Profil TPACK Mahasiswa Calon Guru Matematika dalam Menyongsong Pembelajaran Abad 21

Herizal, Herizal; Nuraina, Nuraina; Rohantizani, Rohantizani; Marhami, Marhami

doi:10.58258/jisip.v6i1.2665

Cited by 8 publications

(8 citation statements)

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“…This inclusive learning refers to materials that come with the appropriate technology for the classroom (Suryawati et al, 2014); ( 6) Pedagogical content knowledge (PCK) is teachers' comprehension of the alternative concepts and challenges encountered by students from various backgrounds and the ability to organize, compile, lesson materials, implement and evaluate the subject, all summarized in PCK (Purwianingsih et al, 2010); (7) Technological pedagogical and content knowledge (TPACK) is the basis of an effective technology teaching that requires an understanding of the concepts presentation through technology, pedagogical skills and constructive use of technology in the classroom, knowledge of technology to support or enhance some student problems, and knowledge of how technology can be used to build on existing knowledge (Koehler et al, 2013;Restiana & Pujiastuti, 2019) According to Koehler, Shin & Mishra (Rahmadi, 2019), there are five instruments that researchers used as a reference to determine teachers' TPACK, namely personal report measurement, open questionnaire, interview, observation (perception), and performance evaluation. According to Herizal et al (2022), the indicators to measure teachers' TPACK skills are shown in Table 1. According to Cox & Graham, (2009), TPACK is teachers' knowledge to facilitate students in the learning processes through pedagogical and technological approaches.…”

Section: Pendahuluanmentioning

confidence: 99%

TPACK Abilities of Mathematics Teachers: A Review Based on Teacher Certification and School Accreditation Status

Busnawir,

Aryanti,

Sumarna

et al. 2023

MOS

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Keterampilan TPACK guru dapat dipengaruhi oleh status sertifikasi guru dan akreditasi sekolah. Guru bersertifikat diharapkan mampu mengintegrasikan TPACK dengan baik dalam pembelajaran. Tujuan penelitian ini untuk mengkaji kemampuan TPACK guru matematika sekolah menengah berdasarkan status sertifikasi guru dan akreditasi sekolah di Kabupaten Buton Utara. Penelitian ini menggunakan pendekatan deskriptif kuantitatif dengan metode survey. Populasi penelitian sebanyak 53 guru matematika sekaligus sebagai subyek penelitian. Data dikumpulkan melalui angket, observasi, wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa kemampuan penguasaan TPACK guru matematika sekolah menengah di Kabupaten Buton Utara termasuk kategori rendah; ada perbedaan kemampuan TPACK yang signifikan antara guru matematika di sekolah terakreditasi A dan B; terdapat perbedaan yang signifikan keterampilan TPACK antara guru matematika di sekolah terakreditasi A dan C; tidak terdapat perbedaan kemampuan TPACK antara guru matematika di sekolah terakreditasi B dan C; terdapat perbedaan yang signifikan kemampuan TPACK antara guru bersertifikasi dan tidak bersertifikasi di sekolah terakreditasi B; tidak ada perbedaan keterampilan TPACK antara guru bersertifikasi dan tidak bersertifikasi di sekolah terakreditasi A dan C. Teachers' TPACK skills can be influenced by teacher certification status and school accreditation. Certified teachers are expected to be able to integrate TPACK well in learning. The purpose of this study was to examine the TPACK ability of high school mathematics teachers based on teacher certification status and school accreditation in North Buton District. This research uses a quantitative descriptive approach with a survey method. The research population consisted of 53 mathematics teachers who were also research subjects. Data were collected through questionnaires, observations, interviews, and documentation. The results showed that the TPACK mastery ability of high school mathematics teachers in North Buton Regency was in a low category; there is a significant difference in TPACK ability between mathematics teachers in schools accredited A and B; there is a significant difference in TPACK skills between mathematics teachers in schools accredited A and C; there is no difference in TPACK abilities between mathematics teachers in schools accredited B and C; there is a significant difference in the ability of TPACK between certified and uncertified teachers in schools accredited B; there is no difference in TPACK skills between certified and uncertified teachers in schools accredited A and C.

