Fahruh Juhaevah, Suradi Tahmir, Ahmad Talib, Alimuddin
This study addresses a critical gap in mathematics education by developing and validating a novel two-tier instrument to assess teachers' Pedagogical Content Knowledge (PCK) in mathematical literacy instruction. The 18-item instrument, grounded in a comprehensive literature review and expert consultations, evaluates four key PCK components: pedagogical, content, student, and curricular knowledge. Piloted with 95 mathematics teachers from Sekolah Penggerak implementing Kurikulum Merdeka in Maluku, Indonesia, the instrument underwent rigorous validation through Confirmatory Factor Analysis (CFA) and Rasch Model analysis. Results strongly support the instrument's four-factor structure, demonstrating robust construct validity and high item and person reliability. This innovative tool not only differentiates varying levels of teacher proficiency but also provides a foundation for targeted professional development in mathematical literacy instruction. This study significantly enhances mathematics education quality by bridging the gap between theoretical PCK frameworks and practical assessment. It offers a scalable model for assessing and developing teacher competencies in promoting mathematical literacy. © 2025 Author(s).
Mathematics Education, Institut Agama Islam Negeri Ambon, Ambon, Indonesia; Doctoral Program of Mathematics Education, Universitas Negeri Makassar, Makassar, Indonesia
