The Profile of Students’ Pedagogical Knowledge on the Implementation of Mentoring Programts’ Pedagogical Knowledge on the Implementation of Mentoring Program

Nopriyeni Nopriyeni; Endang Sulaiman

doi:10.35445/alishlah.v14i3.2111

The Profile of Students’ Pedagogical Knowledge on the Implementation of Mentoring Programts’ Pedagogical Knowledge on the Implementation of Mentoring Program

Nopriyeni Nopriyeni, Endang Sulaiman

Abstract

This study aims at revealing the students’ pedagogical knowledge on the implementation of a mentoring program. There were 60 students of Biology Education Study Program from Muhammadiyah University of Bengkulu involved in this study. The students’ pedagogical knowledge is considered as students’ competency within five aspects (Knowledge of learning processes, Knowledge of individual characteristics, Knowledge of classroom assessment, Knowledge of teaching methods, Knowledge of classroom management). The instruments for data collection were essay tests which had been validated through the expert judgment. The scores representing the students' pedagogical knowledge were categorized into three categories (low, medium, and high). The collected data were analyzed using a descriptive quantitative approach. The results of the study reveal the students' competency in the ten indicators of pedagogical knowledge consisting of learning strategies (85%); feedback provision to students (76%); knowledge of cognitive development (78%); motivatingstudents (70%); formative and summative assessment (73%); lesson plan evaluation (78%); various teaching methods (73%); appropriate teaching method (83%); conditioning a conducive atmosphere (80%); classroom management (86%). Thus, it can be concluded that the students' pedagogical knowledge on the implementation of a mentoring program can be categorized as high and able to improve their experiences of teaching practices as prospective teachers.

Keywords

pedagogical knowledge, mentoring, students of pre-service teachers, the learning process

Full Text:

PDF

References

Agustina, P. (2015). Pengembangan Pedagogical Content Knowledge (PCK) Mahasiswa Calon Guru Biologi Fkip Universitas Muhammadiyah Surakarta melalui Simulasi Pembelajaran. Jurnal Penelitian dan Pembelajaran IPA.1(1), 1-15.

Anif, S., Sutama., Prayitno,H.J., & Idrus, N. B. M. (2019). Effectiveness of Pedagogical Competence: A Development Model through Association Of Biology Teachers’ Forum. Jurnal Pendidikan IPA Indonesia. 8 (1) 22-31

Anwar, Y., Rustaman, N. Y., & Widodo, A. (2012). Kemampuan Subject Specific Pedagogy Calon Guru Biologi Peserta Program Pendidikan Profesional Guru (PPG) yang Berlatar Belakang Basic Sains Pra dan Post Workshop. Jurnal Pendidikan IPA Indonesia.1(2), 157–162.

Arends, R. (2013). Learning to Teach. New York: Mc- Graw Hill Companies

Aydeniz, M., & Kirbulut, Z. D. (2014). Exploring Challenges of Assessing Pre-Service Science Teachers’ Pedagogical Content Knowledge (PCK). Asia-Pacific Journal of Teacher Education. 42(2), 147-166.

Ball, D,L. & Bass, H. (2000). Interweaving Content and Pedagogy in Teaching and Learning to Teach : Knowing and Using Mathematics. In J.Boaler (Ed), Multiple Perspectives on the Teaching and Learning of Mathematics (pp.83-104). Westport, CT: Albex.

Brown, P., Friedrichsen, P., & Abell, S. (2013). The Development of Prospective Secondary Biology Teachers PCK. Journal of Science Teacher Education. 24(1), 133-155.

Crawford, C. J. (2010). Manager's Guide to Mentoring. McGraw-Hill

Donnelly, D. F., & Hume, A. (2015). Using Collaborative Technology to Enhance Pre-Service Teachers’ Pedagogical Content Knowledge in Science. Research in Science & Technologic al Education, 33(1), 61-87.

Enfield, M.(2007). Content and Pedagogy : Intersection in the NSTA a Standarts for Science Teacher Education

Erossman, Baldwin, J., & Garry, M.E. (2007). Mentoring – A Proven Deliquency Prevention Strategy. Juvenille Justice Bulletin.

Gess-Newsome, J., Taylor, J. A., Carlson, J., Gardner, A. L., Wilson, C. D., & Stuhlsatz, M. A. (2016). Teacher Pedagogical Content Knowledge, Practice, and Student Achievement. International Journal of Science Education, 1-20.

Hanuscin, D. L. (2013). Critical Incidents in The Development of Pedagogical Content Knowledge for Teaching The Nature of Science: A Prospective Elementary Teacher’s Journey. Journal of Science Teacher Education. 24(6), 933-956.

Harlen, W., & Holroyd, C. (1997). Primary Teachers’ Understanding of Concept of Science: Impact on Confidence and Teaching. International Journal of science Education.19, 93–105

Hudson, P. (2004) Specific Mentoring: A Theory and Model for Developing Primary Science Teaching Practices, European Journal of Teacher Education. 27(2), 139–146.

