Subject Matter Knowledge of Prospective Mathematics Teachers on Quadratic Functions Using Problem-Based Learning

Tina Sri Sumartini


Subject matter knowledge is important knowledge possessed by prospective mathematics teachers. In general, this study aims to examine the achievement of Subject Matter Knowledge (SMK) of mathematics teacher candidate students who study with the Problem Based Learning (PBL) model. This study used a mixed-method. The research design used was explanatory sequential design. The population consisted of undergraduate students of the Mathematics Education Study Program.  The sample used was 80 students of prospective mathematics teachers consisting of 40 students in the PBL class and 40 students in the CL-class. The results obtained were: the achievement of the vocational students of mathematics teacher candidates who studied with PBL was better than those of prospective mathematics teacher students who studied with conventional learning. In addition, from the five indicators, four indicators experienced a high increase and one indicator experienced a moderate increase, namely the indicator of the ability to connect the concept of a quadratic function in everyday life.


Subject Matter Knowledge; Quadratic Functions; Problem Based Learning

Full Text:



Ak, O., & Özkarde, R. (2007). The Effects of Problem-Based Active Learning in Science Education on Students ’ Academic Achievement , Attitude and Concept. Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 71–81.

Ball, D.L., Thames, M. H., & Phelps, G. (2016). Content Knowledge for Teaching. Journal of Teacher Education, 59(5), 389–407. Retrieved from

Ball, Deborah Loewenberg, Thames, M. H., & Phelps, G. (2008). Content Knowledge for Teaching: What Makes It Special? Journal of Teacher Education, 59(5), 389–407.

Brendefur, J., Strother, S., Thiede, K., Lane, C., & Surges-Prokop, M. J. (2013). A Professional Development Program to Improve Math Skills Among Preschool Children in Head Start. Early Childhood Education Journal, 41(3), 187–195.

Burhanzade, H., & Aygör, N. (2014). Problems that the students face while solving 1 st Degree Equations with two Unknown , during their prepare to the High School Entrance Exam ( SBS ). Procedia - Social and Behavioral Sciences, 122, 477–483.

Chapman, O. (2015). Mathematics Teachers’ Knowledge for Teaching Problem Solving. LUMAT: International Journal on Math, Science and Technology Education, 3(1), 19–36. Retrieved from

Cho, Y.-A., & Tee, F.-D. (2018). Complementing Mathematics Teachers’ Horizon Content Knowledge with an Elementary-on-Advanced Aspect. Pedagogical Research, 3(1), 1–11.

Cohen, L., Manion, L., Lecturer, P., Morrison, K., & Lecturer, S. (2007). Research Methods in Education.

Creswell, J. (2015). Riset Pendidikan. Yogyakarta: Pustaka Belajar.

Grossman, P. L., Wilson, S. ., & Shulman, L. S. (1898). Teacher of Subtance:Subject Matter Knowledge for Teaching: Knowledge Base for Beginning Teacher. Profesorado, Revista de Curriculum y Formacion Del Profesorado, 9.

Haciomeroglu, G. (2006). Prospective Secondary Teachers ’ Subject Matter Knowledge and Pedagogical Content Knowledge of the Concept of Function. Florida State University.

Hill, H. C., Rowan, & Ball, D. . (2016). Effect of Teacher’s Mathematical Knowledge for Teaching on Student Achievement. American Educational Reseach Journal, 42(2), 371–406.

Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16(3), 235–266. Retrieved from

Hoover, M., Mosvold, R., Ball, D., & Lai, Y. (2016). Making Progress on Mathematical Knowledge for Teaching. The Mathematics Enthusiast, 13(1), 52–70. Retrieved from

Lee, Y., Capraro, R. M., & Capraro, M. M. (2018). Mathematics Teachers’ Subject Matter Knowledge and Pedagogical Content Knowledge in Problem Posing. International Electronic Journal of Mathematics Education, 13(2), 75–90.

Nolan, B., Dempsey, M., & Lovatt, J. (2015). Developing Mathematical Knowledge for Teaching (MKT) for pre-service teachers: a study of students’ developing thinking in relation to the tea ching of mathematics. Proceedings of the British Society for Research into Learning Mathematics, 35(1), 54–59. Retrieved from

Padmavathy, R. D. (2013). Effectiveness of Problem Based Learning In Mathematics. International Multidisciplinary E-Journal, 2(I), 45–51.

Pino-Fan, L. R., Assis, A., & Castro, W. F. (2015). Towards a Methodology for the Characterization of Teachers’ Didactic-Mathematical Knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1429–1456.

Scheiner, T., Montes, M. A., Godino, J. D., Carrillo, J., & Pino-Fan, L. R. (2019). What Makes Mathematics Teacher Knowledge Specialized? Offering Alternative Views. International Journal of Science and Mathematics Education, 17(1), 153–172.

Shulman, L. S. (1986). Knowledge and Teaching: Foundations of The New Reform. Harvard Educational Review, 57(1), 1–23.

Siswono, T. Y. E., Kohar, A. W., Rosyidi, A. H., & Hartono, S. (2017). Primary School Teachers ’ Beliefs and Knowledge About Mathematical Problem-Solving and Their Performance in a Problem-Solving Task. World Transactions on Engineering and Technology Education, 15(2), 126–131.

Tchoshanov, M., Cruz, M. D., Huereca, K., Shakirova, K., Shakirova, L., & Ibragimova, E. N. (2017). Examination of Lower Secondary Mathematics Teachers’ Content Knowledge and Its Connection to Students’ Performance. International Journal of Science and Mathematics Education, 15(4), 683–702.


Article Metrics

Abstract view : 371 times
PDF file view : 262 times


  • There are currently no refbacks.


JPP is indexed by:

         Crossref JPI


Creative Commons License

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