M.J. Adi Putra, A. Widodo, W. Sopandi
The integrated approach refers to the stages of pupils' psychological development. Unfortunately, the competences which are designed into the curriculum is not appropriate with the child development. This Manuscript presents PCK (pedagogical content knowledge) of teachers who teach science content utilizing an integrated approach. The data has been collected by using CoRe, PaP-eR, and interviews from six elementary teachers who teach science. The paper informs that high and stable teacher PCKs have an impact on how teachers present integrated teaching. Because it is influenced by the selection of important content that must be submitted to the students, the depth of the content, the reasons for choosing the teaching procedures and some other things. So for teachers to be able to integrate teaching, they should have a balanced PCK. © Published under licence by IOP Publishing Ltd.
Jurusan Pendidikan Dasar, Sekolah Pasca Sarjana Universitas Pendidikan Indonesia, Bandung, Indonesia; Jurusan Ilmu Pendidikan, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Riau, Pekanbaru, Indonesia; Departemen Biologi, Universitas Pendidikan Indonesia, Bandung, Indonesia; Departemen Kimia, Universitas Pendidikan Indonesia, Bandung, Indonesia
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