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Table 2: The results of professional competence among
mathematics teachers.
Mastering learning
materials and scientific
methodology
80% of teachers master
learning materials, but
30% still have difficulty in
delivering them.
Mastering the structure
and curriculum of learning
materials
60% of teachers master the
curriculum used. On the
other hand, teachers have
difficulty in meeting the
administrative demands of
the curriculum and
applying contextual
problems in mathematics
learning.
Mastering and utilizing
information technology to
improve the quality of
learning
80% of teachers know the
application or props used
in learning mathematics
but only 20% of teachers
already use information
technology in learning.
Table 2 shows that high school math teachers still
need additional knowledge of interactive learning
models, the way they make contextual questions and
the use of mathematical applications in learning.
Contextual questions are needed because procedural
questions without concepts are just rules that will
bring misunderstandings and make students dislike
mathematics (Van de Walle, 2007).
4 CONCLUSIONS
Competencies that must be possessed by teachers of
mathematics are pedagogic and professional
competence. The pedagogic competencies of the
teacher must be in accordance with the curriculum
used in the school. Professional teacher competence
shows the teacher's ability to master the material
content to be given. Teachers have a major role in
learning. If the pedagogic and professional
competence of teachers is not maximized, then the
ability of students cannot be developed maximally.
ACKNOWLEDGEMENTS
The author would like to thank the Institute of
Research and Community Service (LP2M) UIN
Sunan Gunung Djati Bandung which has provided
financial support to this research.
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