PEDAGOGICAL CONTENT KNOWLEDGE (PCK) MAHASISWA JURUSAN PENDIDIKAN FISIKA DALAM MEREDUKSI MISKONSEPSI PESERTA DIDIK PADA MATERI GERAK LURUS

Ayuni Nuraeni, Nana Nana, Endang Surahman

Abstract


ABSTRAK

Penelitian ini bertujuan untuk mengetahui Pedagogical Content Knowledge (PCK) mahasiswa jurusan pendidikan fisika dalam mereduksi miskonsepsi peserta didik pada materi gerak lurus. Metode penelitian yang digunakan adalah deskriptif kualitatif. Teknik pengumpulan data yaitu tes diagnostik, vignette dan wawancara. Instrumen penelitian yang digunakan yaitu peneliti sendiri sebagai instrumen utama dan instrumen bantu yakni soal tes diagnostik, persoalan dalam vignette dan wawancara. Hasil penelitian menunjukkan bahwa PCK mahasiswa jurusan pendidikan fisika memiliki keterbatasan dalam pengetahuan konten. Pengetahuan pedagogik mahasiswa jurusan pendidikan fisika juga masih perlu ditingkatkan. Terdapat mahasiswa pendidikan fisika yang memiliki PCK dengan keterbatasan baik pengetahuan konten, pengetahuan pedagogik serta kurang dalam menimbang situasi dan kondisi peserta didik. Hal ini terlihat dari kemampuan mahasiswa jurusan pendidikan fisika dalam mengidentifikasi miskonsepsi dan penyebab miskonsepsi peserta didik serta cara untuk menanganinya.

 

Kata kunci: PCK; miskonsepsi; mahasiswa.

 

ABSTRACT

This study aims to determine the Pedagogical Content Knowledge (PCK) students majoring in physics education in reduce student misconceptions on the material of straight motion. The research method used is descriptive qualitative. Data collection techniques are diagnostic tests, vignettes and interviews. The research instrument used was the researcher himself as the main instrument and the assistive instrument, namely the diagnostic test questions, the problems in the vignette and the interview. The results of the study show that PCK student majoring in physics education have limitation in content knowledge. There are still student majoring in physics education  who have PCK due to limitations in content knowledge, pedagogical knowledge and lack of considering the situation and condition of students. This can be see from the ability of student majoring in physics education in identify misconceptions and the causes of student misconceptions and ways to deal with them

 

Keywords: PCK; misconception; student.


Keywords


PCK; misconception; student.

Full Text:

PDF

References


Alwan, A. A. (2011). Misconception of heat and temperature Among physics students. Procedia Social and Behavioral Sciences. 12(2011). 600–614.

Aydeniz, M., Gürçay, D. (2018). Assessing and Enhancing Pre-Service Physics Teachers’ Pedagogical Content Knowledge (PCK) Through Reflective CoRes Construction. International Online Journal of Education and Teaching (IOJET). 5(4). 957-974.

Baker, M., Chick, H. (2006). Pedagogical Content Knowledge For Teaching Primary Mathematics : A Case Study of Two Teachers. MERGA 29 : Proceeding of the 29th Conference of the Mathematics Education Research Group of Australasia, 60–67.

Bektas, O. (2015). Pre-service Science Teachers’ Pedagogical Content Knowledge in the Physics, Chemistry, and Biology Topics. European Journal of Physics Education. 6(2). 41-53.

Berg, Euwe van Den. (1991). Miskonsepsi Fisika dan Remediasi. Salatiga: Universitas Kristen Satya Wacana.

Carmona, G. A. (2020). Prospective Elementary Teacher’ Abilities In Tackling A Contextual Physics Problem as Guided Inquiry. Revista Brasileira de Ensino de Fisica. 42. 1-13.

Fariyani, Q., Mubarok, F. K., Masfu’ah, S., Syukur, F. (2020). Pedagogical Content Knowledge of Pre-service Physics Teachers. Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi. 9(1). 99-107.

Fariyani, Q., Rusilowati, A., Sugianto. (2015). Pengembangan Four-Tier Diagnostic Test Untuk Mengungkap Miskonsepsi Fisika Peserta didik SMA Kelas X. Journal of Innovative Science Education. 4(2). 41-49.

Feynman, R. (1965). The development of the space-time view of quantum electrodynamics: Nobel lecture. The Nobel Prize in Physics 1965. Retrieved from http://www.nobelprize.org/nobel_prize/physics/laureates/1965/feynman-lecture.html

Inaltekin, T. & Akcay, H. (2021). Examination The Knowledge of Student Understanding of Pre-Service Science Teacher On Heat and Temperature. International Journal of Research in Education and Science (IJRES). 7(2). 445-478.

Kartal, T., Ozturk, N., Ekici, G. (2012). Developing Pedagogical Content Knowledge In Preservice Science Teachers Through Microteaching Lesson Study. Social and Behavioral Sciences. 46. 2753 – 2758.

Kemendikbud. (2019). Hasil PISA Indonesia 2018: Akses Makin Meluas, Saatnya Tingkatkan Kualitas. Retrieved from https://www.kemdikbud.go.id/main/blog/2019/12/hasil-pisa-indonesia-2018

Leung, F., & Park, K. (2002). Competent Students, Competent Teachers?. International Journals of Educational Research. 37(2).113-129.

Maryono. (2015). Analisis Pedagogical Content Knowledge (PCK) GURU Matematika Dan Praktik Pembelajarannya. Jurnal Pendidikan dan Pembelajaran Matematika (JP2M). 1(1). 58-71.

Moodley, K., Gaigher, E. (2019). Teaching Electric Circuits: Teachers’ Perceptions and Learners’ Misconceptions. Research in Science Education. Research and Science Education. 49. 73–89.

Pusat Penilaian Pendidikan Kemendikbud. (2019). Laporan Hasil Ujian Nasional. Retrieved from https://hasilun.puspendik.kemdikbud.go.id/

Rollnick, M. (2016). Learning about semi conductors for teaching-the role played by content knowledge in pedagogical content knowledge (PCK) development. Research in Science Education. 47(4). 833–868.

Safriana & Marina. (2019). Analisis Kemampuan Pedagogical Content Knowledge (PCK) Calon Guru Fisika Pada Mata Kuliah Microteaching. Jurnal Pendidikan, Sains, dan Humaniora. 7(3) .312-320.

Shulman, L. S. (1986). Those Who Understand : Knowledge Growth in teaching. Educational Researcher. 15(2). 4– 14.

Shulman, L. S. (1987). Knowledge and teaching: Foundationsof the new reform. Harvard Educational Review. 57. 1– 21.

Turgut, U., Gürbüz, F., TurguT, G. (2011). An investigation 10th grade students’ misconceptions about electric current. Procedia Social and Behavioral Sciences, 1965–1971.

Yolanda. (2017). Remidiasi Miskonsepsi Kinematika Gerak Lurus Dengan Pendekatan STAD. Science and Physics Education Jurnal. 1(1). 39-48.

Zimmerman, G.J. (2015). The Design And Validation Of An Instrument To Measure The Topic Specific Pedagogical Content Knowledge Of Physical Sciences Teachers In Electric Circuits. Johannesburg.




DOI: https://doi.org/10.31764/orbita.v8i1.4909

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

______________________________________________________

ORBITA: Jurnal Pendidikan dan Ilmu Fisika

p-ISSN 2460-9587 || e-ISSN 2614-7017

 Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

EDITORIAL OFFICE: