The Analysis of Biology Teachers’ Technological Pedagogical Content Knowledge Development in Lesson Study in West Java Indonesia

D. Rochintaniawati, R. Riandi, J. Kestianty, N. Kindy, Y. Rukayadi

Abstract

The study aimed to analyze the development of biology teachers’ Technological Pedagogical Content Knowledge (TPACK) in lesson study and to describe the role of the observer in developing teacher’s TPACK during the activity. The lesson study was carried out in two from, school-based lesson study and biology teacher association based lesson study. The method used in the study was descriptive involved teachers in one school located in Bandung and member of biology teacher association in West Bandung District West Java, Indonesia. The development of TPACK was focused on five components; they are: learning objective, concept, pedagogy, evaluation, and technology. The information of teachers’ TPACK was gain from CoRe + technology, and the result was categorized in pre, growing, and maturing TPACK. The study revealed that the teachers’ TPACK in school-based lesson study was more in the aspect of pedagogical knowledge meanwhile teacher TPACK in biology association lesson study improved their TPACK in pedagogical knowledge, content knowledge, and technological knowledge. The development of teachers’ TPACK was varied for each indicator from pra to maturing and from growing to maturing. The overall result, the development of teachers’ TPACK in the two types of lesson study (school-based lesson study and Biology association lesson study) was more to the pedagogical aspect. The research suggests that teacher association based lesson study is more useful to develop teacher TPCAK than school-based lesson study, and the role of the observer is essential in developing teacher TPACK. 

Keywords

TPACK, lesson study, biology teacher

Full Text:

PDF

References

Carter, I., & Galindo, E. (2017). Exploring the Use of Lesson Study to Develop Elementary Preservice Teachers’ Pedagogical Content Knowledge for Teaching Nature of Science. International Journal of Science and Mathematics Education, 15(2), 293-312.

Anwar, Y., Rustaman, N. Y., Widodo, A., & Redjeki, S. (2014). Kemampuan Pedagogical Content Knowledge Guru Biologi yang Berpengalaman dan yang Belum Berpengalaman. Jurnal Pengajaran MIPA, 19(1), 69-73.

Bakir, N. (2016). Technology and Teacher Education: A Brief Glimpse of the Research and Practice that Have Shaped the Field. TechTrends, 60(1), 21-29.

Birel, G. K., & Çakıroğlu, E. Preservice Mathematics Teachers’ TPACK Development in Statistics Teaching: A Microteaching Lesson Study. Contribution Paper of Tenth International Conference on Teaching Statistics (ICOTS10, July, 2018), Kyoto, Japan.

Brown, J. C., & Crippen, K. J. (2017). The Knowledge and Practices of High School Science Teachers in Pursuit of Cultural Responsiveness. Science Education, 101(1), 99-133.

Daryanto & Karim, S. (2017). Pembelajaran Abad 21. Yogyakarta: Gava Media.

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of research on Technology in Education, 42(3), 255-284.

Gall, M. D., Gall, J. P., & Borg, W. R. (2007). In Burvikovs AE. Educational Research: An Introduction (Eighth ed. ed.). Boston, Massachusetts: Pearson Publishing Allyn and Bacon.

Gutierez, S. B. (2015). Teachers’ Reflective Practice in Lesson Study: A Tool for Improving Instructional Practice. Alberta Journal of Educational Research, 61(3), 314-328.

Harris, J. B., & Hofer, M. J. (2011). Technological Pedagogical Content Knowledge (TPACK) in Action: A Descriptive Study of Secondary Teachers’ Curriculum-Based, Technology-Related Instructional Planning. Journal of Research on Technology in Education, 43(3), 211-229.

Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging Students in Learning Activities: It is not Autonomy Support or Structure but Autonomy Support and Structure. Journal of Educational Psychology, 102(3), 588-600.

KeenGwe, J., OnChwari, G., & OnChwari, J. (2009). Technology and Student Learning: Towards aLearner-Centered Teaching Model. AACE Journal, 17(1), 11-22.

Koehler, M. J., Mishra, P., Kereluik, K., Shin, T.S., & Graham, C. (2013). The Technological Pedagogical Content Knowledge Framework. In M. J. Spector, M. D. Merrill, J. Elen & M. J. Bishop (Eds.) Handbook of Research on Educational Communications and Technology (pp. 101-111). New York: Springer.

