Technological, pedagogical, and content knowledge math teachers: to develop 21st century skills students

Abstract

This study aims to describe the ability of Technological, Pedagogical, and Content Knowledge of mathematics teachers and the way mathematics teachers use Technological, Pedagogical, and Content Knowledge in developing 21st-century students’ skills through math learning. This research was conducted in some junior high schools in Surakarta City. The subject of the research is the teacher of mathematics. The type of this research is qualitative research with case study approach. The data used were obtained from observations and interviews with 4 teachers. The results showed that the TPACK ability of all subjects at the medium level with a total mean of 2.75. The use of interactive media in learning, as well as the presentation of HOT problems through interactive media, can develop students’ critical thinking skills and can bring students creativity and innovation towards mathematics learning. The use of the drill method and the scaffolding approach can develop students’ critical thinking skills. Opening classes for discussion and question and answer can develop students’ communication skills. The use of cooperative learning models can develop students’ collaborative abilities with their peers, while also developing students’ communication skills.