Designing Web-Based Knowledge Building for Pedagogical Content Knowledge Development of Prospective Teachers

- Yurniwati (1), Cecep Kustandi (2)
(1) Universitas Negeri Jakarta, Jl. Rawamangun Muka, Rawamangun, Jakarta 13220. Indonesia
(2) Universitas Negeri Jakarta, Jl. Rawamangun Muka, Rawamangun, Jakarta 13220. Indonesia
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Yurniwati, -, and Cecep Kustandi. “Designing Web-Based Knowledge Building for Pedagogical Content Knowledge Development of Prospective Teachers”. International Journal on Advanced Science, Engineering and Information Technology, vol. 13, no. 2, Apr. 2023, pp. 760-6, doi:10.18517/ijaseit.13.2.16676.
Prospective teachers need to be competent in teaching mathematics. Web-based Knowledge Building is designed to train prospective teachers to have knowledge and skills in teaching mathematics to elementary students. The research and development studies using the ILDF model consist of three phases: exploration, enactment, and evaluation. In the exploration phase, 175 prospective teachers respond 5 points Likert scale for need analysis. We get information that prospective teachers have moderate abilities and conceptual knowledge but high abilities in procedural knowledge. Also, they highly intend to improve their competence in teaching mathematics. They have high skills in learning in an online environment. In the enactment phase, the Moodle application was designed and developed Web-based building knowledge running by LMS. Arithmetic’s instruction course installed in LMS organized in 16 sessions and facilitated by document video, and quiz. The prototype was validated by three subject matter and three learning media experts. In the evaluation phase, the prototype was validated by 40 prospective teachers. The results were that the prototype has a higher score in easy to use, subject matter organizing, adequacy and breadth of subject matter, and benefit. In conclusion, web-based knowledge building is valid and appropriate for developing prospective teacher education. The web-based knowledge building is advantaged in information access, collaboration, knowledge construction, and learners’ responsibility in knowledge acquisition.

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