ARE INDONESIAN PROSPECTIVE MATHEMATICS TEACHERS READY? DIAGNOSTIC INSIGHTS INTO BASIC MATHEMATICAL COMPETENCE
DOI:
https://doi.org/10.24260/47wxk030Keywords:
Assessment of Mathematical Ability, Pedagogical Content Knowledge, Prospective TeachersAbstract
Basic mathematical skills constitute a crucial foundation for prospective mathematics teachers, as weaknesses in this competence may hinder conceptual understanding, the development of Pedagogical Content Knowledge (PCK), and readiness to teach effectively. Therefore, an early diagnostic assessment of prospective teachers' mathematical competence is important to provide empirical evidence for curriculum improvement in mathematics teacher education programs. This study aims to identify the profile of prospective teachers' basic mathematical skills and formulate curriculum implications based on diagnostic findings. A quantitative descriptive approach was employed involving 85 third-semester students of the Mathematics Education Program at one of the teacher education institutions (LPTK) in North Sumatra Province, Indonesia, selected through random sampling. The research instrument consisted of a written test containing 40 multiple-choice items covering five junior secondary mathematics content domains: number, algebra, measurement, geometry, and data analysis and probability. Data were analyzed using descriptive statistical techniques to determine achievement percentages across domains and identify patterns of students’ weaknesses. The findings reveal that 91.76% of students were categorized as having low mathematical ability, with an average score of 29.86 on a 100-point scale. Domain-based analysis showed that algebra achieved the highest percentage (38.55%), followed by data analysis and probability (37.84%), geometry (28.24%), number (24.00%), and measurement (20.67%) as the weakest domain. These findings indicate the need for curriculum interventions, including matriculation programs, redesigning junior secondary mathematics courses through Hypothetical Learning Trajectory (HLT), implementing Realistic Mathematics Education (RME), and conducting periodic diagnostic assessments to strengthen prospective teachers' mathematical foundations.
References
Aprillia, A., & Sutiarso, S. (2023). Pengaruh Kemampuan Awal Terhadap Pemahaman Konsep Matematis Siswa. Euclid, 10(2), 325-336. https://doi.org/10.33603/e.v10i2.8565
Arhin, A. K., Akendita, P. A., & Boateng, P. (2025). Mathematics readiness of first-year pre-service teachers. International Journal of Mathematical Education in Science and Technology, 1–22. https://doi.org/10.1080/0020739X.2025.2512474
Ayuningtyas, A. D., & Apriandi, D. (2019). Pedagogical Content Knowledge (PCK) pada mahasiswa calon guru matematika. Numerical: Jurnal Matematika dan Pendidikan Matematika, 3(2), 119-130. https://doi.org/10.25217/numerical.v3i2.616
Ayuningtyas, N., & Sukriyah, D. (2020). Analisis pengetahuan numerasi mahasiswa matematika calon guru. Delta-Pi: Jurnal Matematika Dan Pendidikan Matematika, 9(2), 237-247. https://doi.org/10.33387/dpi.v9i2.2299
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Desjardins, C. D., & Bulut, O. (2018). Handbook of educational measurement and psychometrics using R. CRC Press.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education (10th ed.). McGraw-Hill Education.
Hasanah, R. U., & Siregar, T. J. (2022). Profil kemampuan calon guru matematika dalam mengembangkan perangkat pembelajaran selama melaksanakan micro teaching. Jurnal Tarbiyah, 29(1), 92-107. https://dx.doi.org/10.30829/tar.v29i1.1367
Ivars, P., Fernández, C., Llinares, S., & Choy, B. H. (2019). Enhancing noticing: Using a hypothetical learning trajectory to improve pre-service primary teachers' professional discourse. Eurasia Journal of Mathematics, Science and Technology Education, 14(11), em1599. https://doi.org/10.29333/ejmste/93421
Jannah, R. R., Waluya, S. B., Asikin, M., & Zaenuri, Z. (2021). Systematic literature review: Pembelajaran project based learning (PjBL) terhadap kemampuan literasi matematika siswa. IJoIS: Indonesian Journal of Islamic Studies, 2(2), 227–234. https://doi.org/10.59525/ijois.v2i2.43
Kasim, A. S., Waliyanti, I. K., & Chandra, F. E. (2023). Analisis kemampuan awal matematis mahasiswa program studi pendidikan matematika pada materi turunan. Jurnal Pendidikan Guru Matematika, 3(2), 112-120. https://doi.org/10.33387/jpgm.v3i2.6130
Kementerian Pendidikan dan Kebudayaan. (2017). Peraturan Menteri Pendidikan dan Kebudayaan Nomor 23 Tahun 2016 tentang Standar Penilaian Pendidikan. Kementerian Pendidikan dan Kebudayaan Republik Indonesia.
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2021). Laporan hasil Asesmen Nasional 2021. Pusat Asesmen dan Pembelajaran, Badan Standar, Kurikulum, dan Asesmen Pendidikan.
