Analysis of Technological Pedagogical Content Knowledge (TPACK) Capabilities of Prospective Chemistry Teachers on Chemical Bonding Materials

DOI

10.2991/snk-19.2019.35How to use a DOI?

Keywords

technological pedagogical and content knowledge, prospective teachers of chemistry, chemical bonds

Abstract

The education of prospective Chemistry teachers is faced with the issue of integration of content knowledge, pedagogy and technology (TPACK / technological pedagogical content knowledge ). Prospective teachers are expected to become teachers who are skilled in teaching effectively, mastering material (Chemistry content) and able to utilize   technology for learning. The purpose of this study is to analyze the ability of TPACK prospective Chemistry teachers in Basic Inorganic Chemistry courses. This research is a descriptive study to describe the   ability of TPACK prospective chemistry teachers. The subjects of this study are students of Chemistry Education Study Program who took the Basic Inorganic Chemistry Course in the odd semester 2018/2019. The ability of TPACK teacher candidates is obtained by analyzing the CoR instrument and PaPeR.TPACK in this study includes three main components of teacher knowledge, namely content, pedagogy, and technology. Based on the analysis of CoRe and PaPeR, prospective teachers can arrange big ideas to develop teaching materials 3 to 5 big ideas; Chemistry teacher candidates are good at managing teaching time and have good abilities in choosing learning strategies (85%). There are still 77% of prospective teachers showing difficulties in managing class effectively. In the aspect of mastery of content shows that 62% of prospective teachers have mastery of concepts correctly, while 38% have mastery of concepts that are not exhaustive, and there are those that lead to misconceptions. The use of learning resources based on information technology and computers still need to be maximized because it is still limited in type (power point, video, internet), still few use it (32%), as well as the selection of learning resources and media that are less relevant for the achievement of basic competencies. The conclusion is that the ability of TPACK prospective teachers still needs to be improved in several aspects of mastery of content, pedagogics and technology.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Kusumawati Dwiningsih
AU  - Sri Poedjiastoeti
AU  - Muchlis Muchlis
PY  - 2019/12
DA  - 2019/12
TI  - Analysis of Technological Pedagogical Content Knowledge (TPACK) Capabilities of Prospective Chemistry Teachers on Chemical Bonding Materials
BT  - Proceedings of the National Seminar on Chemistry 2019 (SNK-19)
PB  - Atlantis Press
SP  - 183
EP  - 188
SN  - 2590-3195
UR  - https://doi.org/10.2991/snk-19.2019.35
DO  - 10.2991/snk-19.2019.35
ID  - Dwiningsih2019/12
ER  -