PENGARUH PELATIHAN KETERAMPILAN BERPIKIR KOMPUTASI (COMPUTATIONAL THINKING) DAN MEMBELAJARKANNYA UNTUK MENGEMBANGKAN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) GURU BIOLOGI

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.

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.

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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 > Program Studi Biologi - S1 > 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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