scholarly journals Mastery of Technological Pedagogical And Content Knowledge (TPACK) Prospective Teacher In ICT Expertise Brawijaya University

2021 ◽  
Vol 6 (3) ◽  
pp. 308-318
Author(s):  
Luluk Latifah ◽  
Admaja Dwi Herlambang ◽  
Satrio Hadi Wijoyo
Keyword(s):  
Content Knowledge ◽  
Prospective Teachers ◽  
Lesson Study ◽  
Evaluation Model ◽  
Study Program ◽  
Teaching Tools ◽  
Information Technology Education ◽  
Learning Scenarios ◽  
Standard Values ◽  
And Training

The Information Technology Education (ITE) study program, Faculty of Computer Science, Universitas Brawijaya requires its students to take part in Pengenalan Lapangan Persekolahan (PLP) 2 according to Permenristekdikti No. 55 of 2017 in order to be able to produce prospective teachers who have the competence of educators. This study describes the gap in mastery of competencies with the TPACK framework based on the results of PLP 2 activities which are compared with standard values using a discrepancy evaluation model. The results of the gap are mapped using the method Importance Performance Analysis (IPA) to determine the priority scale for improvement of variables according to positions in certain quadrants. Through the IPA method, the variables that are prioritized to improve their mastery are TPK and PCK because they have very small gaps. Recommendations are given for the TPK variable to be given a pretest and posttest on the material for preparing teaching tools and training in the preparation of lesson plans. For the PCK variable, should be given pretest and posttest to the study material for theoretical and practical learning scenarios, the activities are needed lesson study which is carried out at least twice.

Analysis of Pedagogic Competency of Mathematical Education Students in Microteaching Course at the Universitas Sembilanbelas November Kolaka

2018 ◽  
Vol 3 (2) ◽  
pp. 60-64
Author(s):  
Fitriyani Hali ◽  
Herlina Herlina
Keyword(s):  
Mathematics Education ◽  
Learning Strategies ◽  
Prospective Teachers ◽  
Lesson Study ◽  
Mathematical Education ◽  
Education Students ◽  
Study Program ◽  
Pedagogical Competence ◽  
The Impact ◽  
Alternative Solutions

One of the competencies that must be possessed by teachers or prospective teachers to become professional teachers is pedagogical competence. Pedagogic competence is the ability of a teacher to manage the learning process that relates to students. Therefore, pedagogical competence is very important for mathematics education students as prospective teachers. This study aims to determine the pedagogic competencies possessed by students, to know the strengths and weaknesses of students' pedagogical competencies, to identify the causes of weaknesses in students' pedagogical competencies, and determine alternative solutions to the weaknesses of students' pedagogical competencies. This research is a descriptive study with a qualitative approach. The subjects in this research are Mathematics Education Study Program students who took Microteaching courses. Data collection in this study was carried out through giving tests and interviews. Data was analyzed in quantitative and qualitative ways. The conclusion of the results of this study are 1) students' pedagogical competencies are in the low category; 2) The advantages of pedagogical competencies possessed by students are a) understanding the students' characteristics; b) mastering the concepts, principles, and procedures for developing curriculum or expertise programs; c) creating learning situations that are active, interactive, communicative, effective, and fun, as well as effective students guidance. While the weaknesses of pedagogic competence possessed by students are: a) mastering learning theory and learning principles; b) mastering theories, principles, and learning strategies; c) mastering the use of media, communication technology, and information, as well as reflective actions to improve the quality of learning; d) mastering concepts, principles, and learning assessment strategies; e) understanding the process and results and the impact of learning for students. 3) Factors that lead to the students' weak pedagogical competence are lack of students' motivation in improving and developing their pedagogical abilities and lack of tasks or exercises carried out by students in developing their pedagogical abilities, and lack of students' creativity in completing tasks. 4) Efforts that can be used as alternative solutions namely applying the Lesson Study approach and providing material reinforcement of pedagogic abilities.

scholarly journals PEDAGOGICAL CONTENT KNOWLEDGE DEPELOPMENT OF SCIENCE PROSPECTIVE TEACHERS IN PROFESSIONAL PRACTICE PROGRAM

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Diana Rochintaniawati ◽  
Ari Widodo ◽  
Riandi Riandi ◽  
Lina Herlina
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Professional Practice ◽  
Prospective Teachers ◽  
Junior High School ◽  
Lesson Study ◽  
Study Data ◽  
External Factors ◽  
Internal Factors ◽  
Pedagogical Content

