For a teacher, TPACK's ability is very important in improving the implementation of teaching and learning processes in the IR 4.0 era. This is stated in the TPACK framework which contains seven interrelated domains. This study investigates some mathematics teachers' competence of Technology Pedagogic and Content Knowledge (TPACK) based on TPACK framework. The 30 teachers were from junior high schools in Cirebon West Java and being given questionnaires and semi-structured interviewed related to the seven domains of the TPACK framework. The result is the availability of facilities and infrastructure are limited which causes they do not have the drive to be able to create with technology. Consequently, they rarely take part in technology-related training activities. Keyword: Technology Pedagogic and Content Knowledge (TPACK)

Penelitian ini adalah penelitian kualitatif yang dilakukan di FKIP Unswagati Cirebon semester ganjil tahun ajaran 2013/2014. Sumber data yang digunakan adalah mahasiswa prodi pendidikan matematika yang mengikuti perkuliahan pembelajaran mikro sebanyak 235 orang, Pemilihan sampel penelitian dilakukan secara purposive sampling dengan mengambil sebanyak 30% dari jumlah populasi yang di ambil berdasarkan prestasi belajar mahasiswa dengan kategori tinggi, sedang, dan rendah. Instrumen yang digunakan berupa lembar observasi, wawancara dan angket. Hasil penelitian menunjukan kemampuan pedagogik mahasiswa pada kategori baik, sedangkan Self confidence dari subyek yang diteliti relatif sama.

Abstrak. Penelitian ini bertujuan untuk melihat efektifitas instrument PCK yang digunakan untuk menganalisis kemampuan PCK calon guru matematika dan mengetahui perbedaan kemampuan PCK sebelum mengikuti program pengalaman lapangan dengan yang telah mengikuti program pengalaman lapangan. Penelitian ini menggunakan metodedeskriprif kualitatif, dimana mahasiswa tingkat 3G sebagai subjek penelitian.Hasil penelitian menunjukkan (1) kemampuan PCK calon guru matematika kelompok tinggi sudah baik sedangkan kelompok sedang dan rendah termasuk kategori cukup (2) Terdapat peerbedaan kemampuan PCK calon mahsiswa sebelum mengikuti program pengalaman lapangan dan yang telah mengikuti program pengalaman lapangan. Temuan tersebut dapat dijadikan dasar untuk melakukan penelitian mengenai strategi untuk mengembangkan kemampuan PCK calon guru matematika. Kata kunci: kemampuan akademik, Pedagogic Content Knowledge (PCK).

The pandemic situation forces us to use technology in learning. Likewise, prospective teachers who do field practice must prepare themselves to learn to use technology. So to overcome this, research was conducted to determine the validity, practicality, and responses of prospective teachers to the Computational Thinking (CT) based teaching practice model for mathematics teachers. This study uses Research and Development (R&D) with the ADDIE model, questionnaire validation, practicality questionnaire and teacher candidate response questionnaire used in the study. The results showed that the design of teaching practice based on the CT approach was very feasible to use, marked by the results of validation, practicality and positive responses from prospective teachers to the practice model used, as well as an increase in creativity of teaching practice. We recommend a CT-based teaching practice model using Ed-Tech on a hybrid learning system. This research is still limited to the mathematics department and for future researchers to carry out this practice in other majors in the university environment.

This study aims to design a measuring tool for Technological Pedagogic Content Knowledge (TPACK), especially for prospective mathematics teachers. This research uses design research and Development (R n D) which refers to the ADDIE development model, which includes Analysis, Design, Development, and Evaluation. Based on the results of expert validation on the TPACK capability instrument, namely the TPACK ability questionnaire instrument and sheets teaching practice observations based on the TPACK aspect are included in the very valid category.