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Pengembangan Pedagogical Content Knowledge (PCK) calon guru kimia menggunakan Content Representation (CoRe) framework dan pedagocical and Professional Exsperience Repertoire (PaP-eRs) pada pembelajaran reaksi reduksi-oksidasi

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PENGEMBANGAN PEDAGOGICAL CONTENT KNOWLEDGE (PCK) CALON GURU KIMIA MENGGUNAKAN CONTENT REPRESENTATION (CoRe) DAN PEDAGOGICAL AND PROFESSIONAL REPERTOIRES (PaP-eRs) PADA PEMBELAJARAN REAKSI REDUKSI-OKSIDASI
Rahmi Hayatunnufus1, Dra. Tritiyatma Hadinugrahaningsih, M.Si.2, Dr. Maria Paristiowati, M.Si.3
1Mahasiswa Pendidikan Kimia, FMIPA, Universitas Negeri Jakarta
rahmihyt@gmail.com
2Dosen Pembimbing Penelitian, FMIPA, Universitas Negeri Jakarta
nunuk_prabowo@yahoo.com
2Dosen Pembimbing Penelitian, FMIPA, Universitas Negeri Jakarta
maria.paristiowati@gmail.com
Program Studi Pendidikan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Jakarta, Jl. Pemuda No 10, Rawamangun 13220, Jakarta, Indonesia
Abstract
This research aims to develop Pedagogical Content Knowledge (PCK) of the pre-service chemistry teacher using Content Representation (CoRe) framework and Pedagogical and Professional-experience Repertoires (PaP-eRs) on learning of redox reactions. In this case, pre-service teacher does not have the experience of teaching in the classroom, especially about the redox reactions. Therefore, they need information from a professional chemistry teacher in the form of Content Representation (CoRe) framework that contains of content which is contained in Redox and also in the form of PaP-eRs to get a feedback from the students, professional teachers and self-reflection of teachers to improve teacher’s PCK.Pre-service teachers are expected to have an idea when conducting classroom learning by using CoRe framework and PaP-eRs to make improvements on learning in the class. The research was conducted in November 2015 to June 2016. Data collection was conducted in SMA Negeri 13 Jakarta and SMA Mahatma Gading Jakarta. The methodology used in this research is interpretivism research using interpretivism paradigm, thas is to know the depth information on the research subject's perspective.The results based on a rubric PCK and reflective student’s journal indicate the successful ofCoRe framework and PaP-eRs in enhancing the Pedagogical Content Knowledge of the pre-service chemistry teacher who are affected by the high intensity of diccussion with professional teachers and teaching experiences in the classroom.
Keywords: Pedagogical Content Knowledge, Content Representation, Pedagogical and Professional-experience repertoires (pap-ers), Interpretivism Methods, Redox Reactions
Bibliografi : lembar 159-161

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

SK 11779

Penerbit

Jakarta : Prodi Pendidikan Kimia FMIPA UNJ., 2017

Deskripsi Fisik

x, 204 lembar ; 28 cm.

Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

NONE

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

Calon Guru Kimia

Info Detail Spesifik

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Pernyataan Tanggungjawab

Rahmi Hayatunnufus

Versi lain/terkait

Lampiran Berkas

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