Technological Pedagogical Content Knowledge (TPACK) prospective biology teacher in integrating Education for Sustainable Development (ESD) in their learning planning Ivo Novidsa (a*), Widi Purwianingsih (b), Riandi (b)
a) Pendidikan Biologi, Sekolah Pascasarjana, Universitas Pendidikan Indonesia
* ivonovidsa15[at]upi.edu
b)Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia
Abstract
Education to realize Sustainable Development Goals (SDGs) is known as Education for Sustainable Development (ESD). Teachers with adequate TPACK competencies integrated ESD is one of the keys to realizing ESD. The purpose of this paper is to reveal the professional knowledge of prospective biology teachers in the form TPACK-ESD, in designing learning plans before and after got ESD briefing. TPACK-ESD assessed from Cores and RPP integrated ESD. Eight prospective teachers in the third year who were taking the capita selecta biology course were used as the research sample, chosen by convenience sampling. Descriptive research was used to study TPACK-ESD prospective teachers by collected data consist of CoRes and RPP about viruses and biotechnology. Scoring results of CoRes and RPP that analyzed through descriptive statistics, showed that TPACK-ESD prospective teachers tended to increase after the ESD briefing for both contents. For each component of TPACK, the results showed that content knowledge (CK) illustrating knowledge integrated ESD compared before ESD briefing. Pedagogical knowledge (PK) has shown a learning design that can facilitate students to be able to develop ESD competencies compared before ESD briefing. On the other hand, Technological knowledge (TK) prospective teachers did not seem to increase after ESD briefing.
