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Exploring pedagogical knowledge of prospective science teachers through project-based learning
Abstract
The development of pedagogical competence is an important aspect of the education of prospective science teachers that enables them to design and implement effective and innovative learning experiences. This study aims to explore pedagogical knowledge, including Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), and Technological Pedagogical Knowledge (TPK), of prospective science teachers in the context of Project-Based Learning (PjBL). This study used a quantitative descriptive design with 27 students from a Science Education Study Program as the participants. Data were collected through the evaluation of teaching modules and a pedagogical competence questionnaire, then analyzed using descriptive statistics in the form of means and percentages. The results of the teaching module assessment showed a progressive increase across the meetings, namely 59.9 (fair), 72.1 (good), and 78.5 (good). Meanwhile, the questionnaire results showed that the PK component obtained an average score of 77.7% (good), the PCK component achieved 88.8% (very good), and the TPK component reached 59.9% (fair). This indicates that students are stronger in integrating content and pedagogy than in utilizing technology in learning. These findings indicate that PjBL provides a meaningful learning experience and has the potential to support the development of pedagogical knowledge, especially in teaching module design; however, further improvement is needed in the TPK dimension to optimize technology integration in learning.
Abstrak. Pengembangan kompetensi pedagogis merupakan aspek penting dalam pendidikan calon guru IPA agar mampu merancang dan melaksanakan pembelajaran yang efektif dan inovatif. Penelitian ini bertujuan untuk mengeksplorasi pengetahuan pedagogis yang meliputi Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), dan Technological Pedagogical Knowledge (TPK) calon guru IPA dalam konteks Pembelajaran Berbasis Proyek (PjBL). Penelitian ini menggunakan desain deskriptif kuantitatif dengan subjek sebanyak 27 mahasiswa program studi pendidikan IPA. Data dikumpulkan melalui penilaian modul ajar dan kuesioner kompetensi pedagogis, kemudian dianalisis menggunakan statistik deskriptif berupa rerata dan persentase. Hasil penilaian modul ajar menunjukkan peningkatan rerata pada setiap pertemuan, yaitu 59,9 (cukup), 72,1 (baik), dan 78,5 (baik). Sementara itu, hasil kuesioner menunjukkan bahwa komponen PK memperoleh rerata 77,7% (baik), PCK sebesar 88,8% (sangat baik), dan TPK sebesar 59,9% (cukup). Hal ini mengindikasikan bahwa mahasiswa lebih kuat dalam mengintegrasikan konten dan pedagogi dibandingkan pemanfaatan teknologi dalam pembelajaran. Temuan ini menunjukkan bahwa PjBL memberikan pengalaman belajar yang bermakna dan berpotensi mendukung pengembangan pengetahuan pedagogis, terutama dalam perancangan modul ajar, namun perlu penguatan pada aspek TPK agar integrasi teknologi dalam pembelajaran lebih optimal.
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