Profil Pedagogical Content Knowledge Mahasiswa Pendidikan Fisika pada mata Kuliah PPL Berdasarkan kerangka Magnusson
DOI:
https://doi.org/10.52188/jpfs.v7i2.1182Kata Kunci:
Pedagogical Content Knowledge, Mahasiwa Pendidikan Fisika, Microteaching, Kerangka Magnusson, PPLAbstrak
Kualitas pembelajaran fisika sangat ditentukan oleh kemampuan guru dalam mengintegrasikan pengetahuan konten dan pedagogik. Namun, masih banyak calon guru yang menghadapi kesulitan dalam menerapkan Pedagogical Content Knowledge (PCK), terutama dalam konteks praktik lapangan seperti mata kuliah PPL. Penelitian ini bertujuan untuk mendeskripsikan profil PCK mahasiswa pendidikan fisika berdasarkan lima komponen kerangka Magnusson, sekaligus mengisi kesenjangan kajian yang selama ini lebih banyak berfokus pada guru berpengalaman. Metode penelitian menggunakan pendekatan deskriptif kuantitatif, dengan subjek tujuh mahasiswa yang dinilai melalui observasi microteaching menggunakan instrumen berbasis indikator PCK. Hasil menunjukkan bahwa mahasiswa memiliki skor tertinggi pada komponen strategi pengajaran dan kurikulum, sementara aspek pemahaman terhadap siswa dan penilaian masih menunjukkan nilai relatif lebih rendah. Temuan ini menegaskan pentingnya penguatan dimensi pedagogik yang berorientasi pada cara berpikir siswa dan asesmen pembelajaran. Kesimpulan dari penelitian ini mengarah pada perlunya pengembangan kurikulum pendidikan guru yang lebih integratif, kontekstual, dan eksplisit dalam membangun kompetensi PCK secara menyeluruh. Penelitian ini memberikan implikasi terhadap peningkatan mutu pendidikan calon guru fisika dan kontribusi terhadap pengembangan kebijakan pendidikan berbasis praktik reflektif.
Kata kunci: Pedagogical Content Knowledge, Mahasiswa Pendidikan Fisika, Microteaching, Kerangka Magnusson, PPL
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