The study of “Pedagogical Content Knowledge Development of Science Prospective Teachers in Professional Practice Program” was conducted in one junior high school located in Bandung. The purpose of the study was to analyze the level and pattern of science prospective teachers’ PCK development as measured by CoRe. The study involved students who enrolled professionals practice program. Mixed methods, quantitative and qualitative research was utilized as a method in the study. Data collected by the coding and scoring of the CoRe instruments were analyzed  quantitatively; and data gained from observation, documentation, and interviews were analyzed qualitatively. The results showed that the PCK of prospective teachers are in the maturing PCK (level 3) and growing PCK (level 2). There are two patterns of PCK development showed by prospective teachers i.e. rising and fluctuative. The prospective teachers who are in the mature PCK show the pattern of rising, whereas prospective teachers who are in the growing PCK show fluctuative pattern. The study reveals that external and internal factors influenced the development of PCK. The pattern of guidance, lesson study activities, and intensity guidance are external factors that influenced the pattern of prospective students’ PCK development. Psychological effect that exists between teachers and students, the motivation of self to expand the horizons of knowledge, communication skills, and teaching experiences are the internal factors that influenced the development of prospective teacher PCK. The study suggests that the development of prospective teachers PCK in the program can be improved when supervisor and prospective teachers put consideration to those internal and external factors that influence the development of PCK.

scholarly journals Analisis Kompetensi Pedagogical Content Knowledge Calon Guru Fisika Berdasarkan Instrumen CoRe dan PaP-eRs Pada Materi Gelombang Bunyi

2021 ◽  
Vol 12 (1) ◽  
pp. 37-46
Author(s):  
Diah Mulhayatiah ◽  
L Syifa Agnia ◽  
H Y Suhendi
Keyword(s):  
Content Knowledge ◽  
Prospective Teachers ◽  
Learning Process ◽  
Physics Education ◽  
Study Program ◽  
Physics Teachers ◽  
Pedagogical Content ◽  
The Core ◽  
Education Study ◽  
Level 3

PCK competencies are one of the important competencies for prospective physics teachers to have. The measurement of PCK competence for prospective physics teachers can be done using two instruments developed by Loughran, namely the CoRe and PaP-eRs instruments. This study aims to determine and describe the PCK competencies of prospective physics teachers in sound wave metering based on the CoRe instrument, the learning process and PaP-eRs. The method used in this research is descriptive qualitative and carried out by researchers as prospective physics teachers who teach second semester students of physics education study program UIN Sunan Gunung Djati Bandung. The results showed that the PCK competency of prospective teachers based on the CoRe instrument was in the Maturing PCK category or level 3 with a score of 88.17. The PCK competence of prospective teachers based on the learning process is in the effective category with a percentage of 77.67% and based on the PaP-eRs instrument, the PCK competencies of prospective teachers are in the Maturing PCK category or level 3 with a score of 85.18. Keywords: PCK, CoRe, PaP-eRs

scholarly journals Understanding Level of Technology Pedagogy and Content Knowledge (TPACK) Students of Architectural Engineering Education Study Program

2021 ◽  
Vol 3 (1) ◽  
pp. 59-66
Author(s):  
Rr. Tjahyani Busono ◽  
Riskha Mardiana ◽  
Kunthi Herma Dwidayati
Keyword(s):  
Engineering Education ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Engineering Students ◽  
Survey Method ◽  
Study Program ◽  
Architectural Engineering ◽  
Education Study ◽  
The Republic ◽  
Level Of Understanding

 The Law of the Republic of Indonesia Number 14 of 2005 concerning Teachers and Lecturers states that a teacher must have four competencies, namely pedagogical competence, personality, social and professional competences. A teacher is expected to pay attention to the material, strategy, technology or surrounding culture in helping to realize active, creative, fun and meaningful learning. One of the uses of ICT in education is needed as an effort to improve the efficiency and effectiveness of the learning process. However, there are many obstacles faced in its application, including a lack of teacher understanding of technology. Technological Pedagogical And Content Knowledge (TPACK) is a framework that describes the knowledge needed by teachers to integrate technology in designing, implementing and evaluating learning. This study aims to determine the level of understanding of the Technological Pedagogical and Content Knowledge of students of the Architectural Engineering Education Study Program who are also prospective teachers. The research method used is descriptive evaluative with a quantitative approach. Retrieval of data using a survey method of 35 respondents from students of the Architectural Engineering Education Study Program who have been and are currently participating in the Field Experience Program at Vocational High Schools in various regions in West Java. The instrument used was a closed questionnaire where each statement was based on each TPACK component. The results showed that the average level of understanding of Architectural Engineering students towards TPACK was in the good category. The highest value is in the aspect of Technology Knowledge (TK), which is knowledge about technology with a very high category.

