Investigating the Competencies of Technological Pedagogical Content Knowledge and Self-Efficacy of Chemistry Teachers

Abstract

Technological Pedagogical Content Knowledge (TPACK) is an integration knowledge between technology, content of learning, and pedagogy which obtain to an integrated learning based on computer technology. Moreover, the pre-service teachers have a strengthen competencies of teachers integrating to knowledge, pedagogic, and technology. This research is aimed to investigate the Technological Pedagogical Content Knowledge competencies related to self-efficacy of chemistry teachers in Serang regency, Banten, Indonesia. Furthermore, the writers use a descriptive analysis as the research methodology. The sample of this research involves sixty-one chemistry teachers in the Senior High School level located at Serang city and Serang regency. To analyze the data, the writers provide a Likert scale. The result showed that the TPACK competencies scores in both Serang city and Serang regency raise up to 76.2 and 77.9 representatively. Whereas, the self-efficacy score in the two regions proved into 77.0 and 79.1 chronologically. Based on the data showed, it can be concluded that the relationship between TPACK and self-efficacy cannot be separated one another. Therefore, the Technological Pedagogical Content Knowledge (TPACK) and selfefficacy of the Chemistry teachers are comparable to the competencies of the Chemistry teachers.

The Effect of Digital Material Preparation Training on Technological Pedagogical Content Knowledge Self-Confidence of Pre-service Social Studies Teachers

“…A growing number of researchers suggest that teachers should be equipped with a well-developed technological pedagogical content knowledge (TPACK) so that they become capable of integrating appropriate technological tools in teaching (Cox & Graham, 2009). Literature review on TPACK revealed a wide range of studies conducted in different fields such as classroom training (Bayrak & Bayrak, 2021;Makawawa et al, 2021;Üredi & Ulum, 2020); preschool education (Hartati & Fahrurrozi, 2021); social studies education (Bal & Karademir, 2013;Hammond & Manfra, 2009;Knapp, 2017;Mutiani et al, 2021;Torun, 2020); Language Teaching (Adipat, 2021;Aisyah et al, 2021); Mathematics Teaching (Araujo-Filho & Gitirana, 2022;Dikkartın-Övez & Akyüz, 2013) and Science Teaching (Aktaş & Özmen, 2021;Bahriah & Yunita, 2019;Ramnarain et al, 2021). Although there are many studies on TPACK in different fields, the focus of this study is particularly on social studies teaching.…”

Efek Moderasi Kreativitas Guru pada Pengaruh Technological Pedagogical Content Knowledge (TPACK) Guru terhadap Hasil Belajar Siswa Mata Pelajaran Ekonomi

“…Menurut Koehler and Mishra (2005) Technological Pedagogical Content Knowledge (TPACK) dianggap sebagai kerangka kerja potensial yang dapat memberikan teknik baru bagi guru dalam memecahkan masalah dalam mengintegrasikan komputer dan teknologi informasi dalam proses pembelajaran serta sangat dibutuhkan dalam meningkatkan mutu pendidikan di Indonesia (Bahriah & Yunita, 2019). Selain itu, kualitas pembelajaran sangat ditentukan oleh aktivitas dan kreativitas guru disamping kompetensi-kompetensi professionalnya (Mulyasa dalam Adirestuty, 2017).…”

Online Teaching Competencies among Faculty Members at Modern College of Business and Science (MCBS) Sultanate of Oman

“…Though Bahriah and Yunita [63] in their Technological Pedagogical Content Knowledge (TPACK) model and Sopegina et al [59] emphasized on the integration of the pedagogical and technical aspects for effective teaching, in this research, online teaching practices are divided into pedagogical and technical (Table VII) as several researches have analyzed these two aspects separately [48], [64] and other researchers have recommended the compatibility of pedagogical aspects with the technical aspects [65]. Pedagogical activities include, preparing a reflective journal, matching the instructor's teaching style to the students' learning styles, design and develop content, prepare a course template, deal with low performers, deal with disruptive students, design rubrics, monitor students' performance, student engagement and assessment.…”