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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Orbital: Jurnal Pendidikan Kimia Dinamisia: Jurnal Pengabdian Kepada Masyarakat JMM (Jurnal Masyarakat Mandiri) JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) Kumawula: Jurnal Pengabdian Kepada Masyarakat Bubungan Tinggi: Jurnal Pengabdian Masyarakat Jurnal Paedagogy Jurnal Sains dan Edukasi Sains Prosiding Temu Ilmiah Nasional Guru Jurnal KALANDRA
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Journal : Jurnal Penelitian Pendidikan IPA (JPPIPA)

 1 
Exploring Chemistry Teacher’s TPCK in Rasch Model: A Point of View from Difference of Teaching Stage, Gender, and Ages. Inas Sausan; Jamaludin; Elda Frediana Rety Kartika; Dola Suciana; Sukma Wahyu Wijayanti
Jurnal Penelitian Pendidikan IPA Vol. 9 No. 10 (2023): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i10.4297

Abstract

Teachers should have different knowledge types including technological, pedagogical, and content to realize effective learning in the digital era. Technological Pedagogical and Content Knowledge (TPCK) is a framework that explains these knowledge types and the interactions between them. It is considered to enable chemistry teachers’ multifaceted teaching. Coping, for this reason, a study to examine chemistry teachers’ level of TPCK is needed. This paper reports the level of chemistry teacher’s TPCK and their perception in terms of teaching stage, gender, and age. The study involved fifty-three students of chemistry education in a public university in Indonesia. A quantitative method was applied to explore their perspective on TPCK. Data were collected through surveys and interviews. The findings showed that the majority of chemistry teachers’ TPCK skills are currently good. They integrate technology into their teaching while conducting online learning due to the COVID-19 pandemic. In terms of teaching stage, age, and gender, provide deep insight into seven indicators of TPCK. However, some indicators still need to be improved, so a TPCK training program for individuals or centralized individuals should be added to the chemistry department program.
Exploring Chemistry Teacher’s TPCK in Rasch Model: A Point of View from Difference of Teaching Stage, Gender, and Ages. Sausan, Inas; Jamaludin; Kartika, Elda Frediana Rety; Suciana, Dola; Wijayanti, Sukma Wahyu
Jurnal Penelitian Pendidikan IPA Vol 9 No 10 (2023): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i10.4297

Abstract

Teachers should have different knowledge types including technological, pedagogical, and content to realize effective learning in the digital era. Technological Pedagogical and Content Knowledge (TPCK) is a framework that explains these knowledge types and the interactions between them. It is considered to enable chemistry teachers’ multifaceted teaching. Coping, for this reason, a study to examine chemistry teachers’ level of TPCK is needed. This paper reports the level of chemistry teacher’s TPCK and their perception in terms of teaching stage, gender, and age. The study involved fifty-three students of chemistry education in a public university in Indonesia. A quantitative method was applied to explore their perspective on TPCK. Data were collected through surveys and interviews. The findings showed that the majority of chemistry teachers’ TPCK skills are currently good. They integrate technology into their teaching while conducting online learning due to the COVID-19 pandemic. In terms of teaching stage, age, and gender, provide deep insight into seven indicators of TPCK. However, some indicators still need to be improved, so a TPCK training program for individuals or centralized individuals should be added to the chemistry department program.
Development of Learning Models for Post-Earthquake Elementary School Students: Preliminary Studies Rahayu, Ucu; Hutasoit, Leonard R.; Sekarwinahyu, Mestika; Wahyuningsih, Tri; Kismiati, Dyah Aniza; Setyawan, Danang Budi; Suciana, Dola
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.6325

Abstract

Disasters including earthquakes can traumatize people, especially children. One of the impacts is impaired concentration, making it difficult for children to learn or study. Hopefully, the right learning model can help students continue to participate in learning and heal the trauma. To find out this learning model, it is necessary to carry out a process of characterizing students in post-disaster areas. Based on the results of questionnaires and interviews with teachers and students in post-disaster areas, it is known that some students are still experiencing trauma, as indicated by 51.80% of students still having difficulty concentrating on studying. It is also known that the learning style of most students is auditory because 91.10% of students learn happier when they hear the teacher telling stories. Furthermore, student’s learning styles are visual as shown by 83.90% of students enjoying reading, 80.4% of students enjoying seeing pictures, and 57.10% enjoying seeing animations. Judging from the tendency for collaboration, students prefer to study in groups. Based on these characteristics, students enjoy learning with active, interactive, and fun activities, so the AICEF learning model can be an alternative that can be used as a learning model for elementary school students in post-earthquake areas
Co-Authors Achmad Noerkhaerin Putra Akhmad Adi Masbukhin, Faizal Asyhar Basyari Ayu Fahimah Diniyah Wathi Ayu Fahimah Diniyah Wathi Danang Budi Setyawan Elda Frediana Rety Kartika Fahimah Diniyah Wathi, Ayu Fahimah, Ayu Faizal Akhmad Adi Masbukhin Gumiwang, Ridyo Estu JAMALUDIN Kartika, Elda Frediana Rety Karyati Kismiati, Dyah Aniza Leonard R. Hutasoit Lisa Rosanna, Desi Mabukin, Faizal Akhmad Adi Masbukhin, Faizal Akhmad Adi Mestika Sekarwinahyu Rahayu, Tri Berkah Sandra Sukmaning Adji Siti Aisyah Suci Nurhayati Suci Nurhayati Sukma Wahyu Wijayanti Tri Wahyuningsih Ucu Rahayu Wahyu Wijayanti, Sukma Widiasih Wijayanti, Sukma Wahyu Yurina Nabila, Rima Zakirman Zamsolih, Inti