scholarly journals Analisis Pedagogical Content Knowledge Mahasiswa Calon Guru Pada Program Studi Pendidikan Matematika

2018 ◽  
Vol 7 (2) ◽  
pp. 239-250 ◽  
Author(s):  
Ade Irfan ◽  
Anzora Anzora ◽  
Tuti Marjan Fuadi
Keyword(s):  
Data Analysis ◽  
Mathematics Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Education Program ◽  
Pedagogical Knowledge ◽  
Study Program ◽  
Pedagogical Content ◽  
Teacher Students

Penelitian ini bertujuan untuk mengetahui pedagogical content knowledge mahasiswa calon guru pada program studi pendidikan matematika Fakultas Keguruan dan Ilmu Pendidikan Universitas Abulyatama Aceh. Untuk mencapai tujuan tersebut penelitian ini menggunakan pendekatan kualitatif dengan desain triangulasi, dimana peneliti mengumpulkan data dari beberapa sumber dan metode yang berbeda, membandingkan hasilnya dan menggunakan hasil temuan untuk melihat apakah saling memvalidasi satu sama lainnya. Data tentang pedagogical content knowledge mahasiswa calon guru kemudian dipaparkan apa adanya sehingga jenis penelitian ini dikategorikan dengan penelitian deskriptif-kualitatif dengan desain triangulasi. Adapun subjek dalam penelitian ini adalah 3 (tiga) orang mahasiswa program studi pendidikan matematika FKIP Universitas Abulyatama yang telah menyelesaikan matakuliah micro teaching atau sedang praktek pengalaman lapangan. Instrumen penelitian ini adalah lembar tugas berbasis masalah, pedoman wawancara, dan lembar observasi. Analisis data yang digunakan dalam penelitian ini berdasarkan analisi data yang dikembangkan oleh Miles dan Huberman (1992), yaitu reduksi data, penyajian data, dan penarikan kesimpulan/verifikasi. Berdasarkan penelitian diketahui bahwa content knowledge mahasiswa calon guru program studi pendidikan Matematika FKIP Universitas Abulyatama berada pada kategori rendah sampai sedang dengan skor 1 sampai dengan 2. Sementara itu, pedagogical knowledge mahasiswa calon guru program studi pendidikan matematika FKIP Universitas Abulyatama berada pada kategori rendah sampai sedang dengan skor 1 sampai dengan 2. This study aimed to determine pedagogical content knowledge of prospective students in mathematics education program Faculty of Teacher Training and Education University Abulyatama Aceh. To achieve this objective, this study used a qualitative approach with triangulation design, in which the researchers collected data from several different sources and methods, compared the results and used the findings to see if mutually validate each other. Data about pedagogical content knowledge of prospective teacher students were then presented as it is so that this type of research was categorized by descriptive-qualitative research with triangulation design. The subjects in this study were 3 (three) students of mathematics education program of FKIP University Abulyatama who had completed micro teaching courses or were practicing field experience. The instruments of this research were problem-based task sheets, interview guides, and observation sheets. Data analysis used in this study based on data analysis developed by Miles and Huberman (1992), namely data reduction, data presentation, and withdrawal of conclusions / verification. Based on the research, it is known that the content knowledge of the prospective teachers of the study program of Mathematics Education of FKIP Universitas Abulyatama was in the low to moderate category with the score of 1 to 2. Meanwhile, pedagogical knowledge of the candidate of the teacher of the mathematics education program of FKIP Universitas Abulyatama was in low to moderate category with a score of 1 to 2.

scholarly journals DEVELOPING PEDAGOGICAL CONTENT KNOWLEDGE OF MATHEMATICS PRE-SERVICE TEACHER THROUGH MICROTEACHING LESSON STUDY

