Donna Karolina Br. Surbakti, - (2023) PENGARUH PELATIHAN KETERAMPILAN BERPIKIR KOMPUTASI (COMPUTATIONAL THINKING) DAN MEMBELAJARKANNYA UNTUK MENGEMBANGKAN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) GURU BIOLOGI. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Keterampilan berpikir komputasi merupakan salah satu keterampilan yang harus dimiliki oleh guru yang selanjutnya diharapkan dapat diimplementasikan kepada siswanya dalam pembelajaran. Salah satu cara yang dapat dilakukan untuk melatihkan keterampilan berpikir komputasi adalah melalui kegiatan pelatihan. Pada penelitian ini pelatihan keterampilan berpikir komputasi bertujuan untuk mengembangkan TPACK guru biologi SMA dalam proses pembelajaran. Perkembangan TPACK guru salah satunya dapat dilihat melalui kemampuan pemecahan masalah secara komputasional. Adapun salah satu faktor yang mendasari TPACK yaitu adanya kemampuan dalam pengintegrasian teknologi dalam pembelajaran sehingga akan menunjukkan arah profesionalisme guru. Metode penelitian yang digunakan adalah mixed-methods, dengan exploratory sequential design. CoRes, modul pembelajaran, instrumen computational thinking, angket respon siswa terhadap pembelajaran digunakan sebagai instrumen pada penelitian. Hasil penelitian menunjukkan bahwa berdasarkan intrumen CoRes terjadi perkembangan TPACK guru. Hal ini dapat dilihat dari sebelum adanya kegiatan pelatihan bahwa kategori TPACK guru didominasi pada kategori pra�TPACK (83%) dan terdapat sedikit guru yang termasuk kategori growing-TPACK (17%), sedangkan tidak terdapat satupun guru yang termasuk kategori maturing�TPACK. Setelah pelatihan, TPACK guru didominasi pada kategori growing�TPACK (83%), sisanya berada pada kategori maturing-TPACK (17%) dan tidak ada satupun guru yang berada pada kategori pra-TPACK. Berdasarkan instrumen modul pembelajaran terjadi juga perkembangan TPACK yang dilihat dari rata-rata N-gain yaitu 0,52 yang termasuk pada kategori sedang. Berdasarkan data penelitian di atas, TPACK guru setelah pelatihan berpikir komputasi dinyatakan mengalami perkembangan. Hal ini didukung juga berdasarkan indikator keterampilan berpikir komputasi. Pada indikator dekomposisi masalah diperoleh nilai rata-rata sebesar (75%), pengenalan pola (78%), abstraksi (83%), dan berpikir algoritma (77%). Rekomendasi penelitian ini menunjukkan perlu adanya pelatihan lebih lanjut yang dapat dilakukan untuk lebih mengembangkan TPACK guru dalam pembelajaran. Selain itu, jumlah guru yang diikutsertakan dalam kegiatan pelatihan sebaiknya lebih banyak lagi sehingga adanya pengembangan TPACK secara merata untuk meningkatkan kualitas pembelajaran. Computational thinking skills are one of the abilities that must be possessed by teachers who are then expected to be implemented to their students in learning. One way that can be done to train computational thinking skills is through training activities. In this study, computational thinking skills training aims to develop high school biology teachers' TPACK in the learning process. The development of teachers' TPACK can be seen through the ability to solve problems computationally. One of the factors underlying TPACK is the ability to integrate technology in learning so that it will show the direction of teacher professionalism. The research method used was mixed method, with an exploratory sequential design. CoRes, learning module, computational thinking instrument, student response to learning questionnaire were used as instruments in the research. The results showed that based on the CoRes instrument, there was a development of teachers' TPACK. This can be seen from before the training activities, the teachers TPACK category was dominated by the pre-TPACK category (83%) and only a few teachers were in the growing-TPACK category (17%), while no teachers were in the maturing-TPACK category. After the training, teachers' TPACK was dominated by the pre-TPACK category (83%), the rest were in the maturing�TPACK category (17%), and no teachers were in the maturing-TPACK category. Based on the learning module instrument, there was also a development of TPACK as seen from the average N-gain of 0.52 which is included in the moderate category. Based on the research data above, teachers' TPACK after computational thinking training is stated to have developed. This is also supported by the indicators of computational thinking skills. In the problem decomposition indicator, the average score was obtained (75%), pattern recognition (78%), abstraction (83%), and algorithm thinking (77%). The recommendations of this study indicate the need for further training that can be done to further develop teachers' TPACK in learning. In addition, the number of teachers included in training activities should be more so that there is an even development of TPACK to improve the quality of learning.
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?view_op=new_articles&hl=id&imq=Donna+Karolina+Br.+Surbakti# SINTA ID : 256954 SINTA ID : 6004348 |
| Uncontrolled Keywords: | Keterampilan Berpikir Komputasi, Technological Pedagogical Content Knowledge (TPACK), Guru Biologi, Kegiatan Pelatihan. Computational Thinking Skills. Technological Pedagogical Content Knowledge (TPACK), Biology Teachers, Training Activities. |
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Biologi > Program Studi Pendidikan Biologi |
| Depositing User: | Donna Karolina Br. Surbakti |
| Date Deposited: | 09 Aug 2023 06:06 |
| Last Modified: | 09 Aug 2023 06:06 |
| URI: | http://repository.upi.edu/id/eprint/96771 |
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