THE INFLUENCE OF TEACHER’S TRUST, SELF EFFICACY, AND CONTENT KNOWLEDGE TOWARDS PEDAGOGICAL CONTENT KNOWLEDGE AND ITS IMPACT ON STUDENT LEARNING ACHIEVEMENT

The purpose of this study is to determine the influence of Teacher's Trust (TT), Teacher's Self Efficacy (TSE), and Content Knowledge (CK) on Pedagogical Content Knowledge (PCK) and its impact on student's mathematics learning achievement. The population of this study were all math teachers and junior high school students in Buleleng Regency in 2018/2019 Academic Year. The sample of teachers was taken using area cluster random sampling technique, while the sample of student was determined using sampling purposive technique. This study used the post facto design. As independent variables were TT, TSE, and CK, the intermediate variable was PCK while the dependent variable was mathematics learning achievement. The instruments used to measure TT and TSE were questionnaires, while CK, PCK, and mathematics learning achievements were collected using tests. The methods of data collection used questionnaires and tests. Then, the data was analyzed inductively using Path Analysis. The results showed that there was no influence of TT, TSE, CK on PCK and its impact on student learning achievement. However, CK and PCK had a direct or indirect effect on student learning achievement with a contribution of 56.1%.