This study aims to describe the modelling competency of pre-service mathematics teachers in solving mathematical modelling problem. The subjects in this study were 34 pre-service mathematics teachers. To obtain research data, subjects were given mathematical modelling problem and then interviewed based on their written answers to obtain more information. This study used time triangulation to test the validity of the data. Furthermore, the data was analyzed through condensation, presentation, and conclusion. As a result, subjects were grouped into six levels based on Ludwig and Xu's mathematical modelling competency. Level 0 is a subject who does not understand the problem. Level 1 are subjects who understand the problems, level 2 are subjects who can simplify the problem, level 3 are subjects who can create mathematical model, level 4 are subjects who can solve mathematical models, level 5 are subjects who can interpret, validate, and present answers. The results showed that out of 34 pre-service mathematics teachers, there were 5.88% at level 5, 2.94% at level 4, 5.88% at level 3, 11.76% at level 2, 64.71% at level 1 and 8.82% at level 0. From these results, it is known that the modelling competence of pre-service mathematics teacher is still relatively low because most of them are at level 1. The subject can understand the problem but does not proceed to the next step in solving it. To overcome this, pre-service mathematics teachers need to receive mathematical modelling learning and get them used to solve mathematical modelling problems.

Authors:
Sri Irawati, Universitas Negeri Surabaya, Indonesia
Manuharawati Manuharawati, Universitas Negeri Surabaya, Indonesia
Abadi Abadi, Universitas Negeri Surabaya, Indonesia

About the Presenter(s)
Sri Irawati is a Ph.D. Candidate, Department of Mathematics education, Universitas Negeri Surabaya, Indonesia & Lecturer, Department of Mathematics Education, Universitas Madura (UNIRA), Indonesia. Her research focuses on mathematics education

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