COLLABORATIVE LEARNING TO IMPROVE PRESERVICE TEACHERS’ KNOWLEDGE ABOUT CHEMISTRY CONTENT IN THE AUTOMOTIVE VOCATIONAL CONTEXT
Abstract: This study was aimed
to examine the effectiveness of collaborative problem-solving-based learning to
improve knowledge about chemistry content in the automotive vocational context.
The study design used was one-group pretest-posttest design and applied to
Vocational Chemistry subjects. Data analysis was performed by using the
normalized gain-test formula and t-test using SPSS software version 21. The
findings showed that collaborative learning is effective to improve pre-service
teachers’ knowledge about chemistry content of petroleum and polymer chemistry.
The mastery level of basic knowledge about the petroleum and polymers is fairly
good. However, the knowledge of the content of petroleum and polymer applications
in the automotive field is not satisfactory. Although the application content
knowledge increased with the moderate criterion for the application of
petroleum and with the low criterion for polymer applications, the mastery
level of pre-service teachers at the end of the course was still low. Factors
that allegedly become the causes of the low mastery of application content
knowledge are the characteristic factor of the content, conceptual learning
difficulties and the experience factor.
Keywords: content knowledge,
chemistry in the vocational context, preservice chemistry teachers, petroleum,
polymers
Penulis: Antuni Wiyarsi, Sumar
Hendayana, Harry Firman, Sjaeful Anwar
Kode Jurnal: jppendidikandd152060
