Analysis Self-Reflection of Prospective Teacher-Students on TPACK Ability Through Case-Based Learning Model

Authors

  • Suci Nurpratiwi Universitas Negeri Jakarta

DOI:

https://doi.org/10.31764/ijeca.v4i3.5711

Keywords:

Learning Model, Case-Based, Self-reflection, TPACK

Abstract

This study aims to analyze students' self-reflection on their Technological, Pedagogical, Content Knowledge (TPACK) abilities through a case-based learning model. The research was carried out at the State University of Jakarta, with the research subjects 41 students of the Islamic Religious Education study program who took the micro-teaching course. This type of research is qualitative, with data collection methods through observation, interviews, documentation, and distributing questionnaires. The results showed that the case-based learning model in the micro-teaching course could stimulate students' self-reflection ability. Self-reflection related to TPACK is students can find out their strengths and weaknesses in terms of TPACK. The results of student self-reflection show that technological, pedagogical, and content knowledge skills are very good, with a percentage above 80%. In comparison, the aspect that is still low is mastery related to technological content knowledge with an average percentage below 50%.

References

Anas, A. (2018). Menjadi Guru yang Profesional. Media Indonesia. https://mediaindonesia.com/opini/158024/menjadi-guru-yang-profesional

Çimer, A., Çimer, S. O., & Vekli, G. S. (2013). How does Reflection Help Teachers to Become Effective Teachers? International J. Educational Research, 1(4), 134.

Fuada, Z., Soepriyanto, Y., & Susilaningsih. (2020). Analisis Kemampuan Technological Content Knowledge (TCK) Pada Mahasiswa Program Studi Pendidikan Guru Sekolah Dasar. Jurnal Kajian Teknologi Pendidikan (JKTP), 3(3), 251. https://doi.org/10.17977/um038v3i32020p251

Hidayati, N., Setyosari, P., & Soepriyanto, Y. (2018). Kompetensi Technological Pedagogical Content Knowledge (TPACK) Guru Soshum Setingkat SMA. Jurnal Kajian Teknologi Pendidikan (JKTP), 1(4), 292.

Kohler, M. J., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.

Kustandi, C., Ibrahim, N., & Muchtar, H. (2019). Virtual Reality Based on Media Simulation for Preparing Prospective Teacher Education Students. International Journal of Recent Technology and Engineering (IJRTE), 8(IC2), 400.

Lestari, S. M. P. (2019). Perbedaan Tingkat Refleksi Diri Dalam Pembelajaran Mahasiswa Fakultas Kedokteran Universitas Malahayati Tahun 2019. Jurnal Ilmu Kedokteran Dan Kesehatan, 6(4), 258.

Nugraha, I., Widodo, A., & Riandi. (2020). Refleksi Diri dan Pengetahuan Pedagogi Konten Guru Biologi SMP Melalui Analisis Rekaman Video Pembelajaran. Jurnal Pendidikan Sains Indonesia, 8(1), 15.

Nurpratiwi, S., & Amaliyah. (2020). Penerapan Manajemen Berbasis Sekolah dalam Mengembangkan Kualitas Peserta Didik. JUPIIS: Jurnal Pendidikan Ilmu-Ilmu Sosial, 12(2), 457. https://doi.org/https://doi.org/10.24114/jupiis.v12i2.18164

Oyanagi, W., & Satake, Y. (2016). Capacity Building in Technological Pedagogical Content Knowledge for Preservice Teacher. International Journal for Educational Media and Technology, 10(1), 33–44.

Schmidt, A., & Denise. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research and Technology Education, XLII(2), 123–149.

Shafira, N. N. A. (2015). Penerapan Refleksi Diri dan Self Evaluation Sebagai Keterampilan Dasar Dalam Meningkatkan Profesionalisme Pada Mahasiswa Kedokteran. Jambi Medical Journal (JMJ), 3(1), 64. https://doi.org/10.22437/jmj.v3i1.2720

Shandomo, H. M. (2010). The Role of Critical Reflection in Teacher Education. ERIC, 4(1), 102. https://eric.ed.gov/?q=shandomo&id=EJ915885

Simon, S., & Campbell, S. (2012). Teacher Learning and Professional Development in Science Education. dalam Nugraha, I., Riandi., Widodo, A. Jurnal Pendidikan Sains Indonesia., 8(1), 15.

Sugiyono. (2014). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Alfabeta.

Suyamto, J., Masykuri, M., & Sarwanto. (2020). Analisis Kemampuan TPACK (Technological, Pedagogical, and Content Knowledge) Guru Biologi SMA dalam Menyusun Perangkat Pembelajaran Materi Sistem Peredaran Darah. Inkuiri: Jurnal Pendidikan IPA, 9(1), 48. https://doi.org/10.20961/inkuiri.v9i1.41381

VEO. (2019). 5 Benefits of Self-Reflection for Teachers. https://veo.co.uk/benefits-of-self-reflection-for-teachers/

Published

2021-12-05

Issue

Section

Articles