<![CDATA[Penelitian ini bertujuan untuk membekali kemampuan merancang Lembar Kerja Peserta Didik (LKPDk) calon guru yang dapat meningkatkan Pedagogical Content Knowledge (PCK) dan metakognisi melalui perkuliahan Perencanaan Pengajaran Kimia (PPK). Penelitian dirancang dalam 4 tahap menggunakan desain mixed method dengan model strategi embedded. Tahap sebelum intervensi dilaksanakan pada awal penelitian untuk memperoleh perangkat instrumen penelitian sebagai prototipe model peningkatan PCK dan metakognisi melalui pembekalan LKPDk sebagai model hipotetik 1. Model hipotetik ini diperoleh melalui kajian hasil penelitian Haryani dkk tahun 2013-2016, serta kajian berbagai hasil penelitian lain. Tahap intervensi diperoleh model hipotetik 2 dan divalidasi diawali dengan pretes, implementasi di kelas, wawancara, dan diakhiri postes. Tahap ketiga analisis data kualitatif dan kuantitatif, dan diakhiri tahap ke-4 interpretasi secara keseluruhan untuk mengambil kesimpulan sehingga diperoleh model yang sudah teruji.  Hasil penelitian menunjukkan bahwa para mahasiswa berusaha mengintegrasikan aspek kosntruktivis melalui menganalisis materi dengan strategi tertentu, meskipun untuk materi berbeda perlu difasilitasi secara mendalam. Pedagogical Content Knowledge terbukti meningkat yang dijaring melalui pengisian dokumen CoRe,  demikian pula kemampuan metakognisi calon guru juga meningkat.This study aims to equip the ability to design Student Work Sheets (LKPDk) prospective teachers who can improve Pedagogical Content Knowledge (PCK) and metacognition through lectures of Chemical Teaching Planning (KDP). The study was designed in 4 stages using mixed method design with embedded strategy model. The pre-intervention stage was carried out at the beginning of the study to obtain the instrument of research as a prototype of PCK enhancement model and metacognition through LKPDk as hypothetical model 1. This hypothetical model was obtained through the study of Haryani et al in 2013-2016, and the study of various other research results. The intervention stage obtained by hypothetical model 2 and validated begins with pretest, implementation in class, interview, and ending postes. The third stage of qualitative and quantitative data analysis, and ending the fourth phase of the overall interpretation to draw conclusions so as to obtain a tested model. The results showed that the students tried to integrate aspects of kosntruktivis through analyzing the material with a particular strategy, although for different materials need to be facilitated in depth. Pedagogical Content Knowledge has been proven to increase through the filling of CoRe documents, as well as the ability of prospective teacher metacognition also increases.]]>
