摘要：The objective of this study is to produce a vignette in measuring mathematical
knowledge for teaching based conceptual (MKT-C). The method of this research is
a development research conducted by synthesizing the expert reviews on MKT-C
in the knowledge domain of material content which was divided into sub domains:
common content knowledge based conceptual (CCK-C), specialized content
knowledge based conceptual (SCK-C) and knowledge at the mathematical horizon
based conceptual (KMH-C) through vignette. The research procedure is as follows:
defining constructs, identifying and preparing indicators, developing vignette,
validating experts or expert validation and trial test. The research phases included
(1) preliminary phase: preparation and design and (2) formative evaluation phase:
self-evaluation, prototyping and field test (Tessmer, 2013). At formative evaluation
phase, self-evaluation began and it is done by the researcher himself. In expert
review phase, validation in terms of content, construct and language by experts was
done. One-to-one phase was conducted for the teacher to test the readability. Then
it was tried out to the teachers in the small group of non-research subjects. They
were asked for suggestions and comments for improvement. The small group
carried out was to 29 teachers who participated in the teacher professional
education program at Universitas Halu Oleo.
