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 10(3), 546–555. https://doi.org/10.33394/j-ps.v10i3.5254

Borman, G. D., & Overman, L. T. (2004). Academic resilience in mathematics among poor and minority students. The Elementary School Journal, 104(3), 177–195. https://doi.org/10.1086/499748

Bykova, E. В., & Chirkina, T. А. (2020). Relationship between teacher’s characteristics and academic resilience among students. The Monitoring of Public Opinion: Economic & Social Changes, 4(158), 445–460. https://doi.org/10.14515/monitoring.2020.3.1599

Çetin, I., & Erdogan, A. (2018). Development, validity and reliability study of technological pedagogical content knowledge (TPACK) efficiency scale for mathematics teacher candidates. International Journal of Contemporary Educational Research, 5(1), 50–62. http://ijcer.net/en/pub/issue/38043/434095

Cousins, S., Brindley, J., Baker, J., & Johnston-Wilder, S. (2019). Stories of mathematical resilience: How some adult learners overcame affective barriers. Widening Participation and Lifelong Learning, 21(1), 46–70. https://doi.org/10.5456/WPLL.21.1.46

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. In P. A. Smith, C. Robb, M. Buchholtz, J. Sabella, & K. Mason (Eds.), Educational Research (Fourth). Pearson Education. https://doi.org/10.1017/CBO9781107415324.004

Devine, A., Fawcett, K., Szucs, D., & Dowker, A. (2012). Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral and Brain Functions, 8(33), 1-9. https://doi.org/10.1186/1744-9081-8-33

Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 years? Frontiers in Psychology, 7, 508. https://doi.org/10.3389/fpsyg.2016.00508

Ebel, R. L., & Frisbie, D. A. (1991). Essentials of educational measurement. Prentice-Hall, Inc.

Efilti, E., & Çoklar, A. N. (2013). The study of the relationship between teachers’ teaching styles and TPACK education competencies. World Journal on Educational Technology, 5(3), 348–357.

Ekmekci, A., & Serrano, D. M. (2022). The impact of teacher quality on student motivation, achievement, and persistence in science and mathematics. Education Sciences, 12(10), 649. https://doi.org/10.3390/EDUCSCI12100649

Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5–6 years old kindergarten children in a computer programming environment: A case study. Computers & Education, 63, 87–97. https://doi.org/10.1016/J.COMPEDU.2012.11.016

Fitriana, A., & Maarif, S. (2022). Analysis of learning obstacle to numeracy ability based on mathematical resilience of elementary students. JIML, 5(2), 75–84. https://doi.org/10.22460/JIML.V5I2.11202

García-Crespo, F. J., Suárez-Álvarez, J., Fernández-Alonso, R., & Muñiz, J. (2022). Academic resilience in mathematics and science: Europe TIMSS-2019 data. Psicothema, 34(2), 217–225.

Gilchrist, E., & Zhang, K. C. (2022). Gender stereotypes in the UK Primary Schools: Student and teacher perceptions. International Journal of Educational Reform, 100(5), 876–890. https://doi.org/10.1177/10567879221114889

Jameson, M. M. (2020). Time, time, time: perceptions of the causes of mathematics anxiety in highly maths anxious female adult learners. Adult Education Quarterly, 70(3), 223–239. https://doi.org/10.1177/0741713619896324

Johnston-Wilder, S., Lee, C., Brindley, J., & Garton, L. (2015). Developing mathematical resilience in school-students who have experienced repeated failure. ICERI2015 Proceedings, 6358–6367. http://hdl.handle.net/10630/10785

Khumalo, V. L., Van Staden, S., & Graham, M. A. (2022). Weathering the storm: Learning strategies that promote mathematical resilience. Pythagoras, 43(1), 1-11. https://doi.org/10.4102/pythagoras.v43i1.655

Lee, C., & Johnston-Wilder, S. (2017). The construct of mathematical resilience. In U. X. Eligio (Ed.), Understanding Emotions in Mathematical Thinking and Learning (pp. 269–291). Elsevier. https://doi.org/10.1016/B978-0-12-802218-4.00010-8

Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math anxiety. Psychology Research and Behavior Management, 11, 311–322. https://doi.org/10.2147/PRBM.S141421

