ANALISIS MODUL AJAR UNTUK MENILAI PEDAGOGICAL CONTENT KNOWLEDGE (PCK) MAHASISWA CALON GURU KIMIA
DOI:
https://doi.org/10.51878/strategi.v6i3.11246Keywords:
calon guru kimia, content knowledge, modul ajar, pedagogical knowledge, pedagogical content knowledgeAbstract
In the context of ever-evolving education, a strong understanding of pedagogical content knowledge (PCK) is crucial for prospective chemistry teachers to teach effectively and innovatively. This study aims to determine the PCK of prospective chemistry teachers. The research method used is descriptive qualitative. The subjects of this study were 49 students of the Chemistry Education Study Program in the 2024/2025 academic year who were taking the Microlearning course. Data were collected through documentation analysis using qualitative descriptions of open modules created by prospective chemistry teachers for teaching practice. Based on the results of the data analysis, it was found that the content knowledge (CK) of prospective chemistry teachers was very good (81.55%), pedagogical knowledge (PK) was very good (83.19%), and PCK was good (77.20%). The results of this study indicate that although students have a strong understanding of CK and PK, there is room for PCK development. These findings provide opportunities for curriculum development and training for prospective chemistry teachers and encourage further research on the factors influencing PCK mastery. This study is expected to serve as a reference for educators and curriculum developers in improving the quality of education for prospective chemistry teachers.
ABSTRAK
Dalam konteks pendidikan yang terus berkembang, pemahaman yang kuat mengenai pedagogical content knowledge (PCK) menjadi krusial bagi calon guru kimia untuk dapat mengajar dengan efektif dan inovatif. Penelitian ini bertujuan untuk mengetahui PCK calon guru kimia. Metode penelitian yang digunakan yaitu deskriptif kualitatif. Subjek penelitian ini adalah 49 mahasiswa Program Studi Pendidikan Kimia tahun ajaran 2024/2025 yang menempuh mata kuliah Pembelajaran Mikro. Data dikumpulkan dengan dokumentasi menggunakan analisis secara deskriptif kualitatif terhadap modul ajar yang dibuat oleh mahasiswa calon guru untuk praktik mengajar. Berdasarkan hasil analisis data ditemukan bahwa kemampuan content knowledge (CK) mahasiswa calon guru kimia termasuk baik sekali (81,55%), pedagogical knowledge (PK) termasuk baik sekali (83,19%), dan PCK termasuk baik (77,20%). Hasil penelitian ini menunjukkan bahwa meskipun mahasiswa memiliki pemahaman yang kuat dalam CK dan PK, terdapat ruang untuk pengembangan PCK. Temuan ini memberikan kesempatan bagi pengembangan kurikulum dan pelatihan calon guru kimia, serta mendorong penelitian lebih lanjut mengenai faktor-faktor yang mempengaruhi penguasaan PCK. Penelitian ini diharapkan dapat menjadi referensi bagi pendidik dan pengembang kurikulum dalam meningkatkan kualitas pendidikan calon guru kimia.
Downloads
References
Arikunto, S. (2006). Dasar-dasar Evaluasi Pendidikan Edisi Revisi. Bumi Aksara.
Artono, A., Supriyanto, A., & Timan, A. (2020). Kompetensi pedagogik, kepribadian, sosial dan profesional guru terhadap prestasi belajar sejarah. Tadbir Muwahhid, 4(2), 143–152. https://doi.org/10.30997/jtm.v4i1.2588
Astari, M. A., Yamtinah, S., Masykuri, M., & Susilowati, E. (2020). Analisis Kemampuan Pedagogical Content Knowledge (PCK) Calon Guru Kimia Berdasarkan Telaah Rencana Pelaksanaan Pembelajaran (RPP). Seminar Nasional Kimia dan Pendidikan Kimia XII, 28–38. https://jurnal.uns.ac.id/snkpk/article/download/46952/31900
Goes, L. F., Fernandez, C., & Eilks, I. (2020). The development of pedagogical content knowledge about teaching redox reactions in German chemistry teacher education. Education Sciences, 10(7), 170. https://doi.org/10.3390/educsci10070170
Bahriah, E. S., Sari, A. M., & Yulian, M. (2021). Analisis Pedagogical Content Knowledge (PCK) calon guru kimia pada materi larutan penyangga. Jurnal Tadris Kimiya, 6(1), 70–82. https://doi.org/10.15575/jtk.v6i1.12345
