Abstract
Electrolyte and non-electrolyte solutions were chemical materials that had three levels of representation. However, during the learning process there were still many learning difficulties. One of the factors that students experience difficulty in learning was that teachers were not optimal in planning lessons. However, in the process of achieving learning objectives, it was necessary to had optimal learning planning. One of the optimal learning plans was obtained by preparing learning instruments such as lesson plans and e-LKPD which integrated TPACK. This research was a descriptive study which aims to analyzed descriptively the TPACK components in the developed chemistry learning tools. The data collection techniques in this study used document study techniques, interviews, and surveys. The data instruments used in obtaining information were questionnaires, interview guideline sheets, and previous articles. Researchers took samples by purposive sampling. The research subjects were students and teachers of class X IPA SMA in Jambi City. Based on the analysis conducted by researchers through data collection instruments, it can be concluded that this learning tool has integrated Technology, Pedagogic, and Content Knowledge components.
Highlights
Chemistry material is one of the senior high school learning materials, consisting of three levels of representation: the macroscopic level, the submicroscopic level, and the symbolic level
The material of electrolyte and nonelectrolyte solutions is one of the chemical materials where there are three levels of representation that are widely available in everyday life
The purpose of this research was (1) to analyze the learning needs; (2) to describe descriptively the TPACK components and science process skill’s indicators contained in this development learning tools, so that this research was packaged under the title "The framework of Technological Pedagogical Content Knowledge in chemistry learning tools development "
Summary
Chemistry material is one of the senior high school learning materials, consisting of three levels of representation: the macroscopic level, the submicroscopic level, and the symbolic level. The movement of the particles can be observed, and there are chemical symbols so that the material is helpful for students or institutions that study it. Most students think that the solution sugar and salt are electrolytes (Wilandari, Ridwan, & Rahmawati, 2018). Another difficulty was found in the Medina study, where Padang City students in Senior High School experienced difficulties in understanding electrolyte and nonelectrolyte solution material on the concepts of ionic sounds, polar covalent compounds, and ionization. Students' wrong answers could be because students did not fully understand the concept of electrolytes in macro, micro, and symbolic terms (Medina, 2017)
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