Constructivism approach is one of the studentcentered learning approaches, students actively build their own knowledge. Social constructivism views that students build new knowledge through their interactions and activities in the classroom, as well as the mediation role of cultural settings and discussion in which the knowledge construction occurs. The purpose of this research is to provide a pattern of analysis of students' knowledge construction using Transcript-based Lesson Analysis (TBLA) through Lesson Study for Learning Community. The method of this research is qualitative descriptive. This research involves students from Secondary School who are taught by a science teacher who is used to following lesson study activities. The learning activities were audio and video recorded. Then the recorded data were transcribed and analyzed. Dialogue analysis related to the students' knowledge construction was analyzed using TBLA that divided a learning process into several segments. The result shows that the profile of students' knowledge construction patterns in science learning consists of 3 segments, namely segment 1 which has a circulation pattern, segment 2 which has a circulation pattern and socialization of the last segment 3 which follows the circulation pattern, socialization and simulation. The role of teacher's questions and students' interaction help students to construct their knowledge.
This research aims to develop a Pictorial-based Two-Tier Multiple Choice Misconception Diagnostic Test on Buffer Solutions. This research uses the Development and Validation method. The development steps in this method consist of test development (design); validity and reliability test; development of determination key; use of tests, and analysis of results. Based on the content validity test using the Content Validity Ratio (CVR) method, there are 24 items meet the content validity criteria. Based on the reliability test obtained Cronbach's Alpha value of 0.827 which indicates that the developed test is included in the acceptable category. It can identify high school students' misconceptions about the buffer solutions because the presence of pictures can help students understand the problems about the buffer solutions, and can provide an overview of their mental representations so that misconceptions are revealed more deeply.
Technological Pedagogical Content Knowledge (TPACK) merupakan pengintegrasian pengetahuan teknologi, pedagogis, dan konten ke dalam pembelajaran oleh guru. Pengetahuan TPACK diperlukan untuk meningkatkan kualitas mahasiswa calon guru IPA. Penelitian ini bertujuan untuk mendeskripsikan persepsi mahasiswa calon guru IPA mengenai pengetahuan TPACK. Penelitian ini merupakan penelitian survey dengan menggunakan metode deskriptif kuantitatif yang melibatkan 60 mahasiswa calon guru IPA di Universitas Tidar. Pengambilan data menggunakan angket self-assessment berisi 31 pernyataanyang mencakup ke dalam 7 (tujuh) indicator TPACK yaitu Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), dan Technological Pedagogical Content Knowledge (TPACK). Data dianalisis dengan 3 (tiga) tahap, yaitu data reduction, data display, dan drawing conclusion. Selanjutnya, data diubah ke dalam kriteria penilaian kualitatif untuk mendeskripsikan persepsi mahasiswa calon guru IPA. Hasil penelitian menunjukkan bahwa pengetahuan TPACK mahasiswa calon guru IPA berkategori baik. Berdasarkan hasil penelitian ini, diharapkan menjadi acuan dalam peningkatan program Pendidikan.
Multiple representation ability is a student's understanding of describing a concept at three chemical representation levels: macroscopic, submicroscopic, and symbolic. This ability represents a complete understanding of chemistry, so every teacher needs to know. This research was conducted to analyze students' multiple representation abilities in voltaic cell material using the Predict-Observe-Explain (POE) diagnostic test. This study uses a qualitative descriptive method to obtain an overview of the ability of multiple representations naturally. The instrument uses the POE diagnostic test, has been validated by five validators consisting of lecturers and chemistry teachers and has been tested to obtain instrument legibility. The research subjects involved 34 class XII high school students who had studied voltaic cell material. The findings of the ability profile of multiple representations include (1) the concept of voltaic cell construction; most students (32.35%) are able to understand the constructs at the macroscopic and symbolic levels accompanied by explanations at the submicroscopic level that are not correct, (2) the concept of calculating values standard cell potential, as many as 44.12% of students were able to observe (macroscopic) and calculate (symbolic) the standard cell potential value accompanied by an inaccurate submicroscopic level explanation, (3) most students (32.35%) were not correct in explaining cell voltaic in alkaline batteries at the macroscopic and submicroscopic levels accompanied by writing at the appropriate symbolic level, and (4) the concept of corrosion, most students (35.29%) were able to explain corrosion phenomena at the macroscopic and symbolic levels accompanied by explanations at the submicroscopic level which less correct.
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