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All Journal EDUSAINS Community Empowerment
Anna Fitri Hindriana
Universitas Kuningan, Kuningan, Indonesia
Arts Humanities Education Public Health Social Sciences

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Pedagogic content knowledge (PCK) in teacher competence development Zaenal Abidin; Anna Fitri Hindriana; Asep Ginanjar Arip
Community Empowerment Vol 8 No 12 (2023)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/ce.9058

Abstract

The teacher competency needed when carrying out professional duties in front of the class is Pedagogical Content Knowledge (PCK). One of the PCK competencies needed by teachers today is to have learning strategies according to the topic and students' conditions. In connection with this, the Kuningan University Postgraduate School, in collaboration with the Kuningan Regency Science Subject Teachers' Conference, held a Teacher Competency Improvement Workshop. The methods used in this workshop are lectures, question and answer sessions, and assignment methods. The results obtained from holding this workshop were an increase in participants' competence in packaging learning material that was easy for students to understand and appropriate for the students' conditions. This can be seen from the increase in pre-test results (mean = 0.61) to post-test PCK (mean = 61.38), indicating a rise of 40.49. Participants also increasingly understand how to package teaching materials so that they are easily understood by students and suitable for the students' conditions. This is evident when participants are given the task of completing several case examples, including those related to choosing learning strategies according to variations in topics and student conditions. Based on this, PCK training through workshops can be a solution for teacher professional development.
Marzano's instructional strategies: fostering information analysis and processing skills of plant anatomy in teacher education Anna Fitri Hindriana; Behailu Merdekios Gello; Ina Setiawati; Handayani Handayani; Alin Rizki Pratami
EDUSAINS Vol. 17 No. 1 (2025): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v17i1.45268

Abstract

This study proposes a design for a Plant Anatomy course by adapting Marzano's instructional framework to develop students’ information analysis and processing skills. The focus of the Plant Anatomy course is determined because it requires complex cognitive processing to integrate knowledge about plant tissue structure with changes in plant structure based on adaptation strategies in their habitat. This study employs a quantitative method, utilising information analysis ability tests and process skills tests as its instruments. The data were analysed descriptively using an assessment rubric. The design is then tested on 106 undergraduate students in Biology Education taking the Plant Anatomy course during data collection at a university in West Java, Indonesia. The results showed that the Marzano-based plant anatomy course design could facilitate students' information analysis and processing skills due to a conducive learning environment, the utilisation of prior knowledge, the development of thinking potential, the delivery of meaningful information, contextual learning, and cooperative learning. This study further proposes using this design when studying materials with a high concept interconnection.
Co-Authors Alin Rizki Pratami Asep Ginanjar Arip Behailu Merdekios Gello Handayani Handayani Ina Setiawati Zaenal Abidin