THE STRUCTURAL EQUATION MODELS FROM FACTORS AFFECTING OF MATHEMATICS FUTURE TEACHERS KNOWLEDGE
1Mutia Mentari, Rini Oktavia, Saiful Mahdi
In order to support good education, good preparation is also needed on the education program for teachers candidate. On this basis, an understanding of the factors that influence the knowledge of teachers candidate, especially mathematics teacher candidates, is needed. The Teacher Education Study in Mathematics (TEDS-M) is a study that examines how the impact of current teacher education programs on the knowledge of mathematics teachers candidate. Based on the results of the study obtained four factors that influence the knowledge of mathematics teachers candidate, namely background, mathematical knowledge, belief in mathematics learning, and mathematics learning opportunities. This study will examine how the relationship between the knowledge of mathematics future teacher to the four factors using structural equation (SEM), and find a mathematical model that can explain how all the parameters formed can be estimated using SEM analysis method. The results obtained indicate that the background and belief in learning mathematics has a great influence on mathematics future teacher knowledge. Opportunities in learning mathematics and mathematical knowledge are not so influenced by the mathematics future teacher knowledge. This is allegedly due to other factors which have a greater effect on opportunities in learning mathematics and mathematical knowledge compared to the mathematics future teacher knowledge.
Structural equation models, TEDS-M, mathematics future teacher knowledge