Effect of Astronomy Learning Management Using the TPACK MODEL on Pre-Service Science Teachers

Abstract

This research aims to (1) examine the learning achievement of students who have received teaching and learning management according to the TPACK MODEL in the subject of astronomy, (2) examine the learning achievement of students with different levels of proficiency after receiving teaching and learning management according to the TPACK MODEL in the subject of astronomy, and (3) investigate the satisfaction of students after receiving teaching and learning management according to the TPACK MODEL in the subject of astronomy. During the second semester of the academic year 2022, research was done with pre-service science teachers majoring in General Science Education at a certain provincial Rajabhat university in the Northern region. A total of 28 students participated in the study. The research instruments were (1) subjective and objective learning achievement tests with a maximum score of 11 points, and (2) satisfaction assessment of students with the TPACK MODEL-based teaching and learning management framework in the astronomy course, consisting of seven components. Data analysis was conducted using mean, standard deviation, t-test, and one-way ANOVA. The study found that the overall post-learning achievement was significantly higher than pre-learning at the 0.05 level. When considering students with different proficiency groups as high, medium, and low, each group showed significantly higher post-learning achievement than pre-learning at the 0.05 level as well. However, the low-proficiency group still had lower post-learning achievement compared to the other groups, with learning advancement values of 44.76%, 47.11%, and 31.06% for the high, medium, and low proficiency groups, respectively.  The satisfaction of students with teaching and learning management across all TPACK MODEL frameworks had a mean value of 4.53 with a standard deviation of 0.59, indicating the highest level of satisfaction.