Abstract
Prospective teacher education is faced with the issue of integrating technological pedagogical and content knowledge (TPACK). Prospective teachers are expected to become teachers who are skilled at teaching effectively, mastering content, and are able to utilize technology in the learning process. The ability of TPACK for prospective science teacher can be seen from the preparation of a lesson plan, because there are elements of pedagogy, content, and technology in it, and it is seen from the suitability of the lesson plans with the implementation of learning by teachers in the classroom. Moreover, in implementing science learning, students must apply a scientific attitude to support learning so that students not only understand the theory but also master real concepts. The purpose of this study was to analyze the skills of prospective science teachers to apply TPACK in preparing lesson plans so that the weaknesses and strengths could be identified. The research method used is library research, by examining several sources related to the skills of prospective science teachers in implementing TPACK through the preparation of the lesson plan. The results of the research showed that some prospective science teachers still lacked skills in using integrated technology in the preparation of lesson plans, and the implementation of learning was not optimal so that it became a big challenge that science teachers had to face in the industrial revolution 4.0. Implementing TPACK in the preparation of the lesson plan can improve the quality of learning. The advantages produced can be seen from the effectiveness of the learning process provided through the use of technology in learning.
Highlights
Prospective teacher education is faced with the issue
The ability of technological pedagogical and content knowledge (TPACK) for prospective science teacher can be seen from the preparation of a lesson plan
it is seen from the suitability of the lesson plans
Summary
Pendidikan calon guru dihadapkan pada masa dengan isu integrasi pengetahuan konten, pedagogi, dan teknologi atau dikenal technological pedagogical and content knowladge (TPACK). Kemampuan TPACK calon guru IPA dapat dilihat dari penyusunan rencana pelaksanaan pembelajaan (RPP), karena didalamnya terdapat unsur pedagogik, konten dan teknologi, serta ditinjau dari kesesuaian antara RPP dengan pelaksanaan pembelajaran oleh guru di dalam kelas. 3. Technological Pedagogical Knowledge (TPK), yaitu pengetahuan tentang berbagai teknologi yang dapat digunakan sebagai fasilitas pembelajaran (Rahmadi, 2019). Keenam pengetahuan tersebut harus dikuasai oleh calon guru IPA termasuk guru fisika, biologi, dan kimia masa kini dan masa depan yang akan mengajar dalam lingkungan belajar yang dipenuhi dengan berbagai macam instrumen teknologi. Penguasaan konsep TPACK dapat dilihat berdasarkan keberhasilan calon guru IPA dalam menguasai pembelajaran secara aktif di kelas, salah satunya dilihat dari kemampuan dalam menyusun RPP yang digunakan sebagai pedoman pelaksanaan pembelajaran. Kemampuan TPACK guru IPA dapat dilihat dari penyusunan rencana pembelajaan (RPP), karena didalamnya terdapat unsur pedagogik, konten, dan teknologi. Karena itulah perlu dilakukan kajian mengenai analisis kemampuan TPACK calon guru IPA dalam menyusun rencana pelaksanaan pembelajaran (RPP)
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