Can-Kucuk, D., & Boz, Y. (2022). Development of pre-service chemistry teachers’ pedagogical content knowledge through mentoring. Chemistry Education Research and Practice, 23(4), 797–820. https://doi.org/10.1039/D2RP00033D
Boz, Y., & Belge-Can, H. (2020). Do Pre-Service Chemistry Teachers' Collective Pedagogical Content Knowledge Regarding Solubility Concepts Enhance after Participating in a Microteaching Lesson Study? Science Education International, 31(1), 29-40. https://doi.org/10.33828/sei.v31.i1.4
Candra, P., Soepriyanto, Y., & Praherdhiono, H. (2020). Pedagogical Knowledge (PK) Guru dalam Pengembangan dan Implementasi Rencana Pembelajaran. JKTP: Jurnal Kajian Teknologi Pendidikan, 3(2), 166–177. https://doi.org/10.17977/um038v3i22020p166
Deng, F., Zhang, L., Zhu, J., Dou, B., & Lan, W. (2025). Chemistry teachers’ pedagogical content knowledge: A review of empirical research published in SSCI journals from 1986 to 2024. Teaching and Teacher Education, 165, 105109. https://doi.org/10.1016/j.tate.2025.105109
Deng, F., Xiao, C., Jia, F., Tian, P., & Zhu, J. (2024). Developing chemistry preservice teachers’ pedagogical content knowledge (PCK) through the learning by collaborative design (LBCD) curriculum model. Journal of Baltic Science Education, 23(4), 615–631. https://doi.org/10.33225/jbse/24.23.615
Hermansah, I., Nasrulloh, I., & Kartini, A. R. I. (2024). Model Technological Pedagogical Content Knowledge Dalam Pembelajaran: Sebuah Kajian Literatur. SCIENCE: Jurnal Inovasi Pendidikan Matematika Dan IPA, 4(2), 105-116. https://doi.org/10.51878/science.v4i2.3037
Hidayah, F. F., Imaduddin, M., Yuliyanto, E., Gunawan, Djunaidi, M. C., & Qomariyah, S. (2023). Strengthening pedagogical content knowledge in designing laboratory activity based on small-scale chemistry practicum approach. European Journal of Educational Research, 12(4), 1631–1644. https://doi.org/10.12973/eu-jer.12.4.1631
Irawati, H. (2020). Analisis Keterampilan Dasar Mengajar Mahasiswa Calon Guru Biologi di Pendidikan Biologi FKIP UAD. Inkuiri: Jurnal Pendidikan IPA, 9(1), 33-39. https://doi.org/10.20961/inkuiri.v9i1.41378
Kurnia, I. R., Barokah, A., Edora, E., & Syafitri, I. (2024). Analisis empat standar kompetensi guru di lingkungan sekolah dasar. Jurnal Pendidikan Dasar, 15(1), 65–74. https://doi.org/10.21009/jpd.v15i1.44806
Meiliawati, R., Siahaan, A. T., & Sidauruk, S. (2023). Eksplorasi technological pedagogical content knowledge (TPACK) mahasiswa calon guru kimia. Jurnal Ilmiah Kanderang Tingang, 14(2), 486–494. https://doi.org/10.37304/jikt.v14i2.270
Ngaini, M. S. N., Arifai, M. A., Karomah, M., Rivaldi, M. F., Averosy, M. A., Asyrof, M. U. A. N., & Malikah, N. (2024). Analisis Kompetensi Guru Pada Pelaksanaan Pembelajaran Abad 21 Di SDN 2 Brotonegaran. Jurnal Jendela Pendidikan, 4(02), 133-142. https://doi.org/10.57008/jjp.v4i02.740
Rahayu, R., & Muhtar, T. (2022). Urgensi Kompetensi Pedagogik Guru Dalam Menghadapi Transformasi Pendidikan Abad 21. Jurnal Basicedu, 6(4), 5708-5713. https://doi.org/10.31004/basicedu.v6i4.3117
Rieser, S., & Naumann, A. (2024). Primary school students’ ratings of teaching – do they differentiate between subjects and teachers? School Effectiveness and School Improvement, 35(4), 486–505. https://doi.org/10.1080/09243453.2024.2396942
Sarkar, M., Gutierrez-Bucheli, L., Yip, S. Y., Lazarus, M., Wright, C., White, P. J., ... & Berry, A. (2024). Pedagogical content knowledge (PCK) in higher education: A systematic scoping review. Teaching and Teacher Education, 144, 104608. https://doi.org/10.1016/j.tate.2024.104608
Shulman, L. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1–23.
Sitinjak, D. S. (2021). Analisis Kompetensi Pedagogi Dan Penguasaan Konsep Kimia Mahasiswa Calon Guru Kimia Yang Profesional. Edukatif: Jurnal Ilmu Pendidikan, 3(2), 603-610. https://doi.org/10.31004/edukatif.v3i2.379
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Apriliana Drastisianti, Lenni Khotimah Harahap
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