Hudson, P., Skamp, K. & Brooks, L. (2005) Development of an Instrument: Mentoring for Effective Primary Science Teaching, Science Education, 89(4), 657–674.

Hume, A., & Berry, A. (2011). Constructing CoRes— A Strategy for Building PCK in Pre-Service Science Teacher Education. Research in Science Education. 41(3), 341-355.

Kartal, T, Ozturk, N. & Ekici.(2012). Developing Pedagogical Content Knowledge in Preservice Science Teachers through Microteaching Lesson Study. Procedia-Social and Behavioral Sciences. 46,2753-2758

Kemendikbud, (2016). 7 Provinsi Raih Nilai Terbaik Uji Kompetensi Guru 2015. http: //www. kemdikbud. go.id/ main/blog/2016/01/7- provinsi-raih-nilai-terbaik-uji-kompetensi-guru-2015

Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional Competence of Teachers: Effects on Instructional Quality and Student Development. Journal of Educational Psychology, 105(3), 805-820.

Kusaeri, & Aditomo, A. (2019). Pedagogical Beliefs about Critical Thinking among Indonesian Mathematics Pre-Service Teachers. International Journal of Instruction, 12(1)

Loughran, J., Berry, A., & Mullhall, P. (2012). Understanding and Developing Science Teacher’s Pedagogical Content Knowledge (2nd Ed.) Rotterdam: Sense Publisher.

Mailani, E. (2014) Upaya Pembinaan Kompetensi Pedagogik Guru Dalam Menyusun Rencana Pelaksanaan Pembelajaran Melalui Kegiatan Pendampingan (Mentoring). School Education Journal PGSD FIP UMIMED. 1(2). 35-41.

Mishra, P & Mattew J. K. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record. 108 (6).1017-1054.

Mulyasa, E. (2005). Menjadi Guru Profesional. Bandung: PT Remaja Rosdakarya.

Nilsson, P., & Vikström, A. (2015). Making PCK Explicit—Capturing Science Teachers’ Pedagogical Content Knowledge (PCK) in the Science Classroom. International Journal of Science Education. 37(17), 2836-2857.

Nurmatin & Purwianingsih, W. (2017).Capturing the PCK Ability of Prospective Science Teachers using Core and Pap-Er S. Jurnal Pendidikan IPA Indonesia (2),271-276.

Olszewski, J., (2010).The Impact of Physics Teachers’ Pedagogical Content Knowledge on Teacher Action and Student Outcomes, Logos Verlag Berlin GMBH, Berlin

Purwianingsih, W. (2011). Pengembangan Program Pembekalan Pedagogical Content Knowledge (PCK) Bioteknologi Melalui Perkuliahan Kapita Selekta Biologi SMA. (Disertasi tidak diterbitkan). SPs Universitas Pendidikan Indonesia.

Rahmi, S. (2011). Strengthening Pedagogic Content Knowledge in Teacher Education Curriculum. Proceeding International Seminar of Education Pedagogical Content Knowledge. UPI-Bandung.

Ramdiah, S., Abidinsyah, Royani, M., & Husamah (2019). Understanding, Planning, and Implementation of HOTS by Senior High School Biology Teachers in Banjarmasin-Indonesia. International Journal of Instruction, 12(1)

Rusilowati, A., Hartono, Supriyadi. (2012). Pengembangan Model Pembelajaran Better Teaching and Learning Berkarakter untuk Membekali Kompetensi Pedagogi Mahasiswa Calon Guru. Jurnal Penelitian Pendidikan.29 (2) 83- 92.

Seung, E. (2013). The Process of Physics Teaching Assistants’ Pedagogical Content Knowledge Development. International Journal of Science & Mathematics Education. 11(6), 1303-1326.

Skilling, K.; Bobis, J.; Martin, A. J.; Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal, 28, 545–566.

Suciati, M. N., Ali, C. D., Imaningtyas, A. F., Anggraini, Z., & Dermawan. (2018). The Profile of XI Grade Students’ Scientific Thinking Abilities on Scientific Approach Implementation. Jurnal Pendidikan IPA Indonesia.7(3), 341-346.

Sukaesih, S., Ridlo, S & Saptono, S. (2017). Profil Kemampuan Pedagogical Content Knowledge (PCK) Calon Guru Biologi. Lembaran Ilmu Kependidikan. 46(1),1-7.

Syahruddin, dkk. (2013).Teachers’ Pedagogical Competence in School-Based Management: A Case Study in a Public Secondary School at Pare-Pare, Indonesia. Journal of Education and Learning. 7 (4), 213-218.

Taber, K. S. (2017). The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education. Research in Science Education. 1–24.

DOI: https://doi.org/10.35445/alishlah.v14i3.2111