How to Measure Profile-Based Teacher Pedagogical Content Knowledge?

Eliana Sari

doi:10.47191/ijsshr/v4-i12-10

Abstract

This study aims to determine the profile of teachers' pedagogic content knowledge (PCK) through PCK measurement management. This study uses a quantitative approach with a survey method. The respondents of this study were 105 science teachers at junior high schools in DKI Jakarta who were taken by random sampling. Teacher PCK is measured through 5 (five) domains, namely: curriculum, pedagogy, subject matter, students, and schools, which are arranged in 66 test and non-test instruments. Data collection techniques were carried out through the distribution of test and non-test instruments with a Likert scale. The results of the validity and reliability test with the Pearson and Cronbach's alpha correlation test showed that the instrument was proven to be valid and reliable. The usability and significance test results show consistent and useful results. The results showed that most of the science teachers' PCK was very high, while the very low was less than 2%. Teachers' PCK levels are also influenced by educational strata, age, and seniority. The recommendation of this research is to provide training on making PCK instruments for teachers, as an effort to optimize the knowledge of science teachers in increasing the PISA scores of Indonesian students.

Highlights

1.2,5Education Management Study Program, Postgraduate Program - State University of Jakarta, Jakarta, Indonesia 3.4Education Management Study Program, Postgraduate Program - State University of Jakarta, Jakarta, Indonesia
The Pedagogical Content Knowledge (PCK) of science teachers is based on the teacher's tenure, for a period of [2,3,4,5,6,7,8,9,10] years with a total of 33 teachers, 57.58% of the teachers have a very high category and the remaining 39.39% are in the high category and the remaining 3.03% are in the medium category
In the working period of [11,12,13,14,15,16,17,18,19,20] years, with a total of 33 teachers, 69.70% of the teachers were in the very high category, 27.27% were in the high category and the remaining 3.03% were in the moderate category in the science teacher PCK

Summary

Introduction

1.2,5Education Management Study Program, Postgraduate Program - State University of Jakarta, Jakarta, Indonesia 3.4Education Management Study Program, Postgraduate Program - State University of Jakarta, Jakarta, Indonesia. Teacher PCK is measured through 5 (five) domains, namely: curriculum, pedagogy, subject matter, students, and schools, which are arranged in 66 test and non-test instruments. The results showed that most of the science teachers' PCK was very high, while the very low was less than 2%. The recommendation of this research is to provide training on making PCK instruments for teachers, as an effort to optimize the knowledge of science teachers in increasing the PISA scores of Indonesian students. A. Teachers Pedagogical Content Knowledge (PCK) in Indonesia The low PCK colors various research results on teacher PCK in Indonesia, including the results of research on the PCK profile of junior high school science teachers in Siak Regency, Riau, showing poor results with an average of 54.66% after the Pedagogical Content Knowledge (PCK) competency test was carried out (Agustin, et al, 2018). Many research results recommend the importance of measuring teachers' PCK levels accurately, so that efforts to improve PCK can be carried out through appropriate training (Mu et al, 2018; Lepareur, Cross & Munier, 2017)

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Conclusion