Perkembangan Kemampuan Pedagogical Content Knowledge (Pck) Calon Guru Biologi Pada Pendekatan Konkuren

Abstract

Abstrak: Tujuan penelitian ini adalah untuk memperoleh gambaran tahap perkembangan kemampuan Pedagogical Content Knowledge calon guru biologi yang mengikuti program konkuren. Perkembangan Pedagogical Content Knowledge diteliti selama satu tahun setelah semester ganjil dan praktik mengajar, dengan menggunakan metode Cross-sectional study. Data dikumpulkan dari CoRe dan PaP-eRs yang dibuat calon guru dan hasil wawancara. Sebagai data tambahan pelaksanaan pembelajaran oleh calon guru juga diobservasi. Data hasil penelitian dianalisis dengan teknik deskriptif kualitatif dan kuantitatif menggunakan desain konkuren triangulasi (concurrent triangulation design). Hasil penelitian menunjukkan kemampuan Pedagogical Content Knowledge calon guru biologi yang mengikuti program pendidikan guru pada pendekatan konkuren mengalami peningkatan secara bertahap dari waktu ke waktu, mulai dari pra menjadi growing PedagogicalContent Knowledge. Dari hasil tersebut dapat disimpulkan bahwa perkembangan Pedagogical Content Knowledge calon guru ini bersifat kontinum dan bertahap sesuai proses pada tiap tahapan.Kata Kunci: pendidikan guru biologi, pedagogical content knowledge, pendidikan guru konkuren, calon guru biologi THE DEVELOPMENT OF PEDAGOGICAL CONTENT KNOWLEDGE (PCK) OF PROSPECTIVE BIOLOGY TEACHERSAbstract: The aim of the research is to describe the development of PCK ability of prospective biology teachers joininga concurrent program. The development was studied using cross-sectional study for one year after the first semester and teaching practice were completed. Data were collected from the teachers' CoRes and PaP-eRsand interviews. As additional data, the learning processdone by prospective teachers was also observed. Data were analyzed using descriptive qualitative and quantitative techniques with concurrent triangulation design. The results show that the PCK of prospective biology teachers attending the teacher education program on concurrent approach gradually increases over time,from pre PCKtogrowing PCK. It can be concluded that the development of the prospective teacher's PCK is continuous according to the process at every stage.

Ketepatan pemilihan pendekatan, metode, dan media terhadap karakteristik materi IPA

“…Calon guru sebenarnya sudah bisa menentukan dan memilih strategi pembelajaran untuk mencapai Kompetensi Dasar pembelajaran, namun belum mampu menerapkannya secara maksimal (Sukaesih, Ridlo, & Saptono, 2017) karena kurangnya pengalaman. Pengalaman mengajar akan membuat seorang guru mampu mengembangkan strategi pembelajaran materi IPA yang tepat sesuai karakteristik siswa dan materinya (Anwar et al, 2016).…”

Content Representation on Earth and Space Topic by Experienced and Prospective Primary Teachers

“…Hollon et al, in [5] there are at least five things that support instructional decisions taken by a teacher: (1) predicting learning difficulties (2) the determination of the students into consideration in teaching the concept of (3) to consider factors other pedagogical teaching content (4) the election sequence/groove to teach the content (5) choose the way of understanding the content ratings. Additionally, (6) the use of technology in learning helped contribute to instructional decisions selected by a prospective teacher [3] From the core component is measured, it can be described as follows First, the reason predicts difficulties in teaching prospective teachers found several reasons that underlie them to predict the difficulties of teaching and use it as an effort to teach science effectively, among others:…”

“…Experienced teachers use knowledge and information to shape the way they teach concepts and specific topics in the classroom. Without this feature PCK it could also be said that the teaching was not sighted constructive because it is not concerned with the treatment of students, arrangement, synthesize and reconstruct their knowledge, but it looks like adding a piece of new knowledge in the knowledge that already exists [2] [3]. Ref.…”

Experienced biology teachers’ pedagogical content knowledge (PCK) on photosynthesis

“…A study conducted by Anwar et al [13,14] showed that a teacher's PCK does not always develop in a progressive way but instead it may move backward and forward. The study also revealed that good understanding of content does not necessarily lead to good PCK.…”