{'fraction_non_alphanumeric': 0.02707749766573296, 'fraction_numerical': 0.006535947712418301, 'mean_word_length': 5.056497175141243, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Analysis of teachers’ pedagogical content knowledge (PCK) and students’ conceptual mastery in static fluids

This study aims to describe teachers’ Pedagogical Content Knowledge (PCK) on Static Fluid and analyze its effect on students’ concept mastery. Three teachers and three students participated in this study. The research instrument was a questionnaire, open-ended interview questions, and conceptual mastery problems. The interview was conducted with students based on the questionnaire results and the test they had done. Interviews were also conducted with the teacher regarding the learning that had been done so far. The results showed that the three teachers have different PCK profiles. The results also showed that PCK owned by the teacher influenced the mastery of the concepts of students. Students taught by Teacher-1 and Teacher-2 have a similar conceptual mastery, but the conceptual mastery of Student-1 is slightly better than Student-2. In contrast, students taught by Teacher-3 have the mastery of a much better concept than Student-1 and Student-2.