The Implementation of Pedagogical Content Knowledge ( PCK ) based Guided Inquiry on Science Teacher Students

The aim of this study is examining the learning of Integrated Sciences through PCK based guided inquiry on prospective science teacher students. This research method was descriptive qualitative involving 33 science teacher students who taking Integrated Science 1 Subject in academic year 2016/2017. The research instrument used was the observation sheet to know the implementation PCK based guided inquiry. The results showed that the implementation of the activities of lecturer and science teacher students during the learning process using PCK based guided inquiry was very good conducted.


INTRODUCTION
Learning concepts is the main outcome of education because to solve problems, a student must know the relevant rules, and these rules are based on the concepts he/she obtains.Learning concepts requires the ability to discover the same featues on a number of objects.
Because people experience different stimuli, people form concepts according to the grouping of stimuli in a certain way (Dahar, 1988;Winkel, 1996).Posner, et al. (1998) The number of respondents is 33 science teachers students.Based on the observation instrument guide, it can be seen the calculation of each indicator PCK based Guided Inquiry on the lecture activity and science teacher students in the criteria can be seen on Table 1, Table   2, and Table 3 5.
Table 4 showed  Table 7 showed the data of the stage of formulating hypotheses, at this stage the lecturer asks science student teachers in groups to make temporary answers to the problems found.The lecturer directs the science student teachers to plan temporary answers in every problems at theme of water purification to train logical and rational thinking.The lecturer directs to presenting and formulating the subject so it can be making it into something that can be comprehensively understood and it can be used in solving the problem.
All science student teachers as much 33 persons discuss in groups to make temporary answers to the problems they found.Discussion activities in groups to plan temporary answers to any problems on the theme of water purification were carried out by 30 science student teachers.
Discussion activities in groups to present and formulate something that can be understood comprehensively so that it can be used in solving problem followed by 29 science student teachers.
Based on Table 7, got the total amount 92 for the stage formulated the hypothesis on the activities of science student teachers in the process of learning Integrated Science 1.Those amount is categorized that the stage of formulating hypotheses are carried out very good.At this stage the amount of value obtained is quite large, this is because at this stage science student teachers do it in groups.
Group learning can make college students actively exchange ideas to make hypothesize from the problems presented.
Table 8 showed   based Guided Inquiry can be found at Figure 1.
, in the learning process there is a process of concept change.The concept changes through two stages, namely the stage of assimilation and the stage of accommodation.The stage of assimilation of students using the concepts that have been possessed to deal with the new phenomenon.Stage of accommodation, students change the concept that does not fit again with the new phenomenon faced.The existence of this alteration may cause the original concept to be wrong or vice versa.The use of misconceptions can be said to be misconceptions.Learning process is a complex result, it is students who determine whether or not learning is happening (Dimyati & Mudjiono, 2006).Teachers function as mentors and directors, while those that move the process must come from students.Thus, a teacher needs to apply an approach that directs students actively participate and explore their own potential, so that students are able to develop scientific process skills such as observing, al (2016) is an important knowledge in the process of developing science literacy and the ability to transform teachers' knowledge into the Jurnal Penelitian dan Pembelajaran IPA Biru, et al Vol. 4, No. 1, 2018, p. 76checklist (√ ) in the "yes" or "no" columns if the criteria referred to in the checklist are shown by lecturers and students during the learning process.On the observation sheet also provided a description column showing the number of students who perform activities in accordance with the stage guided inquiry.Technique analysis of observation data adjusted based on Singarimbun and Effendi (2011), the answers obtained are symbolized in the form of numbers called codes that have been determined by researchers.Each indicator statement relates to the research objectives.Each stage of lecturers and science student teachers activity has assessment criteria: 3 = very good, 2 = enough, 1 = less and 0 = not good.The first stage in coding is to study respondents' answers.The way the calculation as pattern 1: score value of each the stages = Σ any indicator of the respondent's answer (1) Jurnal Penelitian dan Pembelajaran IPA Biru, et al Vol. 4, No. 1, 2018, p. 76-86 79 In this study to know the implementation of each step of PCK based guided inquiry, then developed research instrument in the form of observation sheet.The observation sheet was chosen because it was considered to directly observe the activities of lecturers and science student teachers during the learning process of Integrated Science 1.On the observation sheet each step PCK based guided inqury consists of three indicators in the form of activities undertaken by faculty and science teacher students.Provision of checklist on each activity that appears both lecturers and science student teachers are given the value of one and zero for that does not appear.Table 4 made by the observer on the implementation of PCK based guided inquiry stage conducted by the lecturer, all indicators at each stage are very good done, this can be seen through the observation sheet.In the learning process lecturers provide guidance to prospective students of teachers, so that students who think slow still able to follow the activities that are being implemented.This is in accordance with Diepen-Scheerboom (2017) which suggests that guided inquiry learning is an inquiry learning model which in the implementation of the teacher provides sufficient guidance for students.The data of observation result of science student teachers during learning process of Integrated Science 1 can be seen on Table the data of implementation of PCK based guided inquiry stages in lecturer's activities, at this stage the lecturers have conditioned the science student teachers in the group to be ready to implement the Integrated Science 1 learning process, stimulate and invite to think of a phenomenon presented on the theme of water purification.Lecturers direct science student teachers to form knowledge, content and pedagogy