Abstract
Prospective mathematics teacher students must have skills pedagogical content knowledge (PCK) adequate. They are expected to become professional teachers when entering the workforce. However, at this time, there are still stakeholders who doubt their PCK capabilities. For this reason, efforts are needed to prepare the PCK ability of prospective mathematics teachers well. The aim of this study is to develop PCK for prospective mathematics teacher students through lesson study-based Field Experience Practice (FEP). This research uses action research method that involves lectures, teachers, and students. The research subjects were seven prospective mathematics teacher students who were participating in fieldwork practice partner schools in Banjarmasin. The research is conducted based on lesson study in 2 cycles. Each cycle consists of three stages of activity, namely planning (Plan), implementation (Do), and reflection (See). The data is collected through a study of learning plan, carry out, and reflection. The results of the research showed that during the planning and carrying out, there were developments in prospective mathematics teacher students’ PCK ability from cycle I to cycle II. Through the lesson study-based FEP, prospective mathematics teacher students can learn, gain knowledge, and build PCK knowledge from lecturers, teachers, and friends who participate in open lesson activities. The implication of this research is the need to revitalize the implementation of FEP for prospective mathematics teachers, namely by integrating lesson study in FEP activities.
Published Version
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