Prospective Chemistry Teacher’s Pedagogical Content Knowledge in Chemical Application Planning

Abstract

This research aimed to analyze the ability of PCK (Pedagogical Content Knowledge) students of prospective chemistry teachers FKIP UNS. The research method was qualitative descriptive. The study samples were all prospective chemistry teachers of FKIP UNS who took the course of Chemical Application Planning (PPK). Data was collected from the observation of student PCK competencies, including the ability to design learning, ability in material mastery, and general PCK skills of prospective chemistry teachers from Content Representation. This research instrument was an observation sheet of PCK and CoRe competency students’ prospective chemistry teachers. The percentage of students’ prospective chemistry teachers of FKIP UNS to plan learning was 75.38% for grade A and 74.34% for grade B, while for content mastery was 77.19% for class A 74.79% for grade B, where the results were included in the category enough. The results of content representation by prospective chemistry teachers in high school chemistry were also quite sufficient.

Integration of Web Media and Pedagogical Content Knowledge in Learning During the Pandemic

“…This is because pedagogical content knowledge is an effective learning method to describe the material (content knowledge)and learning knowledge (pedagogical knowledge) makes the material difficult to learn becomes easy to learn (Eggen & Kauchak, 2015;Koyyada, 2020). In addition, pedagogical content knowledge can also be said to be a must-have ability for teachers in adjusting learning content to student characteristics (Sri et al, 2021;Shofwa et al, 2021).…”

Teachers’ Role in Chemistry Metacognition

“…One of the major contributors to learning challenges in chemistry is the learners' prior knowledge (pre-learning conceptions) [35]. Prior knowledge is the foundation on which new knowledge is built on by learners during learning [35].…”

“…One of the major contributors to learning challenges in chemistry is the learners' prior knowledge (pre-learning conceptions) [35]. Prior knowledge is the foundation on which new knowledge is built on by learners during learning [35]. According to the constructivist learning theory, each learner comes to the classroom possessing a unique experience (prior knowledge, skills and attitudes) [36].…”