Analysis of Technological Pedagogical and Content Knowledge (TPACK) of Prospective Chemistry Teachers through Lesson Study

Abstract

This study aims to analyze the profile of technological pedagogical and content knowledge (TPACK) for prospective chemistry teachers when taking teaching practice courses through Lesson Study activities. This research was conducted in the Chemistry Education Study Program of Jakarta State University and several schools in Jakarta. The method used in this study was a qualitative descriptive research method. The technique of collecting data results was conducted using TPACK questionnaires, lesson plan (RPP) assessment, content assessment, observation of the learning process, and reflective journal. The stages of research were in accordance to the modified Lesson Study stage, consisting of RPP preparation training that integrates TPACK components, implements RPP in learning, observes the learning process and reflects it. TPACK overview was obtained from the questionnaire. Observations showed that prospective chemistry teachers can make or use video, interactive power points in studying chemical balance and acid-base materials. Prospective chemistry teacher can also vary various methods such as demonstrations, discussions, games in the delivery of material and evaluating through online games. The result of the study indicated that the ability of TPACK from prospective chemistry teachers can be developed during the learning process from the perception levels to the Cn-Conception level category through lesson study.