Open AccessRelationship among pre-service teacher conception of geometry and teaching skills
Author(s) -
Irmawati Liliana Kusuma Dewi,
Sri Asnawati
Publication year - 2019
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1280/4/042042
Subject(s) - mathematics education , geometry , test (biology) , comprehension , nonprobability sampling , mathematics , computer science , population , paleontology , demography , sociology , biology , programming language
The purpose of this research is to find out the correlation between understanding the geometry concept of mathematics pre-service teacher and teaching ability, in explaining the concept of geometry systematically in a planned order, so that the students are easier to understand. Geometry concepts include (1) visual skills, (2) descriptive skills, (3) drawing skills, (4) logical skills, and (5) applied skills. The research method is an experiment, and the sampling technique is purposive. The research instrument is a practice test. Data understanding of geometry concept comes from the Final Test of Geometry course, while the data of teaching ability comes from teaching practice score on geometry topic. The statistical test uses the Pearson Product Moment correlation test and linearity test. The results of this research are: (1) there is a significant correlation between students’ concept comprehension ability and geometry teaching ability; (2) the relationship between students’ conceptual understanding and geometry teaching ability is in the medium category; (3) the magnitude of the influence between the understanding of student concepts and geometry teaching ability is 46.5%. It indicates that there is another factor of 53.5% that affects the ability of pre-service teacher teaching on geometry topics in addition to student concept comprehension.