Lyakhova, S., & Joubert, M. (2022). Post-16 further mathematics blended learning: Learner self-regulation, mathematical resilience, and technology. Teaching Mathematics and Its Applications: An International Journal of the IMA, 41(1), 51–68. https://doi.org/10.1093/TEAMAT/HRAB005

Maharani, N. A. D., & Retnowati, E. (2020). Schema of competencies for mathematics junior high school based on Indonesian curriculum. Journal of Physics: Conference Series, 1581(1), 012047. https://doi.org/10.1088/1742-6596/1581/1/012047

Mahfud, M. S., Mardiyana, M., & Fitriana, L. (2021). Bagaimana pemahaman konsep matematika siswa pada pembelajaran online?. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 10(2), 1190–1197.

http://fkip.ummetro.ac.id/journal/index.php/matematika/article/view/3681

Moore-Adams, B. L., Jones, W. M., & Cohen, J. (2016). Learning to teach online: A systematic review of the literature on K-12 teacher preparation for teaching online. Distance Education, 37(3), 333–348. https://doi.org/10.1080/01587919.2016.1232158

Mwamwenda, T. S. (2011). Teachers’ gender stereotypes in south africa: A case study. Journal of Psychology in Africa, 21(4), 611–613. https://doi.org/10.1080/14330237.2011.10820508

Nasution, M. L., Yerizon, Y., Gusmiyanti, R., Attami, D., Budiyono, B., & Indriati, D. (2020). The mathematical problem-solving ability of junior high school students based on their mathematical resilience. Journal of Physics: Conference Series, 1469(1), 012152. https://doi.org/10.1088/1742-6596/1469/1/012152

Nisa, K., Ramadhan, S., & Thahar, H. E. (2023). Assessing undergraduate students’ perspectives on lecturers’ technology, pedagogy, and content knowledge competency. Cypriot Journal of Educational Sciences, 18(1), 146–157. https://doi.org/10.18844/cjes.v18i1.8364

Osaďan, R. (2012). Gender stereotypes and elementary school teachers. Acta Technologica Dubnicae, 2(2), 25–29. https://doi.org/10.1515/atd-2015-0057

Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19(2), 139–158. https://doi.org/10.1080/10573560308222

Pakarinen, E., Kiuru, N., Lerkkanen, M. K., Poikkeus, A. M., Ahonen, T., & Nurmi, J. E. (2011). Instructional support predicts children’s task avoidance in kindergarten. Early Childhood Research Quarterly, 26(3), 376–386. https://doi.org/10.1016/J.ECRESQ.2010.11.003

Patrick, H., Turner, J. C., Meyer, D. K., & Midgley, C. (2003). How teachers establish psychological environments during the first days of school: Associations with avoidance in mathematics. Teachers College Record: The Voice of Scholarship in Education, 105(8), 1521–1558. https://doi.org/10.1111/1467-9620.00299

Pedoman Pelaksanaan Kurikulum pada Satuan Pendidikan dalam Kondisi Khusus, Pub. L. No. 719/P/2020, 1 (2020).

https://www.kemdikbud.go.id/main/files/download/b132c61a5ba32c6

Pitzer, J., & Skinner, E. (2017). Predictors of changes in students’ motivational resilience over the school year: The roles of teacher support, self-appraisals, and emotional reactivity. International Journal of Behavioral Development, 41(1), 15–29. https://doi.org/10.1177/0165025416642051

Pulungan, D. A., Retnawati, H., & Jaedun, A. (2022). Mathematical resilience: How students survived in learning mathematics online during the Covid-19 pandemic. Qualitative Research in Education, 11(2), 151–179. https://doi.org/10.17583/QRE.9805

Pusat Penelitian Kebijakan Badan Penelitian dan Pengembangan dan Perbukuan Kemdikbudristek. (2021). Dampak penyederhanaan kurikulum terhadap capaian pembelajaran. Risalah Kebijakan, 29, 1–8. https://puslitjakdikbud.kemdikbud.go.id/

Quyen, P. T. (2022). An investigation into EFL teachers’ application of TPACK: Insights within a high school context of a city in Vietnam. International Journal of Science and Management Studies (IJSMS), 5(5), 301–322. https://doi.org/10.51386/25815946/ijsms-v5i5p125

