The enhanchement of embryology concept mastery of biology prospective teacher through e-learning and blended learning in TPACK framework N Nurdiani, N Y Rustaman, M Nurkanti, S Rosamsi
1)Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pasundan
2)Departemen Pendidikan Biologi, Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia
Abstract
Studies on the implementation of the TPACK framework in the Embryology learning shows that, the wise integration of the elements contained in each component of TPACK can significantly enhance the Embryology concept mastery, but the best learning method to be applied has not been identified. The purpose of this study is to identify differences in the effectiveness of e-learning and blended-learning as an element in the TPK component of the TPACK framework toward the enhancement Embryology concept mastery of Biology prospective teachers. This study used a modified Pre-experimental design of One-shot Case Study type, with subjects of 50 students. Changes in the Embryology concept mastery of the students in e-learning were determined through the calculation of Gain-1 (difference in pretest and posttest-1 scores), whereas in blended learning were determined through calculation of Gain-2 (difference in pretest and posttest-2 scores). The significance of Gain-1 and Gain-2 was tested through z-test when the data were normally distributed, and the nonpara-metric Mann-Whitney U test when the data were not normally distributed. The results of the study shows that the enhancement of the Embyology concept mastery of the prospective Biology teachers as the learning outcome using e-learning and blended learning was not significantly different in the all subjects. It can be concluded that Embryology learning within the TPACK framework can be implemented using e-learning method and not necessarily using blended-learning
