PENGEMBANGAN MODEL PEMBELAJARAN CREATIVE COLLABORATIVE WITH CRITICAL EXPERIENCE LEARNING (3CEL) UNTUK MENINGKATKAN TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) CALON GURU KIMIA

DEVELOPMENT OF CREATIVE COLLABORATIVE WITH CRITICAL EXPERIENCE LEARNING (3CEL) LEARNING MODEL TO IMPROVE TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) OF PRESERVICE CHEMISTRY TEACHERS

Technological Pedagogical and Content Knowledge (TPACK) is one of the important skills that a teacher must have in the learning process. This research aims to produce a valid, practical, and effective Creative Collaborative with Critical Experience Learning (3CEL) learning model to improve the Technological Pedagogical and Content Knowledge (TPACK) of preservice chemistry teachers. This research is development research using Wademan's Educational Design Research (EDR) model using five development stages, namely: 1) problem identification; 2) identification of tentative product and design principles; 3) tentative product and design; 4) prototype and assessment of preliminary product and theories; and 5) problem resolution and advancing theory. This research began with a literature study, a field study, as well as a description and analysis of the findings, followed by the development of a hypothetical model (the first prototype) in the form of a model book and learning tools. After that, validation of the first prototype was carried out by experts to produce a second prototype of the 3CEL learning model being developed, which was continued with model implementation consisting of limited trials and extensive trials to produce the final model. The target of this research is students in the sixth-semester Chemistry Education Study Program who are taking the microteaching course. The limited trial involved 13 students from the Chemistry Education Study Program at Mataram State Islamic University, while the extensive trial involved students from the Chemistry Education Study Program at Mandalika Education University and Mataram University, each consisting of 8 students. The data collection techniques used in this research are validation, observation, testing, and questionnaire techniques. The research instruments used were validation instruments for the 3CEL learning model and validation instruments for supporting devices for the 3CEL learning model, implementation and obstacle sheets during learning using the 3CEL learning model, TPACK assessment instruments, and student response questionnaires for preservice chemistry teachers. The data obtained was then analyzed qualitatively and quantitatively. Quantitative analysis was carried out by calculating N-gain and conducting a t-test. Validity measurements show that the 3CEL learning model and its supporting tools are very valid (average score > 3.25). The implementation of the 3CEL learning model received a very good rating (average score > 3.25). The implementation of the 3CEL learning model shows that there are no significant obstacles. The 3CEL learning model has proven to be effective in improving the TPACK abilities of preservice chemistry teacher students, as indicated by a high category N-gain (average score > 3.25). The results of the consistency test of the 3CEL learning model show that there is no significant difference between the N-gain value of the TPACK ability of preservice chemistry teacher students at Mandalika Education University and Mataram University. Thus, it can be concluded that the 3CEL learning model meets the requirements of being valid, practical, and effective for improving the TPACK abilities of preservice chemistry teacher students. The 3CEL learning model is an alternative solution for improving TPACK in the era of industrial revolution 4.0 and is a solution for improving the quality of microteaching learning for preservice chemistry teachers.