so as to have a knowledge of how to teach an integrated science materials to learners.Lecturers direct science student teachers to understand and be able to integrate knowledge of the content into the knowledge of curriculum, learning, teaching and learners on the theme of water purification.All 33 students sit in groups and prepare for Integrated Science 1 learning activities and pay attention to the phenomenon presented on the theme of water purification.At the stage of preparing to form knowledge, content and pedagogy so as to have a knowledge of how to teach an Integrated Science 1 materials to students followed by 22 students.Student candidates integrate the knowledge content into the knowledge of the curriculum, learning, teaching and pserta on the theme of water purification carried out as many as 22 people.Based on Table 5 can be known amount of value for orientation stage equal to 77, so that can be stated for PCK-based Guided Inquiry at orientation stage executed very well by lecturer and science student teachers.From the description of the activities of lecturers and students have described the activities in the orientation stage according to Hosnan (2014), that educators stimulate and invite students to think solve problems.Table 6 showed the data of the stage of formulating problems, it shows that the lecturer directs the science student teachers to formulate the problem so as to gain experience in the process of learning Integrated Science 1 as an effort to develop mental through the process of thinking.Lecturers encourage prospective teachers to raise questions based on the phenomena presented on the theme of water purification.In addition, lecturers guide science student teachers understand the problems that arise in the theme of water purification in the implementation of Integrated Science.Formulate the problem so as to gain experience in the process of learning Integrated Science 1 conducted by 23 science teacher students.Bring up some questions based on the phenomenon presented on the theme of water purification carried out by 21 prospective teachers.Understanding the problems that arise on the theme of water purification in Integrated Science 1 subject implemented by 22 science teacher students.Based on Table 6, it concluded that the number of values for indicators at the stage of formulating the problem by science student teachers during the Integrated Science 1 learning process amounted to 66.The number stated that the student candidate has done the activity of formulating the problem quite well.The activity at this stage of formulating the problem has not been implemented maximally, this is because the students still do not understand how to raise questions from the theme of water purifier which can encourage student's thinking ability to solve it.
the data of the stage of collecting data, at this the stage the lecturer directs the science student teachers in the activity to get the information needed to test the temporary answer which submitted.Lecturers provide motivation to science student teachers in the process of collecting data at the theme of water purification.The lecturer conditions the science student teachers to maximize potential thinking in collecting data which will be provision in testing them temporary answer.At the activity of geting the information needed to test the temporary answer which proposed implemented 20 people.A total of 22 college student of science student teachers are more motivated in the process of collecting data on the theme of water purification.Maximizing the potential of think in collecting data that will be a provision in testing the temporary answer was implemented by 24 science student teachers.Based on the activity of collecting data obtained the total sum value 66.The amount states that the stage of collecting data carried out fairly well.At this stage science student teachers activity has not done maximally, this is because of to much data obtained from each college student.The amount of data obtained allows college students experiencing confusion that is really relevant to be used as a reference to solve the problems.Table 9 showed at the stage of testing the hypothesis, at this stage the lecturer conditioned the science student teachers in the process of determining answer that is considered accepted in accordance with the data or information obtained based on data collection.The lecturer directs the science student teachers to test a temporary answer that is deemed to be most appropriate to the relevant data.The lecturer directs the science student teachers to test the temporary answer by referring to the concept and Integrated Science 1 content on the water purification theme.Activities determine the answers that are considered acceptable in accordance with the theme of data or information obtained based on data collection conducted by 25 science student teachers.The activity of do testing for the temporary answer which is deemed to be most match to the relevant data is done by 21 science student teachers.The activity tested temporary answer with reference to the concept and content of Integrated Science 1 on the theme of water purification implemented 21 science student teachers Based on data of the stages of testing the hypothesis obtained the total value 67.That value state that the stages of testing the hypotheses on the Integrated Science 1 learning process of water purification theme is carried out well.Table 10 showed the stage of formulating the conclusion, at this stage the lecturer asks the college science student teachers in groups to discuss formulating the conclusions from testing the hypothesis that has been done.Lecturers direct the science student teachers in the process of describing the findings obtained based on the results of testing the hypothesis in accordance with the relevant data.It can be concluded that the stages of formulating conclusions at the end of teaching and learning activities are done very well.Content and pedagogy are equally important and nothing more important and they should be able to run together and co-exist at the same time and are considered effective can enhancing the learning process of science student teachers in the idea of Pedagogical Content Knowledge (National Science Teacher Association (NSTA) Standard in Enfield, 2003).The result of observation of activity of science teacher students during learning process of Integrated Science 1 can be seen on

Figure 1 .
Figure 1.Activities Prospective Teacher Student with Pedagogical Content Knowledge (PCK) -Based Guided Inquiry

Table 2 .
. PCK Performance Guided Inquiry Criteria for each Indicator on Student Activity

Table 3 .
PCK Guided Inquiry Performance Calculation Codes in Student Activity

Table 10 .
Data of the Stage of Formulating ConclusionNo.

Table 11 .
Recap of Data of the Implementation of PCK based Guided Inquiry Stages to Reduce Integrated Science Misconception on Science Teacher Students.