Khairudin, K. (2020). Kemampuan awal kalkulus mahasiswa pendidikan matematika. Edukasi: Jurnal Pendidikan, 18(1), 50-60. https://doi.org/10.31571/edukasi.v18i1.1679
Khusna, H., Ulfah, S., & Miatun, A. (2024). Analisis bibliometrik pada tren penelitian education for sustainable development (ESD) pada pembelajaran matematika. Lemma : Letters Of Mathematics Education, 11(1), 25-40. https://doi.org/10.22202/jl.2024.v11i1.8834
Lestari, Y., Herdiansyah, H., Taslim, A. M., & Anaguna, N. (2026). Analisis kesulitan mahasiswa pendidikan matematika dalam praktikum mata kuliah statistika multivariat. Pedagogy: Jurnal Pendidikan Matematika, 11(2), 1174-1187. https://doi.org/10.30605/8katch70
Lynn, M. R. (1986). Determination and quantification of content validity. Nursing Research, 35(6), 382-385. https://doi.org/10.1097/00006199-198611000-00017
Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Lawrence Erlbaum Associates.
Mardianto, N. F. D., Hasanah, R. U., Nasution, S. F. Y., & Asmal, Z. (2024). Analisi Kesulitan Mahasiswa dalam Perkuliahan Analisis Real. Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika, 2(3), 28–36. https://doi.org/10.61132/arjuna.v2i3.778
Njiku, J. (2025). Pre-service teachers manifested mathematics pedagogical content knowledge: The role of the teaching practicum. Pedagogical Research. https://doi.org/10.29333/pr/15647
Oktariani, E., & Puspaningtyas, N. D. (2024). Analisis Pengetahuan Numerasi Mahasiswa Calon Guru Matematika. Jurnal Cendekia: Jurnal Pendidikan Matematika, 8(3), 2307-2318. https://doi.org/10.31004/cendekia.v8i3.3620
Prahmana, R. C. I. (2017). Design research (Teori dan implementasinya: Suatu pengantar). Rajawali Pers.
Reflina, R. (2020). Kesulitan mahasiswa calon guru matematika dalam menyelesaikan soal pembuktian matematis pada mata kuliah geometri. Jurnal Analisa, 6(1), 80–90. https://doi.org/10.15575/ja.v6i1.6607
Schons, C., Obersteiner, A., Reinhold, F., Fischer, F., & Reiss, K. (2022). Developing a simulation to foster prospective mathematics teachers’ diagnostic competencies: The effects of scaffolding. Journal für Mathematik-Didaktik, 44, 59–82. https://doi.org/10.1007/s13138-022-00210-0
Septianingsih, R., & Zakiyah, L. N. (2026). Pemetaan kemampuan awal matematika mahasiswa FKIP UPP berdasarkan analisis kesalahan Newman. Jurnal Armada Pendidikan, 4(1), 163–171. https://doi.org/10.60041/jap.v4i1.360
Setiawan, W., Hartati, S. J., Putri, N. C., & Dewi, R. K. (2022). Analisis literasi matematika mahasiswa calon guru ditinjau dari pebedaan kemampuan matematika. JIPMat (Jurnal Ilmiah Pendidikan Matematika), 7(1), 1-10. https://doi.org/10.26877/jipmat.v7i1.11477
Setiawan, W., Hatip, A., Huda, N., Fathimatuzzahro, I., Anggraini, V. D., & Putri, N. C. (2025). Identifikasi Mathematics Pedagogical Content Knowledge (MPCK) Mahasiswa Calon Guru Matematika. JagoMIPA: Jurnal Pendidikan Matematika Dan IPA, 5(1), 226–238. https://doi.org/10.53299/jagomipa.v5i1.1053
Simon, M. A. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education, 26(2), 114-145. https://doi.org/10.2307/749205
Sucipto, L., & Mauliddin, M. (2017). Analisis kesulitan belajar mahasiswa dalam memahami konsep bilangan real. Beta: Jurnal Tadris Matematika, 9(2), 197–211. https://doi.org/10.20414/betajtm.v9i2.37
Sugeng, D. (2022). Exploration of prospective mathematics teachers’ mathematical connections when solving the integral calculus problems based on prior knowledge. European Journal of Mathematics and Science Education, 3(2), 105. https://doi.org/10.12973/ejmse.3.2.105
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach's alpha. International Journal of Medical Education, 2, 53-55. https://doi.org/10.5116/ijme.4dfb.8dfd
Walter, D., Bergmann, A., Maibach, M., Huethorst, L., Reinartz, L., Grünewald, N., Selter, C., & Harrer, A. (2025). How pre-service teachers can be supported to increase their diagnostic skills in mathematics—Design and evaluation of a learning platform for university teacher training. Frontiers in Education. https://doi.org/10.3389/feduc.2025.1510828
Wulan, E. R., Rahayu, D. S., Milla, Y. I. E., & Araiku, J. (2024). The portrait of prospective mathematics teachers in critical thinking through problems with contradictory information: A view from prior knowledge. Al-Jabar: Jurnal Pendidikan Matematika, 15(1). https://doi.org/10.24042/ajpm.v15i1.19317
Zlatkin-Troitschanskaia, O., Shavelson, R., & Bartnik, T. (2025). What have we learned about modelling and assessing mathematics teachers’ competence? Insights from a literature review. ZDM–Mathematics Education, 57, 1093–1108. https://doi.org/10.1007/s11858-025-01689-w
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Rusi Ulfa Hasanah, Siti Maysarah
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
