Implementation Of TPACK Aspects Through Lesson Study: Preservice Science Teachers Initial Knowledge In Earth and Space Science Course Aristo Hardinata, Ely Djulia, Halim Simatupang, Rizky Hasanah, Budi Harianto
Universitas Negeri Medan
Abstract
In the world of education, teachers cannot be replaced by any technology. The learning process (pedagogical) or knowledge transfer (content) that occurs in students at school cannot be replaced by robots or technology. However, it is different with teachers who cannot master technology. Teachers who cannot adapt to technological developments will be unable to compete in the community. This is in line with the term TPACK in the world of Education research. TPACK is an educational theory that discusses the understanding of teacher knowledge needed to integrate technology in education effectively. Teachers who have TPACK skills are not only able to prepare students with scientific knowledge, they can also integrate technology in science learning. Therefore, the long-term goal of this research is to instill the TPACK aspect of prospective science teachers in order to prepare teachers who can compete in the development of industry 4.0. This research method was descriptive quantitative research, where the process of implementing aspects of TPACK through lesson study will be explained clearly, as well as descriptions of meaningful numbers related to the initial TPACK abilities of prospective science teachers. Random sampling method was used to involve 62 pre-service science teachers who attend the earth and space science course at science education program in Universitas Negeri Medan. The results of the study indicate that the TPACK ability level of prospective science teachers were generally still in the low category. 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, Presevice Science Teacher, Earth and Space Science, Lesson Study
