An Analysis of Preservice Chemistry Teachers’ Competences in Designing STEM-TPACK Learning

Abstract

The aim of this qualitative study was to analyze preservice chemistry teachers’ competencies in designing STEM-TPACK learning during the COVID-19 pandemic. The research data were obtained from 34 preservice teachers learning chemistry through ICT courses in the 115 semesters at the State University of Jakarta. The study discusses the experience of preservice chemistry teachers in designing STEM-TPACK learning using Google. The design of this research is referred to as STEMQuest, which is the application of Webquests to the STEM-TPACK framework. This study resulted in five STEMQuests related to contextual chemical bonding which were then implemented in one school in Jakarta. STEMQuests can be used as resources, applications, and activities that can be developed and expanded to facilitate student learning in chemistry. Research data were obtained through observations, STEM-TPACK questionnaires, reflective journals, and interviews. The results show that the effect of STEM-TPACK, which consists of four elements; TPSK, TPMK, TPEK, and iSTEM, increases well after the STEMQuest design is completed. The preservice chemistry teachers also found that the STEMQuest design effectively achieved X-grade students’ learning outcomes related to chemistry bonding concepts and STEM learning through engaging and meaningful learning experiences.