ANALISIS PENGARUH PEDAGOGICAL CONTENT KNOWLEDGE TERHADAP TEACHING EFFICACY CALON GURU

Article Sidebar

PDF
Published: Mar 31, 2020
DOI: https://doi.org/10.26740/jepk.v8n2.p121-128
Keywords:
PCK, Teaching Efficacy, calon guru

Main Article Content

Ai Nur Solihat
Universitas Siliwangi
Raden Roro Suci Nurdianti
Universitas Siliwangi

Abstract

Penelitian ini bertujuan untuk mengetahui gambaran mengenai pedagogical content knowledge (PCK), teaching efficacydan pengaruh pedagogical content knowledge (PCK) terhadap teaching efficacy calon guru. Metode yang digunakan yakni survey eksplanatori mencakup populasi mahasiswa tingkat akhir pada FKIP Universitas Siliwangi. Teknik sampling yang digunakan dalam penelitian ini adalah proportionate random sampling. Teknik analisis data yang digunakan dalam penelitian ini adalah statistik deskriptif dan analisis regresi linier sederhana untuk mengetahui pengaruh Pedagogical Content Knowledge (PCK) terhadap teaching efficacy calon guru. Hasil penelitian menunjukkan bahwa kecenderungan pedagogical content knowledge (PCK) mahasiswa calon guru berada pada kategori tinggi yaitu sebesar 89,47 persen, sedangkan kecenderungan teaching efficacy calon guru berada pada kategori sebesar 86,18 persen. Pedagogical content knowledge (PCK) memiliki pengaruh yang positif pada teaching efficacy sebesar 47,1 persen.

Downloads

Download data is not yet available.

Article Details

How to Cite
Solihat, A. N., & Nurdianti, R. R. S. (2020). ANALISIS PENGARUH PEDAGOGICAL CONTENT KNOWLEDGE TERHADAP TEACHING EFFICACY CALON GURU. JURNAL EKONOMI PENDIDIKAN DAN KEWIRAUSAHAAN, 8(2), 121–128. https://doi.org/10.26740/jepk.v8n2.p121-128
Issue
Vol. 8 No. 2 (2020)
Section
Articles

References

Creswell. (2014). Research Design : Pendekatan Metode Kualitatif, Kuantitatif, dan Campuran. Yogyakarta : Pustaka Pelajar.

Dale. H. Schunck. (2012). Learning Theories An Educational Persfective. Yogyakarta : Pustaka Pelajar. 

dAlessio, M. A. (2018). The Effect of Microteaching on Science Teaching Self-Efficacy Beliefs in Preservice Elementary Teachers. Journal of Science Teacher Education, 29(6), 441467. https://doi.org/10.1080/1046560X.2018.1456883

Depaepe, F., & Johannes, K. (2018). General pedagogical knowledge , self-ef fi cacy and instructional practice¯: Disentangling their relationship in pre-service teacher education, 69, 177190. https://doi.org/10.1016/j.tate.2017.10.003

Depaepe, F., & König, J. (2018). General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education. Teaching and Teacher Education, 69, 177190. https://doi.org/10.1016/j.tate.2017.10.003

Kerlinger, Fred N. (2006) Asas-Asas Penelitian Behavioral. Yogyakarta : UGM.

Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343356. https://doi.org/10.1016/j.tate.2005.01.007

Mulyasa, E. (2005). Menjadi Guru Profesional. Bandung : Remaja Rosdakarya.

Redmon, R. (2007). Impact of Teacher Preparation upon Teacher Efficacy. Online Submission, 120.

Riadi, Edi. (2016). Statistika Penelitian (Analisis Manual dan IBM SPSS). Jakarrta: Andi.

Richardson, G. M., Byrne, L. L., & Liang, L. L. (2017). Making learning visible¯: Developing preservice teachers pedagogical content knowledge and teaching efficacy beliefs in environmental education. Applied Environmental Education & Communication, 0(0), 116. https://doi.org/10.1080/1533015X.2017.1348274

Shulman, L. E. E. S. (2012). Understand¯: Knowledge, 15(2), 414.

Smit, R., Weitzel, H., Blank, R., Rietz, F., & Tardent, J. (2017). Interplay of secondary pre-service teacher content knowledge ( CK ), pedagogical content knowledge ( PCK ) and attitudes regarding scientific inquiry teaching within teacher training. Research in Science & Technological Education, 5143(July), 123. https://doi.org/10.1080/02635143.2017.1353962