Measuring Teachers’ Pedagogical Content Knowledge Using Many-Facet Rasch Model

Abstract

In the context of teacher professional development and teacher certification, an objective measurement of teachers’ Pedagogical Content Knowledge (PCK) is requried. This research is a case study to measure teachers’ PCK within prospective middle school science teachers participating in an Indonesian teacher professional development program. The study used quantitative approach which involved multirater assessment analysed by Many-Facet Rasch Model (MFRM) to assess teachers’ PCK in teaching a specific topic, i.e. “The Particulate Nature of Matter” (PNM). Researchers developed a rubric for items to measure teachers’ enactment PCK for teaching that specific topic. The MFRM analysis of the data revealed item reliability, item validity, separation and unidimensionality fall within good category. The findings show prospective teachers need to improve their PCK specifically in terms of “knowledge of instructional strategies and representations for teaching science” dimension. However, for knowledge of science curriculum and knowledge of students’ understanding in science dimension, the findings show that the participants were competent.

Website-Based Technological Pedagogical and Content Knowledge for Learning Preparation of Science Teachers

“…This means that the science teachers' pedagogical competence is influenced by the use of TPACK instruments that are manifested in the science teachers' professionalism (Syamsuriyanti & Sukirno, 2018). However, the use of TPACK instruments still needs to be improved in order to further increase the science teachers' pedagogical competence (Maryati et al, 2019).…”

“…The results of the data analysis from pre-test and post-test are in the form of gain score. The data analysis from the product assessment of the field trial is done using Rasch application (Maryati et al, 2019;Mokshein, Ishak, & Ahmad, 2019). The data interpretation of the Rasch application is conducted via person criteria and reliability item, mean square value, and ZSTD value, which are given in Tables 5, 6, and 7, respectively.…”

“…TPACK is an ability that should be practiced by science teachers. This ability may also improve the quality of science teachers and the ability of students (Maryati, Prasetyo, Wilujeng, & Sumintono, 2019). Studies conducted in Hong Kong prove that there is an increase in teacher's professionalism through the development of PCK and linking it with technology (Chan & Yung, 2015;Gray, Thomas, & Lewis, 2010).…”

Pengembangan Game Edukatif Berbasis Android Sebagai Media Pembelajaran Akuntansi untuk Meningkatkan Analysis Ability Mahasiswa

“…Keharusan guru atau dosen berinovasi tertuang dalam Undang-undang nomor 14 tahun 2005 tentang Guru dan Dosen yang menyiratkan bahwa guru dan dosen sebagai agen pembelajaran harus memiliki kompetensi pedagogis, kompetensi kepribadian, kompetensi professional, dan kompetensi sosial yang dibuktikan dengan sertifikat pendidik. Dengan keempat kompetensi yang dimiliki oleh guru atau dosen, maka guru dapat mengembangkan model dengan menghubungkan antara teori pendidikan, desain game pembelajaran, dan pengembangan game untuk menciptakan lingkungan belajar yang kompleks (Amory, 2007;Maryana & Rachmawati, 2013;Maryati, Prasetyo, Wilujeng, & Sumintono, 2019).…”

“…Seorang dosen dituntut dan berkewajiban untuk lebih kreatif, inovatif dan komunikatif dalam rangka mengembangkan atau menciptakan media penunjang dalam proses pembelajaran. Pentingnya media dalam proses pembelajaran disebabkan karena dengan menggunakan media sebagai perantara, akan membantu dalam menutupi kekurangan dan ketidakjelasan bahan ajar yang disampaikan oleh tenaga pengajar (Maryana & Rachmawati, 2013;Muhson, 2010;Pratiwi & Sagoro, 2017). Kegiatan belajar mengajar yang selama ini dilakukan tentunya harus dirubah dan mengadopsi berbagai teknologi yang tersedia namun tentunya disesuaikan dengan karakteristik siswa maupun materi pelajaran.…”