Conceptual Knowledge of Mathematics Teachers in Equation Concept


  • Mery Novianti Universitas Terbuka
  • Eko Kuswanti Universitas Terbuka
  • Sri Adi Widodo Universitas Sarjanawiyata Tamansiswa


Conceptual Knowledge, Mathematics Teachers, Equation Concept


his research is backgrounded by a few studies that show that there are mathematics teachers who do not have a good understanding of the content of the mathematics they teach. For this reason, the study aims to analyze the teacher's conceptual knowledge, especially about the concept of equations. The respondents to this study were mathematics teachers at the State Junior High School (SMPN) who taught class VII in a district in Banten province totaling 22 people. The research is processed with descriptive qualitative.  The results showed that the teacher's knowledge of equations was obtained 1) doing practice questions but without understanding; 2) obtained by rote memorization; 3) applying in daily activities; 4) interaction with students. In addition, the teacher also has a good understanding of the form of equations.