Irvan Permana, - (2019) PROGRAM PERKULIAHAN ORIENTASI PRAKTEK KEGURUAN DENGAN POLA IRVARE BERBASIS BEBAN KOGNITIF UNTUK MENINGKATKAN PEDAGOGICAL CONTENT KNOWLEDGE IPA TERPADU MAHASISWA CALON GURU. S3 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini bertujuan untuk menghasilkan Program Perkuliahan Orientasi Praktek Keguruan (OPK) berbasis beban kognitif untuk meningkatkan Pedagogical Content Knowledge (PCK) mahasiswa calon guru. Penelitian dilakukan dengan desain Research and Development yang meliputi empat tahap yaitu tahap studi pendahuluan, perencanaan, pengembangan, implementasi, dan evaluasi. Studi pendahuluan menunjukan pembekalan PCK pada calon guru kurang efektif. Atas dasar itu dikembangkan Program Perkuliahan OPK berbasis beban kognitif untuk meningkatkan PCK mahasiswa yang terdiri dari enam tahap perkuliahan yaitu Introduction, Reflection, Visualization, Application, Recitation dan Evaluation (IRVARE), yang selanjutnya disebut Program Perkuliahan OPK dengan pola IRVARE berbasis beban kognitif. Pada tahap perencanaan dihasilkan draft program perkuliahan OPK, perangkat perkuliahan, dan instrumen penelitian. Pada tahap pengembangan dilakukan judgement oleh pakar PCK, pakar teori beban kognitif, pakar asesmen, dan pakar konten IPA serta uji coba program pada perkuliahan OPK Pendidikan Biologi Universitas Pakuan (31 mahasiswa). Seluruh data hasil judgement dan uji coba divalidasi secara kuantitatif. Pada tahap implementasi dilakukan pengukuran dampak program menggunakan metode kuasi eksperimen dengan satu kelas kontrol (18 mahasiswa) dan satu kelas eksperimen (18 mahasiswa). Keberhasilan program diukur secara kualitatif dan kuantitatif berdasarkan data menerima dan memroses informasi yang menggambarkan Intrinsic Cognitive Load (ICL), usaha mental yang menggambarkan Extraneous Cognitive Load (ECL), dan PCK yang menggambarkan Germane Cognitive Load (GCL). Karakteristik program yaitu memiliki tahapan IRVARE dengan materi analisis kurikulum, keterampilan mengajar, LKS diagram Vee, dan IPA terpadu, scaffolding pada tahapan visualization dan application, dapat menurunkan ICL, ECL, dan mengoptimalkan GCL, serta meningkatkan PCK. Hasil implementasi menunjukkan bahwa Program Perkuliahan OPK dengan pola IRVARE berbasis beban kognitif berhasil meningkatkan PCK secara signifikan dengan ICL dan ECL yang rendah. Hasil uji korelasi memperlihatkan adanya hubungan yang kuat antara variabel ICL dan ECL dengan GCL. This study aims to develop cognitive load based teaching practice orientation course (OPK) program to improve prospective science teacher Pedagogical Content Knowledge (PCK). This study was conducted by Research and Development design which includes four phases, namely preliminary study, planning, development, and implementation phase. The results of the preliminary study indicated that the PCK debriefing program for prospective teacher was uneffective. Based on preliminary studies, the developed the OPK course program based on cognitive load to improve student PCK which consist of six stages of lectures namely Introduction, Reflection, Visualization, Application, Recitation, and Evaluation (IRVARE), named as cognitive load based teaching practice orientation course program with IRVARE pattern. At the planning phase, the initial draft of the OPK program, course tools, and research instruments were produced. At the development phase, judgement was carried out by PCK experts, cognitive load theory expert, assessment experts, and science content experts as well as program trials on OPK Biology Education course in Pakuan University (31 students). All data from judgment and trials are validated quantitatively. At the implementation phase, the impact of the program was measured using the quasi-experimental method with one control group (18 students) and one experimental group (18 students). The success of the program is measured qualitatively and quantitatively of receiving and processing skill which describe Intrinsic Cognitive Load (ICL), mental effort which describe Extraneous Cognitive Load (ECL), and PCK which describe Germane Cognitive Load (GCL). The characteristics of the program have IRVARE stages with curriculum analysis, teaching skills, Vee diagrams worksheet analysis, and integrated science materials, scaffolding at visualization and application stage, reduce ICL, ECL, and optimize GCL, and increase PCK. The results of the implementation show cognitive load based teaching practice orientation course program with IRVARE pattern significantly improve PCK with low ICL and ECL. The correlation analysis results show a strong relationship between the ICL and ECL with GCL.
| Item Type: | Thesis (S3) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan IPA S-3 |
| Depositing User: | Irvan Permana |
| Date Deposited: | 06 Jul 2020 06:18 |
| Last Modified: | 06 Jul 2020 06:18 |
| URI: | http://repository.upi.edu/id/eprint/42311 |
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