Sri Haryani, MIPA Pendidikan Kimia and Sri Wardani, MIPA Pendidikan Kimia and Agung Tri Prasetya, - (2016) Pedagogical Content Knowledge Debriefing for Chemistry Teacher Candidates. In: 10th Joint Conference on Chemistry, 8-9 September 2015, Surakarta.

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Abstract

This study has aims to identify the impact of provisioning Pedagogical Content Knowledge (PCK) on the performance of chemistry teacher candidates in Practice Field Experience (PPL). PCK debriefing is focused through the Chemistry Lesson Planning (PPK) lecture, then the application is continued in the PPL course. This descriptive study involved 6 teacher‘s candidates who measured their PCK capability start from PPK lecture up to their implementation in PPL. PCK of teacher‘s candidates captured by filling CoRe and writing PaP-eRs representing PCK of a teacher as proposed by Loughran. The quantitative data is taken from the preparation of the lesson plan (RPP) and the fulfillment of CoRe, while the qualitative data is drawn from the analysis of RPP, CoRe and PaP-eRs linkages. Interview on the study subjects is also done to strengthen the linkages of three documents. Based on the result of data analysis, it is revealed that the PCK debriefing trough PPK lecture could increase the PCK capability of teacher‘s candidates. PCK debriefing is able to minimize the weakness that have been prevalent as write apperception, sort material, and pay attention to prerequisite materials. The teacher‘s candidates initially have problem deciphering the questions in the CoRe, and not accustomed to write PaP-eRs as a reflection of what has been done, so that needed simplification of questions in the CoRe and a guide to write PaP-eRs adapted from Loughran trough the preparation of rubric associated with the RPP.

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