Prospective Elementary Science Teacher in Developing Lesson Plan through Integration of STEM-Based TPACK

Winda Purnama Sari, Iful Rahmawati Mega

Abstract


Abstract This study aims to determine the effect of STEM-integrated TPACK on the ability to plan science lessons and explore the ability of student learning planning in developing self-competencies to become adaptive, professional, creative, and innovative. The research method was a survey with a quantitative approach with 34 even-semester students at the Department of elementary school teacher education for the 2021/2022 academic year. Data collection used a questionnaire with a Likert scale and documentation. Data analysis techniques used SEM through AMOS and descriptive analysis. The results show that students are able to implement STEM-integrated TPACK within the 51-75 rating range. The designed model has been fit through GOF and GOFI values. TPK, CK and PK had a direct effect on STEM skills significantly for student’s abilities in preparing lesson plans. Indirect effect to show that the ability of STEM-integrated TPK, PCK, CK, TK, TPACK, PK has an indirect impact on students' ability to plan science lessons.  

 

Keywords lesson plan, TPACK, STEM, prospective science teacher.

 

Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh TPACK terintegrasi STEM terhadap kemampuan perencanaan pembelajaran IPA dan mengeksplorasi kemampuan perencanaan pembelajaran oleh mahasiswa dalam mengembangkan kompetensi diri untuk menjadi adaptif, profesional, kreatif dan inovatif untuk dibekali keterampilan khusus. Metode penelitian adalah survey dengan pendekatan kuantitatif dan jumlah subjek sebanyak 34 mahasiswa PGSD semester genap tahun akademik 2021/2022. Pengumpulan data menggunakan kuesioner dengan skala likert dan dokumentasi.. Teknik analisis data menggunakan SEM  melalui AMOS dan analisis deskriptif. Hasil analisis menunjukkan mahasiswa mampu mengimplemetasikan TPACK terintegrasi STEM dalam rentang penilaian 51-75. Model yang didesain telah fit melalui perbandingan GOF dengan. Hasil analisis direct effect ditemukan TPK, CK dan PK berdampak langsung terhadap kemampuan STEM secara signifikan sedangkan kemampuan TK berdampak langsung terhadap kemampuan mahasiswa dalam menyusun perencanaan pembelajaran. Hasil indirect effect menunjukkan bahwa kemampuan TPK, PCK, CK, TK, TPACK, PK terintegrasi STEM berdampak secara tidak langsung bagi kemampuan mahasiswa menyusun perencanaan pembelajaran IPA.

 

Kata kunci rencana pelaksanaan pembelajaran, TPACK, STEM, calon guru IPA.


DOI: http://dx.doi.org/10.23960/jpmipa/v23i4.pp1620-1634


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