DWI MURNI MELISA PUTRI, . (2022) ANALISIS TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) CALON GURU KIMIA MENGGUNAKAN LESSON PLAN ASSESSMENT INSTRUMENT (TPACK-LPAI) DAN OBSERVATION PROTOCOL (TPACK-OP) PADA MATERI IKATAN KIMIA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.
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Abstract
Penelitian ini bertujuan untuk menganalisis profil Technological Pedagogical and Content Knowledge (TPACK) calon guru kimia pada materi ikatan kimia menggunakan Lesson Plan Assessment Instrument (TPACK-LPAI) dan Observation Protocol (TPACK-OP). Subjek penelitian mahasiswa semester 6 yang sedang mengikuti mata kuliah microteaching. Penelitian dilaksanakan di Universitas Negeri Jakarta pada semester genap tahun ajaran 2021/2022. Metode yang digunakan dalam penelitian ini adalah metode kualitatif. Data diperoleh dari TPACK LPAI-OP, uji pengetahuan konten, wawancara, dan jurnal reflektif. Profil TPACK calon guru kimia diperoleh dari analisis 5 domain instrumen TPACKLPAI- OP. Digunakan lima rentang rata-rata dari sangat memadai hingga tidak bisa digunakan untuk menentukan profil TPACK calon guru. Domain pertama menganalisis orientasi terhadap pengajaran ikatan kimia, ditemukan bahwa calon guru berada pada tingkatan cukup memadai. Pada domain kedua mengenai pengetahuan tentang penilaian pembelajaran ikatan kimia, ditemukan calon guru berada pada tingkatan memadai. Domain ketiga dan keempat mengenai pengetahuan pemahaman representasi ikatan kimia pada siswa dan strategi pembelajaran ikatan kimia, ditemukan bahwa calon guru berada pada tingkat memadai. Serta pada domain kelima yang menganalisis pengetahuan kurikulum dan materi kurikulum kimia, ditemukan calon guru berada pada tingkat sangat memadai. Implementasi RPP pada microteaching dianalisis kesesuaiannya terhadap RPP yang sudah dibuat sebelum microteaching. Hasil penelitian menunjukkan terdapat inkonsistensi antara RPP dengan implementasinya di kelas yang disebabkan keterbatasan waktu mengajar, kurangnya eksplorasi penerapan teknologi pada pembelajaran, dan kurangnya pengalaman calon guru dalam mengintegrasikan teknologi pada pembelajaran. Program pengembangan dan pelatihan TPACK bagi calon guru kimia perlu diadakan agar calon guru kimia memiliki pengalaman pengintegrasian teknologi pada pembelajaran dan membentuk kompetensi TPACK yang lebih baik bagi calon guru kimia. *********************************************************** This study aims to analyze the profile of Technological Pedagogical and Content Knowledge (TPACK) of prospective chemistry teachers on chemical bonding material using the Lesson Plan Assessment Instrument (TPACK-LPAI) and Observation Protocol (TPACK-OP). The research subjects are 6th-semester students who are taking microteaching courses. The research was carried out at the State University of Jakarta in semester 116 of the 2021/2022 academic year. The method used in this research is the qualitative method. Data were obtained from TPACK LPAI-OP, content knowledge tests, interviews, and reflective journals. The TPACK profile of the pre-service chemistry teacher was obtained from the analysis of the five domains of the TPACK-LPAI-OP instrument. Five average ranges are used from very adequate to not able to be used to determine the TPACK profile of prospective teachers. The first domain analyzed the orientation towards the teaching of chemical bonds, it was found that the pre-service chemistry teacher was at a fairly adequate level. In the second domain regarding knowledge of chemical bonding learning assessment, it was found that pre-service chemistry teachers were at an adequate level. In the third and fourth domains regarding students' knowledge of understanding the representation of chemical bonds and chemical bonding learning strategies, it was found that the pre-service chemistry teachers were at an adequate level. In the fifth domain which analyzes curriculum knowledge and chemistry curriculum materials, it was found that pre-service chemistry teachers were at a very adequate level. The implementation of RPP in microteaching was examined for its suitability with RPP that had been made before microteaching. The results showed inconsistencies between lesson plans and their implementation in the classroom due to limited teaching time, lack of exploration of the application of technology in learning, and lack of experience of pre-service chemistry teachers in integrating technology in learning. The TPACK development and training program for pre-service chemistry teachers needs to be held so that pre-service chemistry teachers have experience integrating technology in learning and form better TPACK competencies for prospective chemistry teachers.
| Item Type: | Thesis (Sarjana) |
|---|---|
| Additional Information: | 1). Prof. Dr. Erdawati, M.Sc.; 2). Edith Allanas, M.Pd. |
| Subjects: | Sains > Kimia |
| Divisions: | FMIPA > S1 Pendidikan Kimia |
| Depositing User: | sawung yudo |
| Date Deposited: | 01 Nov 2024 06:48 |
| Last Modified: | 01 Nov 2024 06:48 |
| URI: | http://repository.unj.ac.id/id/eprint/51882 |
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