Analisis Komponen TPACK Guru SD sebagai Kerangka Kompetensi Guru Profesional di Abad 21

Akhwani, Akhwani; Rahayu, Dewi Widiana

doi:10.31004/basicedu.v5i4.1119

Cited by 21 publications

(20 citation statements)

References 11 publications

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“…A study conducted by Akhwani in 2021 shows that TPACK is in the "good" category for teachers participating in Teacher Professional Education. (Akhwani & Rahayu, 2021). The results of the same study, also prepared by Rigianti, showed that the abilities of TCK and TPK had a significantly positive effect on the TPACK-21 of elementary school teachers in Sukabumi (Lukman, H. S., Sutisnawati, A., & Setiana, A., 2022).…”

Section: Introductionmentioning

confidence: 81%

Technological Knowledge (TK) of Elementary School Teacher Education Program Students in Elementary Science Learning

Trivena

Hakpantria

Lolotandung³

2022

edumaspuljr

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Teaching is a component of the success of education. Technological knowledge (TK) or technological knowledge, which is one of the frameworks of technological pedagogical content knowledge (TPACK), is knowledge that students possess in order to be able to transmit or impart content to facilitate understanding for students. The aim of this study was to identify the kindergarten students of prospective primary school teachers in elementary science learning. This study uses a descriptive type of research with a quantitative approach. The research population are the students of the UKI Toraja Elementary School Teacher Education Class of 2019. While the research sample consists of students who have taken the courses Introduction to School Fields, Science Learning Development, and Computer Applications, there are no less than 72 respondents. The instrument used is an instrument developed from the research of Akyuz, Desstya, and Mishra, tested for validity and reliability and specially designed for the elementary school level. Data processing is done using the Microsoft Excel application, where the collected data is then searched for the average score per indicator and category. The results of the study showed that the average overall TK of the primary school teacher candidates in elementary science instruction was 7,3. From these results, it can be concluded that the kindergarten teacher candidates for primary school are classified as "high" in science lessons.

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Section: Introductionmentioning

confidence: 81%

Technological Knowledge (TK) of Elementary School Teacher Education Program Students in Elementary Science Learning

Trivena

Hakpantria

Lolotandung³

2022

edumaspuljr

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“…According to research on the professional competency of 30 elementary school teachers enrolled in the teaching profession program at Nahdlatul Ulama University in Surabaya, the average teacher is proficient in the areas of technology, pedagogy, and material content. The average scores for technological knowledge, pedagogical knowledge, and material subject knowledge were found to be 3.01, 3.0, and 2.98, respectively [22].…”

Section: Literature Reviewmentioning

confidence: 94%

Students’ Perception of Elementary School Teachers’ Competency: Indonesian Education Sustainability

Daga¹,

Wahyudin

Susilana

2023

Sustainability

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The 2013 curriculum in Indonesia demands teacher competence. The professional development of teachers will support the achievement of the 2013 curriculum objectives. The purpose of this study is to describe and compare the competencies of primary school teachers by region, school accreditation, and school status. For this study, we used a comparative quantitative approach. We distributed a questionnaire to 1281 randomly selected elementary school students. The data analysis included a statistical description analysis, normality and homogeneity tests, and hypothesis testing. The findings revealed that (1) the average value of teacher competency in urban-area teachers was higher than that of rural-area teachers, (2) the average competency score of teachers in C-accredited schools was higher than that of teachers in unaccredited and B-accredited schools, and (3) the average score of teachers in private schools was higher than that of teachers in public schools. Thus, the results of this study show that differences exist in the competence of school teachers by region, school accreditation, and school status. Based on these findings, we suggest that all primary school teachers must continuously increase their competence to more effectively help students enhance their skills.

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“…Oleh karena itu, program ini bertujuan untuk meningkatkan kemampuan guru di bidang TPACK dan proses belajar mengajar (technological pedagogical content knowledge). Sebagai hasil dari program ini, guru akan dapat menggunakan pengetahuan dan keterampilan tertentu untuk membantu siswa belajar bagaimana berkomunikasi secara efektif menggunakan teknologi informasi (Akhwani & Rahayu, 2021;Simanjuntak, 2021). Integrasi pendidikan ada banyak aspek yang perlu dipertimbangkan dalam proses belajar mengajar yang didukung oleh tujuan belajar siswa terpenuhi melalui penguasaan konten dan penggunaan teknologi.…”

Section: Gambar 1 Dokumentasi Kegiatan Pengabdian Masyarakatunclassified

“…Dengan demikian, pengetahuan guru tentang TPACK akan meningkat, dan kemampuan mereka untuk menyusun pembelajaran yang berorientasi TPACK akan meningkat sebagai hasil dari program ini. Efek jangka panjang pada distrik sekolah adalah peningkatan kinerja guru jika hasil pelatihan dilaksanakan oleh semua peserta (Akhwani & Rahayu, 2021;Tamba, 2021).…”

Section: Gambar 1 Dokumentasi Kegiatan Pengabdian Masyarakatunclassified

Integrasi TPACK pada Pembelajaran Virtual: Pemberdayaan Guru Sekolah Dasar

et al. 2022

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Dengan bantuan kursus ini, guru akan dapat membuat perangkat pembelajaran berorientasi TPACK untuk digunakan dalam kursus online. Selain itu, pelaksanaan program ini diharapkan dapat meningkatkan kemandirian guru SDN Jatiadi II, Kecamatan Gending, Kabupaten Probolinggo dalam hal inovasi pendidikan. Ada dua langkah yang terlibat dalam proses tersebut. Tahap pertama adalah tiga hari pelatihan online pada 19, 21, dan 22 Juli 2021, dilanjutkan dengan dua hari pendampingan pada semester berikutnya pada Oktober 2021. Ada 26 JP konten yang akan disampaikan, yang semuanya berkaitan dengan TPACK konsep pembelajaran, pengembangan perangkat pembelajaran TPACK, dan penerapan model peer teaching yang baru. Kebutuhan materi program ini memerlukan koordinasi yang cepat dengan BKS, dan disepakati bahwa pelatihan akan dilakukan secara online. Karena menggabungkan model sinkron dan asinkron, program pelatihan ini akan terus efektif. Untuk masalah yang muncul di antara mitra, program ini terbukti menjadi solusi yang efektif. Pelatihan ini dapat membantu guru lebih memahami pembelajaran berorientasi TPACK. Guru yang kurang yakin dengan konsep dan implementasi pembelajaran TPACK kini lebih percaya diri dengan kemampuannya. Motivasi guru juga tinggi selama pelatihan. Adanya peningkatan pengetahuan dan kepercayaan diri guru mitra sebagai hasil dari program tersebut.

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Analisis Komponen TPACK Guru SD sebagai Kerangka Kompetensi Guru Profesional di Abad 21

Cited by 21 publications

References 11 publications

Technological Knowledge (TK) of Elementary School Teacher Education Program Students in Elementary Science Learning

Technological Knowledge (TK) of Elementary School Teacher Education Program Students in Elementary Science Learning

Students’ Perception of Elementary School Teachers’ Competency: Indonesian Education Sustainability

Integrasi TPACK pada Pembelajaran Virtual: Pemberdayaan Guru Sekolah Dasar

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