Rahmawati, D., & Kismiantini. (2022). Gender differences in mathematics achievement, competitiveness, fear of failure, and resilience: Analysis of PISA 2018 in Indonesia. AIP Conference Proceedings, 2575(1). https://doi.org/10.1063/5.0107819/2830305

Ricketts, S. N., Engelhard, G., & Chang, M.-L. (2017). Development and validation of a scale to measure academic resilience in mathematics. European Journal of Psychological Assessment, 33(2), 79–86. https://doi.org/10.1027/1015-5759/a000274

Sampaio, P. A. D. S. R., & Coutinho, C. P. (2015). O professor como construtor do currículo: Integração da tecnologia em atividades de aprendizagem de matemática. Revista Brasileira de Educação, 20(62), 635–661. https://doi.org/10.1590/S1413-24782015206205

Siegle, D. (2007). Increasing student mathematics self-efficacy through teacher training. Journal of Advanced Academics, 18(2), 278–312. https://doi.org/10.4219/jaa-2007-353

Sumarmo, U. (2016). Resiliensi Matematika. In M. L. EJR, I. Permana, & D. Firmansyah (Eds.), Prosiding Seminar Nasional Matematika dan Pendidikan Matematika STKIP Siliwangi, 23–41). STKIP Siliwangi.

Tafonao, T., Saputra, S., & Suryaningwidi, R. (2020). Learning media and technology: Generation Z and Alpha. Indonesian Journal of Instructional Media and Model, 2(2), 89–100. http://journal.univetbantara.ac.id/index.php/ijimm/article/view/954

Tahseldar, M. M. T. (2018). Investigating teachers gender stereotyped performance in Beirut private schools. International Journal of Humanities, Social Sciences and Education, 5(8), 244–268. https://doi.org/10.20431/2349-0381.0508021

Tambunan, H. (2021). Dampak pembelajaran online selama pandemi Covid-19 terhadap resiliensi, literasi matematis dan prestasi matematika siswa. JPMI (Jurnal Pendidikan Matematika Indonesia), 6(2), 70–76.

https://doi.org/http://dx.doi.org/10.26737/jpmi.v6i2.2490

Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & Van Braak, J. (2013). Technological pedagogical content knowledge – a review of the literature. Journal of Computer Assisted Learning, 29(2), 109–121. https://doi.org/10.1111/J.1365-2729.2012.00487.X

Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73(1), 287–301. https://doi.org/10.1111/1467-8624.00406

Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35(3), 193–202. https://doi.org/10.1016/J.CEDPSYCH.2010.03.002

Wibowo, A., Slamet, I., & Sudjadi, I. (2018). Construct validity of mathematical resilience: Confirmatory factor analysis. 160, 261–264. https://doi.org/10.2991/INCOMED-17.2018.55

Zanthy, L. S., Kusuma, Y. S., & Soemarmo, U. (2019). Mathematical resilience analysis of senior high school students. Journal of Physics: Conference Series, 1315(1), 012074. https://doi.org/10.1088/1742-6596/1315/1/012074

Zhao, Y. (2022). Build back better: Avoid the learning loss trap. PROSPECTS, 51(4), 557–561. https://doi.org/10.1007/s11125-021-09544-y

Zhu, Y., & Kaiser, G. (2022). Impacts of classroom teaching practices on students’ mathematics learning interest, mathematics self-efficacy and mathematics test achievements: a secondary analysis of Shanghai data from the international video study global teaching InSights. ZDM - Mathematics Education, 54(3), 581–593. https://doi.org/10.1007/S11858-022-01343-9/FIGURES/3




DOI: https://doi.org/10.24815/jdm.v10i2.33346

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Anwaril Hamidy, Arista Wibowo

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


Jurnal Didaktik Matematika

ISSN 2355–4185 (print) | 2548–8546 (online)

Published by:

Universitas Syiah Kuala incorporated with the Indonesian Mathematics Educators Society (I-MES)

Mathematics Education Department Faculty of Teacher Training and Education, Universitas Syiah Kuala, Darussalam, Banda Aceh, Indonesia - 23111

Website : http://jurnal.usk.ac.id/DM/ 
Email     : jurnal.jdm@usk.ac.id 

Creative Commons License

Jurnal Didaktik Matematika by Program Studi Magister Pendidikan Matematika FKIP Universitas Syiah Kuala is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.