2019 ◽  
Vol 13 (2) ◽  
pp. 201-218 ◽  
Author(s):  
Wasilatul Murtafiah ◽  
Marheny Lukitasari
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Lesson Study ◽  
Learning Activities ◽  
Pedagogical Content ◽  
Concept Mastery ◽  
Assessment Guidelines ◽  
Assessment Techniques ◽  
Learning Scenarios ◽  
Pre Service Teacher

This research aimed to describe pedagogical content knowledge of mathematics pre-service teacher through the lesson study application in microteaching. This descriptive qualitative research was conducted in Universitas PGRI Madiun with Mathematics pre-service teachers as subjects. The data were collected through observation, unstructured interviews, and documentation. Data from learning practice and pedagogical content knowledge were analyzed based on a scoring criteria framework that refers to microteaching assessment guidelines. The results showed that there was an increase in mathematics pre-service teacher learning practice (lesson planning increased from average to good, pre-learning activities increased from average to good, while learning activities increased from average to good, and closing activities increased from average to good). There was an increase in mathematics pre-service teacher content knowledge (increased in concept mastery from average to good and increased in material understanding from average to good). There was also an increase in mathematics pre-service teacher pedagogical knowledge (increased in clarity of learning scenarios from average to excellent, increase in the ability to use learning media from average to good, increase in the appropriateness of assessment techniques with learning objectives from average to good).

UPAYA MENINGKATKAN PRESTASI SEKOLAH MELALUI PENERAPAN MANAJEMEN PELET SUTERA DI SMPN 2 TALEGONG

2021 ◽  
Vol 1 (1) ◽  
pp. 24-35
Author(s):  
CUCU SUWANDANA
Keyword(s):  
Best Practices ◽  
Lesson Study ◽  
Study Program

Tujuan dari penulisan best practices ini adalah untuk mengatasi masalah ketidakefektifan manajemen sekolah dengan  melaksanakan model manajemen sekolah yang menekankan pada pelayanan yang Peduli dan Telaten serta memberikan Sugesti dan memelihara Tradisi, yang kemudian penulis menyebutnya dengan Manajemen Layanan Pelet Sutera (selanjutnya disingkat ML-Pelet Sutra). Pelet akronim dari Peduli dan telaten, Peduli berarti peduli atas dasar energi kesadaran dan kasih sayang. Sutra akronim dari sugesti, tradisi. Sugesti berarti saran, anjuran, pengaruh yang dapat menggerakkan orang dan sebagainya. Dalam kaitan ini sugesti diterapkan untuk memberikan pengertian, pemahaman dan pencerahan kepada guru dan karyawan, peserta didik, dan masyarakat warga sekolah di SMPN 2 Talegong untuk bersama-sama berusaha meningkatkan prestasi sekolah. Tradisi adalah adat kebiasaan turun-menurun (dari nenek-moyang) yang masih dijalankan di masyarakat; Tradisi juga berarti penilaian atau anggapan bahwa cara-cara yang telah ada merupakan cara yang paling baik dan benar. Metode penulisannya dengan cara mendeskripsikan apa yang telah dilakukan selama menjalankan ML-Pelet Sutera, mulai dari dilaksanakan program semangat pagi, program embun pagi, program “DUTA Mengaji”, program lesson study, program “SABER PUNGLI”(Sabtu Bersih Pungut Limbah), program salat berjamaah dan salat duha bersama, kegiatan IHT (In House Training) atau Workshoop, program supervisi pembelajaran,  pengembangan kewirausahaan melalui penanaman pohon lada hasil susup batang dengan pohon melada, sampai dengan program pembelajaran budaya pemanfaatan bahan baku bambu yang biasanya hanya menjadi kayu bakar  menjadi sesuatu yang bernilai artistik. Hasil yang dicapai setelah dilaksanakan ML-Pelet Sutera di SMPN 2 Talegong, di antaranya adalah bertambahnya Sarpras dan fasilitas, Terbangunnya ketertiban dan kedisiplinan dilandasi semangat kebersamaan, Kekeluargaan dan semangat berprestasi di kalangan guru dan siswa, Meningkatnya kepercayaan, Kepedulian dan partisipasi masyarakat, Meningkatnya profesionalitas guru/karyawan dan hal ini berdampak positif bagi peningkatan prestasi belajar peserta didik di sekolah, yang pada ujungnya meningkatnya pretasi sekolah.

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