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Competencies of Chemistry Teachers and Prospective Teachers: A Literature Review Alessandro Jeremi Manarisip; Rabiatul Adawiyah; Sri Handayani
Jurnal Penelitian Pendidikan IPA Vol 9 No SpecialIssue (2023): UNRAM journals and research based on science education, science applic
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9iSpecialIssue.6031

Abstract

The role and function of teachers as professionals is to implement the national education system and realize national education goals, which is to develop the potential of students. Therefore, the competence and professional development of teachers must be in line with the way they carry out learning, especially in chemistry subjects. Where this subject is one of the subjects that most students are less interested in. The focus of this research is to collect information about the outcome of research that discusses the competence of chemistry teachers and prospective teachers, the research design uses a literature review with a qualitative descriptive approach. Reviewed 3 selected journals registered in Science and Technology Index (SINTA), and 17 SCOPUS indexed international journals. The collection of articles starts from 2016 to 2023. The most frequently used research type is qualitative with a case study research type, the most frequently used data collection instrument is observation with triangulation techniques.  Chemistry teacher competencies needed at this time are PCK, CK, AK, PCK_CCC, TPASK, topic-specific PCK (TSPCK), argumentation, laboratory skill competence, technological knowledge, professional competence, and competence in organizing lesson study
Literature Review Regarding PCK of Chemistry Teachers and Prospective Chemistry Teachers Rabiatul Adawiyah; Alessandro Jeremi Manarisip; Suyanta Suyanta
Jurnal Penelitian Pendidikan IPA Vol 9 No SpecialIssue (2023): UNRAM journals and research based on science education, science applic
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9iSpecialIssue.6145

Abstract

This research aims to provide an overview of the research methodology used in conducting a literature review of 21 journals indexed by Scopus and included in the Q1 category during the 2013-2022 period. This research uses a literature review method, this method is a scientific approach that provides a comprehensive picture of the development of a research topic. Through this literature review, researchers can obtain information regarding the year of publication, research methods applied, instruments used in each journal, and the focus of studies conducted by each journal. At the results and discussion stage, this research details the concept of Z score as a statistical value, factor analysis, correlation between factors, and coding analysis in the context of qualitative research. The concept of in-depth analysis which includes an in-depth examination of a subject or phenomenon is also discussed in detail. In addition, various research methods such as constant-comparative, person map items, PCS, TSPCK rubric, questionnaires, interviews, observation, and documentation are explained in depth. The importance of pedagogical competence in implementing the educational process is in the main spotlight, and analysis of the literature in the journal "Chemistry Education Research and Practice" shows the dominance of the use of qualitative methods in 2020. Interviews are recognized as an irrelevant method. only flexible but also in-depth, supported by the application of observation and analysis of supporting factors