Integrasi CoRe Framework dan Strategi Metakognitif dalam Pengembangan Pedagogy Content Knowledge Calon Guru Kimia pada Pembelajaran Telaah Kurikulum Kimia

JRPK: Jurnal Riset Pendidikan Kimia

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Title Integrasi CoRe Framework dan Strategi Metakognitif dalam Pengembangan Pedagogy Content Knowledge Calon Guru Kimia pada Pembelajaran Telaah Kurikulum Kimia
 
Creator Fitriani, Ella
Rahmawati, Yuli
Nurbaity, Nurbaity
Muhab, Sukro
 
Description The research focused on development of pre-service chemistry teachers’ pedagogical content knowledge (PCK) using CoRe (Content Representation) framework and metacognitive strategy in curricula subject which is called Telaah Kurikulum Kimia course. This study employed qualitative approach with multiple methods of interviews, observations, concept test scores, and reflective journals, PCK rubric, and MAIT (Metacognitive Awareness Inventory for Teachers). The study results show pre-services teachers reflected on their PCK through CoRe framework. They learnt to use metacognitive strategy to understand the chemistry concept in developing their content knowledge.  The pre-service chemistry teachers developed their PCK in teaching the chemistry curricula through the reflections on conceptual understanding, misconceptions, teaching methods, students’ characteristics, and assessment. The study result indicated that PCK of pre-service chemistry teachers is well developed with different subject matter. The pre-service teachers also developed metacognitive awareness in improving their PCK. Thus, CoRe and metacognitive strategy have helped the pre-service chemistry teachers in developing their PCK.
 
Keywords: pedagogical content knowledge, content representation, metacognitive strategy, telaah kurikulum kimia
Penelitian ini terfokus pada analisis Pedagogical Content Knowledge (PCK) calon guru kimia menggunakan CoRe (Content Representation) Framework dan strategi metakognitif  pada mata kuliah Telaah Kurikulum Kimia.  PCK merupakan representasi gabungan antara isi materi pelajaran dan pedagogik yang dimilik oleh guru sehingga siswa tertarik dan mudah untuk memahami suatu materi (Shulman, 1987). Oleh karena itu, CoRe framework dan strategi metakognitif pada penelitian ini digunakan untuk mengembangkan penguasaan konsep kimia dan cara menyampaikan konsep tersebut. Penelitian ini menggunakan pendekatan kualitatif, dengan studi interpretif kualitatif hingga menghasilkan profil PCK calon-calon guru kimia terkait dengan penguasaan konsep-konsep kimia. Data diperoleh dari rubrik PCK, MAIT (Metacogitive Awareness Inventory for Teachers), wawancara, observasi, nilai tes konsep, dan kertas refleksi. Hasil penelitian ini menunjukkan bahwa tingkat PCK calon-calon guru kimia tergolong tinggi. Terlihat bahwa Content Knowledge (CK) yang mereka miliki sedikit lebih tinggi daripada Pedagogical Knowledge (PK). Hasil MAIT (Metacogitive Awareness Inventory for Teachers) juga menunjukkan bahwa calon-calon guru tersebut memiliki kesadaran metakognitif yang sangat tinggi sehingga mereka mengetahui kelemahan dan kekuatannya sendiri dalam mengajar.
 
Kata kunci: Pedagogical Content Knowledge, Content Representation, Strategi Metakognitif, Telaah Kurikulum Kimia
 
Publisher LPPM Universitas Negeri Jakarta
 
Date 2018-07-31
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier http://journal.unj.ac.id/unj/index.php/jrpk/article/view/8141
10.21009/JRPK.081.05
 
Source JRPK: Jurnal Riset Pendidikan Kimia; Vol 8 No 1 (2018): JRPK - Jurnal Riset Pendidikan Kimia, Volume 8 Nomor 1 (2018); 43 - 52
2597-8772
2252-5378
10.21009/JRPK.081
 
Language ind
 
Relation http://journal.unj.ac.id/unj/index.php/jrpk/article/view/8141/6710
 
Rights Copyright (c) 2018 Author(s)
https://creativecommons.org/licenses/by/4.0/
 

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