Optimization of TPACK-based Project Learning in Micro-teaching Courses in Physics Education Study Programs during the Pandemic

The COVID-19 pandemic requires educators to design meaningful learning strategies that utilize technology, one of which is by implementing a project-based learning model. Advances in 21st-century technology encourage the creation of the TPACK learning approach. Prospective physics teachers need to have TPACK abilities as a provision to become competent physics teachers. This study aims to describe the results of implementing project-based learning models in improving TPACK abilities in physics education study program students in the pandemic era. This research method is Participatory Action Research (PAR). The data collection techniques for this study were observation, interviews, and questionnaires. The results showed that this learning project resulted in a product in the form of a learning implementation plan document and a learning implementation video. The results of implementing the project-based learning model from this research are: 1) students' TPACK abilities are at the exploring level. Students can integrate physics learning with suitable technology. However, students lack the confidence to conclude the evaluation results because learning is not applied in real classes; 2) students can use learning technology well; 3) students can master the learning content well; 4) students are not good at showing pedagogic abilities. Determination of learning strategies can affect students' TPACK abilities. Project-based learning strategies need to provide more stimulus so that TPACK's abilities can be improved, especially in their pedagogical abilities.