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.

中文翻译：

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开发小插曲来评估基于教学的概念的数学知识

本研究的目的是为基于教学的概念（MKT-C）测量数学知识制作一个小插曲。本研究的方法是综合材料内容知识领域对MKT-C的专家评论进行的发展研究，该知识领域分为子领域：基于公共内容知识的概念（CCK-C），基于专业内容知识的概念（ SCK-C）和基于数学视野的概念知识（KMH-C）通过小插图。研究程序如下：定义结构、识别和准备指标、开发小插图、验证专家或专家验证和试验测试。研究阶段包括（1）初步阶段：准备和设计；（2）形成性评估阶段：自我评估、原型设计和现场测试（Tessmer，2013）。在形成性评价阶段，自我评价开始，由研究者自己完成。在专家评审阶段，由专家对内容、结构和语言进行验证。教师进行了一对一阶段的可读性测试。然后在非研究科目小组的教师中试用。他们被要求提出改进建议和意见。进行的小组是参加 Universitas Halu Oleo 教师专业教育计划的 29 名教师。然后在非研究科目小组的教师中试用。他们被要求提出改进建议和意见。进行的小组是参加 Universitas Halu Oleo 教师专业教育计划的 29 名教师。然后在非研究科目小组的教师中试用。他们被要求提出改进建议和意见。进行的小组是参加 Universitas Halu Oleo 教师专业教育计划的 29 名教师。