Analysis of Preservice Chemistry Teachers^ Competences In Designing STEM-TPACK Learning Radika Azaahra (a*), Yuli Rahmawati (a), Yusmaniar (a)
a) Department of Chemistry Education, Universitas Negeri Jakarta, Indonesia
*radikaazaahra75[at]gmail.com
Abstract
The qualitative study aims to analysis the competences of preservice chemistry teachers to design STEM-TPACK learning during the COVID-19 pandemic. The research data were obtained from 34 preservice chemistry teachers who took ICT courses in Chemistry Learning in the seventh semester. This research refers to the existing literature on TPACK and Webquest to make preservice chemistry teachers become professionals in increasing TPACK by implementing STEM learning. This research created a google site STEM-TPACK called STEMQuest, as a lesson design that can be used as a resource, application, and activity that can be developed and distributed to facilitate students in learning chemistry. After the preservice chemistry teachers finished designing STEMQuest, implementation was carried out at one of secondary school in Jakarta. Research data were obtained through observations, STEM-TPACK questionnaires, reflective journals, and interviews. The results show that preservice teachers^ efficacy for their STEM-TPACK developed significantly after they co-designed the STEM project on a STEMQuest. The preservice chemistry teachers found that the STEMQuest design was effective in achieving X grade students^ learning outcome in relating chemistry bonding concept and STEM learning through engaging and meaningful learning experiences.
