Hubungan Kompetensi Pedagogik Dengan Kompetensi IPA Mahasiswa Pendidikan Guru Sekolah Dasar Relationship of Pedagogical Competence and Science Competency of Elementary School Teacher Education
Article Sidebar
Main Article Content
Abstract
This study has the purpose of (1) How is the pedagogic competence of students of elementary school teacher education; (2) How is the science competency of elementary school teacher education students; (3) Is there a relationship between pedagogic competence and science competence of elementary school teacher education students. The research method used in this study was a quantitative survey. Based on the results of the study, students' data obtained from elementary school teacher education for pedagogic competence and science competency fall into the unfavorable category with a pedagogic percentage of 67.9% and IPA of 63.52% and obtained data for the meaning of pedagogic efficiency (7.632), min 2.0), max (13.0) and standard deviation (2.2921) while for science competencies, the average (7.84), min (0), max (16) and standard deviation (2,773) and also between pedagogic competencies with natural science competencies produce 0,483 These figures reflect the variables of pedagogic competence with science competence because the value of r is below 0.5. Pedagogic competence with IPA competency obtained probability = 0,000 <0,005, so there is a significant existence. Instead of offering a pedagogic with IPA competencies mark '*'. Means together with pedagogic competencies with IPA competencies have a significant relationship.
Article Details
Copyright (c) 2019 Asrial Asrial, Syahrial Zakariyya, Dwi Agus Kurniawan, Retno Septiasari
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Funding data
References
Sentosa)
Arifin, Z. (2011). Penelitian Pendidikan (Bandung: Remaja Rosda Karya)
Hacieminoglu, E. (2016). Elementary School Students’ Attitude toward Science and Related Variables. International Journal of Environmental & Science Education 11, 35–52
Kartal, T. and Afacan, O. (2017). Examining Turkish Pre-service Science Teachers’ Technological Pedagogical Content Knowledge (TPACK) Based on Demographic Variables. Turkish Science Education 14
Molen, J. and Aalderen-Smeets, S. (2013). Investigating and stimulating primary teachers’ attitudes towards science: Summary of a large-scale research project. Frontline Learning Research 2, 1–11
Oksuz, Y. and Cevic, C. (2014). ‘Evaluation Of Prospective Teachers Opinions Of Problems Encountered. 2909–2914
Sion, H. B., Ladi, S., Sisa, S., Kepli, Z., Sun, N., and Widiani, M. (2010). Standards In Southeast
Uygun, M. and Kunt, H. (2014). An Analysis of the Relationship between Prospective Teachers’ Thinking Styles and their Attitudes to Teaching Profession According to Various Variables. International Electronic Journal of Elementary Education 6, 357–370
Yildirim, M., Calik, M., and Ozmen, H. (2016). A Meta-Synthesis of Turkish Studies in Science Process Skills. International Journal Of Environmental & Science Education 11, 6518–6539