The Influence of Project Based Learning Model with TPACK Approach on the Teaching Skills of Pre-Service Science Teachers

Abstract

The purpose of this research is to determine the influence of project-based learning model with the TPACK approach on the teaching skills of pre-service science teachers. This study used a pre-experimental model in the form of a one-shot case study. The sample used consisted of 98 pre-service science teachers who took the microteaching course. The data collected was the teaching skills of pre-service science teachers, which was obtained using observation sheets. The research data was analyzed descriptively by percentage. The results showed that the teaching skills of the 98 pre-service science teachers consisted of 38% in the very good category, 45% in the good category, 15% in the satisfactory category, and 2% in the less than satisfactory category. The average teaching skills of pre-service science teachers after attending lectures that applied the project-based learning model with the TPACK approach were in the good category. The results of the study showed that the project-based learning model with the TPACK approach had a positive effect on the teaching skills of pre-service science teachers. The PBL model with TPACK approach can be an effective alternative for enhancing the quality of pre-service science teachers. It also has implications for teacher education programs and professional development initiatives.