Analisis Technological Pedagogical and Content Knowledge (TPACK) Guru Geografi di Kabupaten Solok, Sumatera Barat

Abstract

Artikel ini ditulis untuk mengetahui dan menganalisis kompetensi TPACK Guru Geografi di Kabupaten Solok. Data dalam artikel ini didapatkan dari penelitian yang melibatkan 16 orang Guru yang terdiri dari data kompetensi TPACK guru dalam hal penguasaan materi, pemanfaatan media dan teknologi dalam pembelajaran serta kompotensi pedagogik yang dilihat dari dokumen perencanaan pembelajaran/RPP dan kinerja dalam pelaksanaan pembelajaran. Data didapatkan dengan Paket Soal Tes Penguasaan Materi yang valid, Lembar Observasi Pemanfaatan Media dan Teknologi dalam Pembelajaran, Lembar Observasi Pembelajaran serta Lembar Check List untuk analisis Dokumen. Data dianalisis dengan deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa TPACK – Content Knowledge Guru Geografi di Kabupaten Solok berada pada kategori sedang atau pada nilai rata-rata 51. Soal materi kelas X adalah soal paling sulit bagi guru. Hasil TPACK – Technology guru Geografi menunjukkan kategori sedang. Namun, terindikasi media presentasi yang ditampilkan adalah hasil modifikasi dari media yang sudah dibuat orang lain. Sedangkan TPACK – Pedagogic Guru berdasarkan kinerja dalam pelaksanaan pembelajaran memiliki rata-rata 80,79 atau berada pada kategori sedang dengan tingkat relevansi komponen RPP dengan Standar Proses adalah 100%. Berdasarkan data di atas maka perlu diberikan pembinaan untuk meningkatkan penguasaan materi kelas X bagi guru. Lalu, pelatihan untuk merancang media presentasi pembelajaran berbasis Ms. Office Power Point dan lain-lain hasil karya sendiri serta penguatan dalam merancang RPP berdasarkan karakteristik siswa di sekolah masing-masing.Kata Kunci: Kompetensi TPACK, Pembelajaran Geografi This article was written to find out and analyze Geography Teacher’s TPACK competence in Solok Regency. The data in this article was obtained from a study involving 16 teachers consisting of teachers’ TPACK competency data in terms of materials mastery, media and technology utilization in learning and also pedagogical competence which is seen from lesson plan/RPP and performance in learning implementation. Data were obtained with valid Material Mastery Test Package, Observation Sheet of Media and Technology Utilization in Learning, Learning Observation Sheet and Checklist Sheet for Document analysis. Data were analyzed by quantitative descriptive. The results showed that TPACK - Content Knowledge of Geography Teachers in Solok Regency was in the medium category or in the average score of 51. The question of class X materials is the most difficult thing for teachers. The result of TPACK – Technology of Geography teacher shows medium category. However, it is indicated that media presentation which is displayed is the result of modifications from the media that has been created by others. Moreover, TPACK - Pedagogic of teacher based on performance in learning implementation have average 80,79 or in medium category, with RPP component relevance level with Standard Process is 100%. Based on the data above, it is necessary to provide coaching to improve mastery of class X materials for teachers. In addition, the training to design their own instructional media presentation based on Ms. Office Power Point etc. and also strengthening in designing RPP based on the characteristics of students in each school.Keywords: Geography Learning, Geography Teacher, TPACK Competency

Moderated effect of teachers’ attitudes to the contribution of technology competencies on TPACK

“…The reason, several components of TPACK are part of the Indonesian professional teacher competencies that listed in the Standards Academic Qualification and Teacher Competencies in Indonesia. These components are pedagogical knowledge (related to pedagogical competence) and content knowledge (related to professional competence) (Nofrion, Wijayanto, Wilis, & Novio, 2018). Furthermore, the TPACK model also consists of the PCK, which is the knowledge, experience, and skill that the teacher acquires through teaching experience in the classroom, which is a potential indicator of the teacher in implementing quality learning activities (Anwar, Rustaman, Widodo, & Redjeki, 2014;Widodo, 2017).…”

“…The previous studies limited on describing the competencies, experiences, and attitudes of teachers in technology integration (Huda et al, 2018), the perceptions of the lecturers in technology integration through mobile learning (Yulisman, 2017), and the teachers' ICT level (Miskiah, Suryono, & Sudrajat, 2019). Furthermore, several studies on TPACK are also still in the scope of describing and focusing on certain materials, such as investigating experience in integrating technology and TPACK through training activities for science teachers (Agustin, Liliasari, Sinaga, & Rochintaniawati, 2018) and English teachers (Drajati, Tan, Haryati, Rochsantiningsih, & Zainnuri, 2018), knowing and analyzing the TPACK from Geography teachers (Nofrion et al, 2018) and English teachers (Mahdum, 2015), describing the TPACK ability of pre-service Physics teachers (Supriyadi, Bahri, & Waremra, 2018), knowing the role of TPACK in designing learning (Sholihah & Yuliati, 2016), and describing teachers' TPACK through animal physiology learning (Pusparini, Riandi, & Sriyati, 2017).…”

Students’ perceptions concerning the learning environment based on biology teachers’ TPACK

“…Therefore, the teacher should not only increase content knowledge, they also must always improve pedagogical knowledge, including technological knowledge. These three knowledge's can determine teacher professionalism (Nofrion et al, 2018). This is in accordance with Yeh, Lin, Hsu, Wu, and Hwang (2015) which states that professionals are those who can decide what to do based on the current conditions and justify their choices and practices.…”

“…The ability of biology teachers to integrate technology into their classrooms can be seen through teachers' Technological Pedagogical And Content Knowledge (TPACK) (Agustin, Liliasari, Sinaga, & Rochintaniawati, 2018). TPACK is often used as the teachers' ability of technology integration because components of TPACK have teacher professional competence, namely pedagogic and professional competence (related to content mastery) (Nofrion, Wijayanto, Wilis, & Novio, 2018;Rehmat & Bailey, 2014). Furthermore, TPACK also consists of pedagogical content knowledge (PCK) components which are potential indicators of the learning quality provided by the teachers.…”

“…Previous research about teachers' TPACK is still examined the description of teachers' TPACK, for example, studies conducted by Lestari (2015), Nofrion et al (2018), and Pusparini, Riandi, and Sriyati (2017). Meanwhile, research about students' perceptions concerning the learning environment based on biology teachers' TPACK still limited.…”