Development of TPACK of chemistry teacher on electrolyte and non-electrolyte topic through lesson study

Abstract

This research aims to develop the Technological Pedagogical Content Knowledge (TPACK) of chemistry teachers in teaching Electrolyte and Non-Electrolytes through Lesson Study. The research method used is a qualitative method with an interpretive paradigm. The sample in this study is the chemistry teachers at SMAN 1 Talaga and SMAN 1 Bantarujeg, Majalengka. The data collection instruments are TPACK questionnaires, observations, interviews, and reflective journals. Stages of research following the stages of the lesson study activities consist of 1) making lesson plans that are integrated with TPACK components, 2) implementing lesson plans in learning and observing the learning process, and 3) reflecting learning activities. The data analysis method used is the analysis method of Miles and Huberman. The results showed that the abilities of TPACK chemistry teachers before lesson study activities were at no perception level, where teachers could not implement learning technology. After doing the lesson study activities, TPACK teachers have developed from the perception level in the first cycle of lesson study to the conception level in the second cycle. So, it can be concluded that lesson study is one of the effective alternative methods to develop TPACK of chemistry teachers.