Profil Tecnological Pedagogical and Content Knowledge Mahasiswa Calon Guru Biologi

Sa’adah, Sumiyati; Kariadinata, Rahayu

doi:10.15575/bioeduin.v8i2.3186

Cited by 5 publications

(4 citation statements)

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“…Gumilar (2016) states that PCK ability of teacher candidates of Biology Education in preparing learning implementation plans in internship (PPL) which includes CK and PK are categorized in "good" categories. In line with the study of Sa'adah, et al (2018), it is stated that the average value of the Pedagogical Content Knowledge aspect of Biology teacher candidates in Faculty of Tarbiyah and Teacher Training, UIN SGD Bandung is in "good" category. They know how to choose approaches/methods/models to deliver specific biological contents/materials in the learning.…”

Section: Introductionmentioning

confidence: 72%

Pedagogical Content Knowledge (PCK) Ability of Indonesian Language Teacher Candidates

Santoso

Ihsanudin²,

Oktama³

et al. 2019

IJLTER

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In line with pedagogical competencies, the purposes of this study are (1) to determine and measure the capability of Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK) for prospective Indonesian language teacher in preparing lesson plan based on 2013 curriculum in academic year 2017/2018, and (2) to describe the implementation of the lesson plan prepared by prospective Indonesian language teachers in teachinglearning process for academic year 2017/2018. This type of research is descriptive qualitative by using the documentation method. The results showed that the Indonesian language teachers' capability of CK was 79.11% (good), the capability of PK was 80.41% (good), and the capability of PCK was 83.2% (good). Then in the applied Learning, the

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Section: Introductionmentioning

confidence: 72%

Pedagogical Content Knowledge (PCK) Ability of Indonesian Language Teacher Candidates

Santoso

Ihsanudin²,

Oktama³

et al. 2019

IJLTER

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“…Pembelajaran daring menuntut kemampuan teknologi informasi dalam menyajikan dan mengolah sumber belajar sehingga layak disampaikan ke siswa (Nahdi & Jatisunda, 2020). Pengalaman mahasiswa yang didapatkan melalui pembelajaran adaptasi memungkin untuk mengkaji lebih banyak pengalaman melalui integrasi TPACK yang dikuasai (Rahmadi, 2019a), (Sa'adah & Kariadinata, 2018). Selanjutnya, Sholihah, Yuliati, & Wartono (2016) menegaskan dengan adanya peembelajaran adaptif ini mampu menumbuhkan kepercayaan diri mahasiswa dalam mengembangkan perangkat pembelajaran yang terintegrasi dengan TPACK.…”

Section: Pembahasanunclassified

Adaptasi Program Microteaching Bagi Calon Guru Bahasa Indonesia Pada Masa Pandemi Covid-19

2022

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This study aimed to describe the implementation of a microteaching program to pre-service Bahasa Indonesia teachers during the Covid-19 pandemic, the advantages of the program, and its weaknesses. Data related to the changes in the program when facing a pandemic, advantages of program changes, and weaknesses. Data obtained from the Microteaching course in the Indonesian Language and Literature Department in The Universitas Muhammadiyah Surakarta. Microteaching in the semester of 2019/2020 amounted to 209 students. Data were from observation techniques, questionnaires, and document analysis. The sample was selected randomly. Triangulation techniques and methods validated the data, the interactive term used for data analysis. The results of this study are as follows. (1) To deal with the Covid-19, there are no changes in the core stages of Microteaching, but it needs some adaptations to the implementation, such as learning tools, teaching practices, observation activities, and assessments. (2) The advantages of adapting this program are students have flexible time and place of practice, improved information technology capabilities, and the student experience varies as they can write more stories. (3) The weaknesses of the adaptation of this program are the workload of lecturers increases, student learning burden increases, limited interaction, and network problems

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“…and has a strong commitment to creating world-class human resources (HR). One of the keys to success in the world of education is the teacher (Kariadinata et al, 2018). Prospective teachers must pay attention to their qualities to become teachers, how to realize their position in the current era of the industrial revolution (Azizah et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Technological Pedagogical Content Knowledge Capabilities of Tadris Science Teacher Prospective Students at Uin Fatmawati Sukarno Bengkulu

Utami,

Sari,

Sukarno

2024

EDUPROXIMA

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This research aims to describe the Technological Pedagogical Content Knowledge abilities of Tadris Science Teacher Candidate Students at Fatmawati Sukarno State Islamic University, Bengkulu. This research is a type of Mixed Methods research which combines quantitative and qualitative methods. The overall research results show that the abilities of Tadris Natural Sciences students at Fatmawati Sukarno Bengkulu State Islamic University are relatively good with an average percentage of 80.5%. It can be concluded that the level of Technological Pedagogical Content Knowledge ability of Tadris Science teacher candidates as a whole is relatively good with an average score of Technological Knowledge 80.9%,

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Profil Tecnological Pedagogical and Content Knowledge Mahasiswa Calon Guru Biologi

Cited by 5 publications

References 0 publications

Pedagogical Content Knowledge (PCK) Ability of Indonesian Language Teacher Candidates

Pedagogical Content Knowledge (PCK) Ability of Indonesian Language Teacher Candidates

Adaptasi Program Microteaching Bagi Calon Guru Bahasa Indonesia Pada Masa Pandemi Covid-19

Analysis of Technological Pedagogical Content Knowledge Capabilities of Tadris Science Teacher Prospective Students at Uin Fatmawati Sukarno Bengkulu

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