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All Journal Jurnal Pendidikan IPA Indonesia Scientiae Educatia: Jurnal Pendidikan Sains BIOEDUKASI PENDIPA Journal of Science Education International Journal of Pedagogy and Teacher Education Journal of Tropical Chemistry Research and Education Indonesian Journal of Natural Science Education Pancaran Pendidikan
Ayu Lestari
Program Studi Pendidikan IPA, FKIP, Universitas Tidar
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences

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Journal : PENDIPA Journal of Science Education

 1 
Description of Comprehension, Perceptions, and Challenges of Science Teachers' Formative Assessment Practice in Wonosobo Ismun Nisa Nadhifah; Agista Sintia Dewi Adila; Ayu Lestari
PendIPA Journal of Science Education Vol 7 No 1 (2023): February
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.7.1.14-23

Abstract

Many studies have demonstrated the effectiveness of formative science assessments, which were utilized in education in many industrialized nations as recently as two decades ago. The adoption of formative assessment procedures in Indonesia has, however, fallen short of expectations due to a number of factors, including the teachers' lack of understanding, preconceptions, and various challenges. Using an exploratory descriptive qualitative methodology, this study aimed to establish how teachers understand and perceive formative assessment, as well as the various implementation issues they experience in the classroom. Chi-square analysis was utilized to determine the correlations between the ordinal variables. The data were gathered through an online survey followed by interviews with five teachers possessing various profiles. It was determined that teachers' conceptual understanding and perceptions of formative assessment fell into the "fairly good" category, demonstrating that they had a clear understanding of the concept and favorable perceptions of it. There was significant evidence of the relationship between training and comprehension and between comprehension and the frequency of applying formative assessments in science learning. However, the teachers admitted that they had not regularly used formative assessments in the classroom. The biggest challenges, according to teachers, were too many students, a lack of time, a lack of practical knowledge, and insufficient or inappropriate training.
Technological Pedagogical Content Knowledge (TPACK): Survey Persepsi pada Mahasiswa Calon Guru IPA Ayu Lestari; Dea Santika Rahayu
PendIPA Journal of Science Education Vol 7 No 1 (2023): February
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/pendipa.7.1.33-42

Abstract

Technological Pedagogical Content Knowledge (TPACK) refers to a combination of three crucial elements: pedagogical knowledge, content knowledge, and the integration of technology used by teachers in the learning. TPACK knowledge is needed to improve the quality of pre-service science teachers. This study aims to describe the perceptions of pre-service science teachers regarding TPACK knowledge. This research was survey research using a quantitative descriptive method involving 60 students at Universitas Tidar. Data were collected using a self-assessment questionnaire containing 31 items that include 7 (seven) TPACK indicators, namely Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK). Data were analyzed within 3 (three) stages, i.e. data reduction, data display, and drawing conclusions. Furthermore, the data were converted into qualitative assessment criteria to describe the perceptions of pre-service science teachers. The results showed that the TPACK knowledge of pre-service science teachers was categorized as good. The findings are expected to be a reference in improving the education program.
Co-Authors A. Widiyatmoko Adila, Agista Sintia Dewi Aminuyati Ashadi Ashadi Dea Santika Rahayu Harsi Admawati I. Juliyani, I. Ismun Nisa Nadhifah Ismun Nisa Nadhifah Maridi Maridi Maridi Maridi Meili Yanti Paskalia Pradanti S. Alimah, S. Setia Rahmawan Shefa Dwijayanti Ramadani