Koehler, M., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)?. Contemporary Issues in Technology And Teacher Education, 9(1), 60-70.

Lewis, C. C. (2002). Lesson Study: A Handbook of Teacher-Led Instructional Change. Philadelphia, PA: Research for Better Schools, Inc.

Liang, J. C., Chai, C., Koh, J., Yang, C. J., & Tsai, C. C. (2013). Surveying In-Service Preschool Teachers’ Technological Pedagogical Content Knowledge. Australasian Journal of Educational Technology, 29(4), 581-594.

Moeini, H. (2008, December). Identifying Needs: A Missing Part in Teacher Training Programs.In Seminar. net (Vol. 4, No. 1).

Muslim. (2014). Kegiatan Workshop Terprogram dapat Meningkatkan Kompetensi Guru Menyusun Rencana Pelaksanaan Pembelajaran. Jurnal Penelitian Tindakan Sekolah dan Kepengawasan, 1(1), 31-37.

Purwoko, A. A., Andayani, Y., Muntar, M., & Diartha, I. N. (2017). Efforts in Improving Teachers’ Competencies Through Collaboration Between Teacher Forum on Subject Matter (MGMP) and Pre-Service Teacher Training Institution (LPTK). Jurnal Pendidikan IPA Indonesia, 6(1), 11-15.

Pusparini, F., Riandi, R., & Sriyati, S. (2017, September). Developing Technological Pedagogical Content Knowledge (TPACK) in Animal Physiology. In Journal of Physics: Conference Series (Vol. 895, No. 1, p. 012059). IOP Publishing.

Rahayu, P., Mulyani, S., & Miswadi, S. S. (2012). Pengembangan Pembelajaran IPA Terpadu dengan Menggunakan Model Pembelajaran Problem Base melalui Lesson Study. Jurnal Pendidikan IPA Indonesia, 1(1), 63-70.

Rizki, S. (2014). Efek Lesson Study terhadap Peningkatan Kompetensi Pedagogik Calon Guru. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 3(1), 17-28.

Rosenberg, J. M., & Koehler, M. J. (2015). Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review. Journal of Research on Technology in Education, 47(3), 186-210.

Rus’an. (2014). Analisis Dampak Peningkatan Kompetensi dan Kinerja Guru Melalui Program Bermutu Terhadap Kegiatan MGMP di Kabupaten Parigi Moutong. Jurnal Penelitian Ilmiah, 2(2), 272-295.

Rusman. (2011). Model-Model Pembelajaran: Mengembangkan Profesionalisme Guru. Rajawali Pers/PT Raja Grafindo Persada.

Sahin, I. (2011). Development of Survey of Technological Pedagogical and Content Knowledge (TPACK). Turkish Online Journal of Educational Technology-TOJET, 10(1), 97-105.

Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4-14.

Srisawasdi, N. I. W. A. T. (2014). Developing Technological Pedagogical Content Knowledge in Using Computerized Science Laboratory Environment: An Arrangement for Science Teacher Education Program. Research & Practice in Technology Enhanced Learning, 9(1), 123-143.

Sumarti, S. S., Supardi, K. I., Sumarni, W., & Saptorini, S. (2015). The Development of Lecture Model of Chemical Education Management Based on Lesson Study to Improve Chemistry Teacher Candidates’ Profesionalism. Jurnal Pendidikan IPA Indonesia, 4(1), 11-14.

Susilo, H. (2013). Lesson Study sebagai Sarana Meningkatkan Kompetensi Pendidik. In Makalah) Disajikan dalam Seminar dan Lokakarya PLEASE (pp. 28-34).

Widodo, A., Sumarno, U., Nurjhani, M., & Riandi. (2007). Peranan “Lesson Study†dalam Peningkatan Kemampuan Mengajar Mahasiswa Calon Guru. Varidika, 19(1), 15-28.

Zubaidah, Siti. (2010). Lesson Study Sebagai Salah Satu Model Pengembangan Profesionalisme Guru 1. Seminar Pendidikan dan Pelatihan Nasional dengan Tema Peningkatan Profesionalisme Guru melalui Kegiatan Lesson Study, Universitas Brawijaya Malang.

DOI: https://doi.org/10.15294/jpii.v8i2.19303

Refbacks

  • There are currently no refbacks.


Bookmark and Share