THE RELATIONSHIP AMONG CONTENT KNOWLEDGE (CK), PEDAGOGICAL CONTENT KNOWLEDGE (PCK), AND STUDENT’S SELF-REGULATED LEARNING (SRL) AND ITS IMPACT ON STUDENT MATHEMATICS LEARNING OUTCOMES

The purpose of this research was to know the relationship among CK, PCK, and student's SRL and its impact on student mathematics learning outcomes. This research was a combination research (Mixed Methods). This research used an explanatory sequential design. The quantitative research used an ex-post facto design and the qualitative research used a descriptive qualitative design. The population of this research was all the mathematics teacher and the grade VIII students of the state junior high school in the capital city of Tabanan Regency in the even semester of the 2018/2019 academic year. The sample of teachers was taken using purposive sampling technique and the sample of students was cluster random sampling technique. The research data were collected by tests, questionnaires, observations and interviews. The quantitative data were analyzed using Path Analysis, and the qualitative data were analyzed using qualitative descriptive data analysis. The results of this research indicated that there was a direct influence of CK, PCK, and student's SRL toward student mathematics learning outcomes with a contribution of 98.2%, but there was no an indirect influence of CK and PCK toward student mathematics learning outcomes through the student's SRL.