Peran Program Magang Kependidikan Terhadap Penguasaan Technological Pedagogical Vocational Knowledge (TPVK) Mahasiswa Pendidikan Teknik Bangunan

Abstrak: Tujuan penelitian ini adalah untuk mengetahui pandangan mahasiswa calon guru Pendidikan Teknik Bangunan (PTB) terhadap peran program magang kependidikan (PMK) dalam pengembangan penguasaan Technological Pedagogical Vocational Knowledge (TPVK). Metode penelitian yang digunakan adalah mixed method dengan desain sequential exploratory. Data kualitatif berasal dari dokumentasi foto dan rekaman video kegiatan PMP dan hasil wawancara. Peserta berasal dari mahasiswa peserta PMK dari program studi PTB di salah satu perguruan tinggi negeri di Indonesia. Data kuantitatif berupa penilaian terhadap dokumen rencana pelaksanaan pembelajaran (RPP) yang dipilih secara cluster proportional random sampling, dengan cluster sebanyak enam sekolah lokasi magang. Pengumpulan data dilakukan dengan menggunakan teknik wawancara semi terstruktur, observasi, dan dokumen. Data dokumentasi dan observasi divalidasi dengan memperluas observasi. Validasi data dokumen berdasarkan validasi ahli. Data wawancara divalidasi dengan menggunakan member check. Teknik analisis yang digunakan adalah analisis tema dan analisis deskriptif kuantitatif. Hasil penelitian ini menunjukkan bahwa menurut persepsi siswa tentang peran PMK dalam pengembangan penguasaan TPVK, muncul tiga masalah utama, yaitu menetapkan tujuan program magang, menetapkan RPP, dan mengenali lingkungan kelas selama proses magang. Mahasiswa calon guru PTB menerapkan kerangka TPVK dalam semua kegiatan pembelajaran selama PMK. Bimbingan guru pembimbing sangat mempengaruhi kegiatan magang mahasiswa.Abstract: The purpose of this study was to find out the perspectives of student teachers in Building Engineering education (BEE) on the role of the educational apprenticeship program (EAP) in the development of Technological Pedagogical Vocational Knowledge (TPVK) mastery. The research method used a mixed method with a sequential exploratory design. Qualitative data comes from photo documentation and video recordings of the EAP activities and the results of interviews. Participants came from students participating in the EAP from the BEE study program at one of the state universitiy in Indonesia. Quantitative data was in the form of an assessment of the Lesson Plan documents selected by cluster proportional random sampling, as clusters were six schools in apprentice locations. Data collection was carried out using semi-structural interview techniques, observations, and documents. Documentation and observation data were validated by extending the observations. Validation of document data based on expert validation. The interview data was validated using a member check. The analysis technique used was theme analysis and quantitative descriptive analysis. The results of this study indicate that according to students' perceptions of the role of the EAP in the development of TPVK mastery, three main issues arise, namely setting the objectives of the apprenticeship program, establishing lesson plans, and recognizing the classroom environment during the apprenticeship process. BEE student teachers apply the TPVK framework in all learning activities during the EAP. The guidance of the supervising teacher greatly influences student internship activities.