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The Analysis of Biology Teachers’ Technological Pedagogical Content Knowledge Development in Lesson Study in West Java Indonesia

Jurnal Pendidikan IPA Indonesia · Vol. 8 No. 2 (2019) · pp. 201–210

DOI
10.15294/jpii.v8i2.19303
ISSN
2089-4392, 2339-1286
Published
2019-06-28
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

The study aimed to analyze the development of biology teachers’ Technological Pedagogical Content Knowledge (TPACK) in lesson study and to describe the role of the observer in developing teacher’s TPACK during the activity. The lesson study was carried out in two from, school-based lesson study and biology teacher association based lesson study. The method used in the study was descriptive involved teachers in one school located in Bandung and member of biology teacher association in West Bandung District West Java, Indonesia. The development of TPACK was focused on five components; they are: learning objective, concept, pedagogy, evaluation, and technology. The information of teachers’ TPACK was gain from CoRe + technology, and the result was categorized in pre, growing, and maturing TPACK. The study revealed that the teachers’ TPACK in school-based lesson study was more in the aspect of pedagogical knowledge meanwhile teacher TPACK in biology association lesson study improved their TPACK in pedagogical knowledge, content knowledge, and technological knowledge. The development of teachers’ TPACK was varied for each indicator from pra to maturing and from growing to maturing. The overall result, the development of teachers’ TPACK in the two types of lesson study (school-based lesson study and Biology association lesson study) was more to the pedagogical aspect. The research suggests that teacher association based lesson study is more useful to develop teacher TPCAK than school-based lesson study, and the role of the observer is essential in developing teacher TPACK.Â

Keywords

Collaboration network of the authors

8 authors · 14 co-authorship links · 5 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Indonesia University of Education
  • Universiti Putra Malaysia
  • Tadulako University
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Widi PurwianingsihIndonesia University of Education1
Ivo NovidsaIndonesia University of Education1
Novia NoviaTadulako University1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 1 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">The Analysis of Biology Teachers’ Technological Pedagogical Content Knowledge Development in Lesson Study in West Java Indonesia</dc:title>
	<dc:creator>Rochintaniawati, D.</dc:creator>
	<dc:creator>Riandi, R.</dc:creator>
	<dc:creator>Kestianty, J.</dc:creator>
	<dc:creator>Kindy, N.</dc:creator>
	<dc:creator>Rukayadi, Y.</dc:creator>
	<dc:subject xml:lang="en-US">TPACK, lesson study, biology teacher</dc:subject>
	<dc:description xml:lang="en-US">The study aimed to analyze the development of biology teachers’ Technological Pedagogical Content Knowledge (TPACK) in lesson study and to describe the role of the observer in developing teacher’s TPACK during the activity. The lesson study was carried out in two from, school-based lesson study and biology teacher association based lesson study. The method used in the study was descriptive involved teachers in one school located in Bandung and member of biology teacher association in West Bandung District West Java, Indonesia. The development of TPACK was focused on five components; they are: learning objective, concept, pedagogy, evaluation, and technology. The information of teachers’ TPACK was gain from CoRe + technology, and the result was categorized in pre, growing, and maturing TPACK. The study revealed that the teachers’ TPACK in school-based lesson study was more in the aspect of pedagogical knowledge meanwhile teacher TPACK in biology association lesson study improved their TPACK in pedagogical knowledge, content knowledge, and technological knowledge. The development of teachers’ TPACK was varied for each indicator from pra to maturing and from growing to maturing. The overall result, the development of teachers’ TPACK in the two types of lesson study (school-based lesson study and Biology association lesson study) was more to the pedagogical aspect. The research suggests that teacher association based lesson study is more useful to develop teacher TPCAK than school-based lesson study, and the role of the observer is essential in developing teacher TPACK. </dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
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	<dc:date>2019-06-28</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
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	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/19303</dc:identifier>
	<dc:identifier>10.15294/jpii.v8i2.19303</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 8, No 2 (2019): June 2019; 201-210</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v8i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/view/19303/9366</dc:relation>
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	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/19303/4028</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/19303/4029</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2019 Jurnal Pendidikan IPA Indonesia</dc:rights>
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