Analysis of pedagogical content knowledge (PCK) ability of science teachers in planning and reflecting on environmental pollution content

Purwianingsih, Widi; Mardiyah, Ainil

doi:10.1088/1742-6596/1013/1/012076

Cited by 6 publications

(4 citation statements)

References 4 publications

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“…Teacher's TPACK profile in the learning process is obtained based on the results of the PaP-eRs and assessment of the implementation of the learning process. The PaP-eRs were aimed to describe the actual activities that occur in the classroom to reflect the teachers' professional performance after teaching since the PaP-eRs reflect the ability of teachers in teaching practices on how to teach class related to introduction activities, main activities, and closing activities, including teachers' and students' activities, classroom interactions showing students' responses and follow ups made by teachers about it [15][16][17]. The assessment towards the PaP-eRs shows that biology teachers' performance is classified into a good category with an average value of 72.…”

Section: Resultsmentioning

confidence: 99%

“…Misunderstanding can occur because each student has an initial conception of an event or phenomenon that is sometimes in conflict with the concept. Therefore, the teachers are required to find out the students' initial conception in learning and clarify if there is a misunderstanding to fit the science concept [16].…”

Section: Resultsmentioning

confidence: 99%

“…The ability of teachers to develop PaP-eRs has reached a good category.Teachers develop PaP-eRS quite well and there are no teachers who fail in developing PaP-eRs[16]. The teachers can describe the process of introductions activities, main activities, and closing activities well.…”

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confidence: 99%

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TPACK Profile of Biology Teachers During Their Learning Process After Participating in Numerical Taxonomy and its Training Program

Hidayat,

Rafadewi A. Putri,

Purwaningsih

2024

KSS

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This study aimed to analyze the TPACK (Technological Pedagogical Content Knowledge) profiles of biology teachers in their learning process after participating in numerical taxonomy and its training program. TPACK is a construction of knowledge that must be possessed by teachers in the 21st century. Numerical taxonomy and its training aim to develop biology teachers’ TPACK in the classification of living things. This training equips biology teachers with the knowledge needed to integrate TPACK components into the learning process, including contents related to TPACK and to the classification of living things, especially numerical taxonomy, learning technology, learning strategies, and methods to integrate TPACK into the learning process. This research is a descriptive study in which the data of biology teachers’ TPACK during the learning process were obtained from PaP-eRs and the results of the learning performance assessment. The results showed that biology teachers’ TPACK during the learning process after numerical taxonomy training had good results, and there has been an interactive phase between the TPACK components in the learning process. This is proven by teachers’ ability to develop good PaP-eRs and teachers’ performance based on the learning assessment results. It was further found that the use of technology in the learning process has been optimally applied by teachers. Meanwhile, the delivery of motivation and misconception were less developed by the teachers during the implementation of the TPACK learning process. Keywords: TPACK, numerical taxonomy, training program, biology teachers

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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TPACK Profile of Biology Teachers During Their Learning Process After Participating in Numerical Taxonomy and its Training Program

Hidayat,

Rafadewi A. Putri,

Purwaningsih

2024

KSS

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“…This course integrates content knowledge with pedagogical knowledge into PCK (Pedagogical Content Knowledge) and is designed to facilitate students in integrating content knowledge and pedagogical knowledge. Previous studies indicate that teachers struggle to integrate content and pedagogical knowledge into PCK (Purwianingsih & Mardiyah, 2018). Another study reported that teachers failed to describe detailed and specific content in their TPACK (Nasution et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Program for Integrating Education for Sustainable Development (ESD) into Prospective Biology Teachers' Technological Pedagogical Content Knowledge (TPACK)

Purwianingsih

Novidsa

Riandi

2022

JPII

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This study aims to promote prospective biology teachers' Technological Pedagogical Content Knowledge (TPACK) about Education for Sustainable Development (ESD) or TPACK-ESD through a School Biology Course. The course is an integrated course as it discusses essential biology contents for the school and the strategies to present the content to the students. It is urgent to promote prospective teachers' TPACK-ESD since the existing biology teachers are not prepared to integrate ESD into biology lessons. The study applied a descriptive method based on a seven-step model of Reorient University Curricula to Address Sustainability (RUCAS). Participants in this study were third-year prospective teachers who were taking the course. The effectiveness of this program for prospective biology teachers is drawn from Content Representation (CoRes) and lesson plans prepared by prospective teachers. The results showed that prospective teachers' TPACK-ESD improved from early development to developed level. It means that prospective teachers' TPACK-ESD is still at a low level. Although the program can improve prospective biology teachers' competencies in developing lesson plans, the level is still low. One semester intensive program seems insufficient to promote prospective teachers' TPACK-ESD. Therefore, it is recommended that the program for promoting ESD integration into TPACK-ESD is conducted for an extended time. The novelty of this study lies in the findings and the coverage of the research area. This study is the first to explore a strategy to promote prospective teachers' TPACK-ESD. More studies are needed, especially on teachers' education curriculum and professional development programs, to accelerate the development of teachers' TPACK-ESD.

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Analysis of teachers’ pedagogical content knowledge (PCK) and students’ conceptual mastery in static fluids

Puspitaningtyas¹,

Purwaningsih²

2021

The 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathema

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Analysis of pedagogical content knowledge (PCK) ability of science teachers in planning and reflecting on environmental pollution content

Cited by 6 publications

References 4 publications

TPACK Profile of Biology Teachers During Their Learning Process After Participating in Numerical Taxonomy and its Training Program

TPACK Profile of Biology Teachers During Their Learning Process After Participating in Numerical Taxonomy and its Training Program

Program for Integrating Education for Sustainable Development (ESD) into Prospective Biology Teachers' Technological Pedagogical Content Knowledge (TPACK)

Analysis of teachers’ pedagogical content knowledge (PCK) and students’ conceptual mastery in static fluids

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