Implementation of TPACK through Lesson Study: Pre-service Science Teachers' Initial Knowledge in an Earth and Space Science Course
DOI:
https://doi.org/10.18502/kss.v9i13.15927Abstract
Teaching and learning at school cannot be replaced by robots or technology. However, teachers who cannot adapt to technological developments will be unable to compete in the field. TPACK is an educational theory that discusses the teacher knowledge needed to integrate technology into education effectively. Teachers with TPACK skills cannot only prepare students with scientific knowledge, but they can also integrate technology into science learning. Therefore, the long-term goal of this research is to instil the TPACK aspect of pre-service science teachers in order to prepare teachers who can compete in the development of Industry 4.0. The research method was descriptive quantitative research, where the process of implementing aspects of TPACK through lesson study was explained clearly, as well as descriptions of meaningful numbers related to the initial TPACK abilities of pre-service science teachers. A random sampling method was used to select 62 pre-service science teachers who attended the earth and space science course in the science education program at Universitas Negeri Medan. The results of the study indicated that the TPACK ability level of pre-service science teachers was generally still low. It is hoped that this initial data can be a reference for researchers in implementing aspects of TPACK through lesson study in earth and space science courses.
Keywords: TPACK, Pre-service Science Teachers, Earth and Space
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