Pengetahuan Konten Pedagogik Guru Matematika Pemula pada Program Linie
Abstract
Abstract: The purpose of this research was to find out the teaching materials that needed to be developed in Cell Biology courses at Malang City Universities. The study was conducted on students who have taken Cell Biology courses in four college at the Malang city. The type of research conducted is quantitative descriptive research. The results showed that students were interested in Cell Biology courses and in the Cell Biology course there were several topics which were considered difficult including cell division, cell division control, and cancer, while for the results of the study related to the availability of teaching materials used, data were obtained that in three universities, namely UNISMA, UMM, and IKIP Budi Utomo, the percentage was more than 50% while for UIN the percentage was 48%. Students consider teaching that has not been able to construct understanding of concepts in studying Cell Biology courses so it is necessary to develop research-based module teaching materials.
Abstrak: Tujuan dari penelitian ini adalah untuk mengetahui bahan ajar yang perlu dikembangkan pada matakuliah Biologi Sel di Perguruan Tinggi Kota Malang. Penelitian dilakukan terhadap mahasiswa yang telah menempuh matakuliah Biologi Sel di empat Perguruan Tinggi kota Malang. Jenis penelitian yang dilakukan adalah penelitian deksriptif kuantitatif. Hasil penelitian menunjukkan bahwa mahasiswa tertarik pada matakuliah Biologi Sel dan pada matakuliah Biologi Sel terdapat beberapa topik yang dianggap sulit antara lain pembelahan sel, pengendalian pembelahan sel, dan kanker. Hasil penelitian terkait ketersediaan bahan ajar yang digunakan diperoleh data bahwa pada tiga perguruan tinggi yaitu UNISMA, UMM, dan IKIP Budi Utomo diperoleh persentase lebih dari 50% sedangkan untuk UIN didapatkan persentase sebesar 48%. Mahasiswa menganggap ajar yang digunakan belum dapat mengonstruk pemahaman konsep dalam mempelajari mata kuliah Biologi Sel sehingga perlu adanya pengembangan bahan ajar modul berbasis penelitian.Keywords
Full Text:
PDFReferences
Abd-El-Khalick, F. (2006). Over and Over and Over Again: College Students’ Views of Nature of Science. In Scientific Inquiry and Nature of Science (Pp. 389–425). Springer.
Agustiani, R. (2015). Profil Pengetahuan Pedagogik-Konten Mahasiswa Calon Guru Matematika Dalam Melaksanakan Pembelajaran dengan Pendekatan PMRI. Jurnal Pendidikan Matematika JPM RAFA, 1(2), 288–305.
Anwar, Y., Rustaman, N. Y., Widodo, A., & Redjeki, S. (2014). Kemampuan Pedagogical Content Knowledge Guru Biologi yang Berpengalaman dan yang Belum Berpengalaman. Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam, 19(1), 69. https://doi.org/10.18269/jpmipa.V19i1.426
Aunurrahman. (2010). Belajar dan Pembelajaran. Bandung: Alfabeta.
Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Tsai, Y.-M. (2010). Teachers’ Mathematical Knowledge, Cognitive Activation in The Classroom, and Student Progress. American Educational Research Journal, 47(1), 133–180. https://doi.org/10.1016/0920-5861(95)00084-S
Darling-Hammond, L. (2006). Constructing 21st-Century Teacher Education. Journal of Teacher Education, 57(3), 300–314.
Holt-Reynolds, D. (1992). Personal History-Based Beliefs as Relevant Prior Knowledge In Course Work. American Educational Research Journal, 29(2), 325–349.
Kagan, D. M. (1992). Professional Growth Among Preservice and Beginning Teachers. Review of Educational Research, 62(2), 129–169.
Karahasan, B. (2010). Preservice Secondary Mathematics Teachers’ Pedagogical Content Knowledge of Composite and Inverse Fungtion. Middle East Technical University.
Koehler, M. J., & Mishra, P. (2008). Introducing TPCK (AACTE Comm). Mah—Wah, NJ: Lawrence Erlbaum Associates.
Ma’Rufi., Budayasa, I. K., & Juniati, D. (2018). Pedagogical Content Knowledge: Teacher’s Knowledge of Students in Learning Mathematics on Limit of Function Subject. Journal of Physics: Conference Series, 954(1). https://doi.org/10.1088/1742-6596/954/1/012002
Mastuti, A. G. (2014). Pedagogical Content Knowledge Guru Dalam Pengambilan Keputusan tentang Penugasan Matematis. Disertasi tidak diterbitkan. Universitas Negri Malang, Malang.
Mehrpour, S., & Moghaddam, M. (2018). Exploring Novice and Experienced Iranian EFL Teachers’ Beliefs Representations: A More Vivid Picture. Online Submission, 12(2), 17–50.
Moore, P., & Hu, B. (2006). A Context Framework for Entity Identification for The Personalisation of Learning in Pedagogic Systems. 2006 10th International Conference On Computer Supported Cooperative Work In Design, 1–6. IEEE.
Purwianingsih, M. W., Rustaman, N. Y., & Redjeki, M. S. (2010). Pengetahuan Konten Pedagogi dan Urgensinya dalam Pendidikan Guru. Jurnal Pengajaran MIPA, 15(2), 87–94.
DOI: http://dx.doi.org/10.17977/jptpp.v4i8.12683
Refbacks
- There are currently no refbacks.
Copyright (c) 2019 Leka Frita Yanuati Haryono, I Nengah Parta, Gatot Muhsetyo
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Pendidikan: Teori, Penelitian, & Pengembangan Journal of Education: Theory, Research, and Development Graduate School Of Universitas Negeri Malang JPtpp is licensed under Creative Commons Attribution-ShareAlike 4.0 International License |