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Section: Pendahuluanmentioning

confidence: 99%

TPACK Abilities of Mathematics Teachers: A Review Based on Teacher Certification and School Accreditation Status

Busnawir,

Aryanti,

Sumarna

et al. 2023

MOS

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“…At the moment the gift material team gives information related to Technological Pedagogical Content Knowledge (TPACK) that becoming a teacher should fulfill demands skill 21st century one of them is Digital Literacy. A teacher should too have sufficient ability Good in application technology, mastery of content / concept and presentation material or teaching (Herizal et al, 2022). TPACK is called as knowledge, competence and skills of teachers to integrate it for learning (Kabakci et al, 2014).…”

Section: Figure 4 Percentage the Ability Of Teachers At The Moment Fo...mentioning

confidence: 99%

Augmented Reality (AR) Application Usage Training to Improve Teacher Digital Literacy at SMP Negeri 1 Jeneponto

Riskawati,

Baharuddin

2023

IPMAS

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SMPN 1 Jeneponto get help a total of 63 Gadget Units (Tablets) brands evercoss from government with goal to get used by internal teachers learning. However Not yet utilized with ok. this because internet network at school the No support and digital literacy teachers greatly low. Solution from problem the is increase teacher 's ability deep digital literacy utilization of Gadgets (Tablets) for learning media both offline and online with implementing Augmented Reality (AR) for optimizing Gadgets (tablets) as learning media in form activity training and mentoring. Activity results training This is there is enhancement about understanding importance teachers' ICT literacy and understanding of AR as a learning medium innovative by 95.6%. Enhancement Teacher's Digital Literacy is 87% and deep teacher skills using AR of 78.2%. This result proves that existing training and mentoring can increase teacher digital literacy at SMP Negeri 1 Jeneponto. Through activity, it is expected that the teachers are up to date on development technology and make an effort to increase one of them is professionalism through understanding Digital Literacy and implementing it in activity learning

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“…Teachers who possess a robust grasp of TPACK generally exhibit greater effectiveness in teaching, enriching comprehension, nurturing student ingenuity, and enhancing the quality of learning (Ambaryati, 2019;Asy'ari et al, 2023;Cekerol & Özen, 2020). Nonetheless, research indicates that numerous educators lack proficiency and competencies in TPACK, thereby encountering obstacles when attempting to integrate it effectively into their teaching methods (Herizal et al, 2022;Nurfidah, 2021;Rahayu, 2022).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Teachers' Technological Pedagogical Content Knowledge (TPACK) Understanding Profile

Ratnaya,

Hunaepi,

Wardani

et al. 2024

J. Prisma. Sains

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This research aimed to assess teachers' understanding of the Technological Pedagogical Content Knowledge (TPACK) structure and investigate whether TPACK components differ based on gender characteristics. The research method used was a cross-sectional survey, a quantitative approach aimed at examining a condition at a specific point in time and exploring relationships between variables. Respondents were randomly selected from 102 teachers spread across Lombok Island, comprising 48 female teachers and 56 male teachers. The research instrument utilized a TPACK questionnaire measuring CK, PK, TK, TPTCK, and TPCK, adapted from Liang et al., 2013. The analysis results indicated that teachers demonstrated a solid understanding of Content Knowledge (CK) and Pedagogical Knowledge (PK), signifying a strong grasp of the taught material and effective teaching techniques. However, concerning Pedagogical Content Knowledge (PCK), their understanding of how to teach specific content required further attention. Nevertheless, they exhibited a robust understanding of Technological Knowledge (TK), Technological Pedagogical Content Knowledge (TPTCK), and Pedagogical Content Knowledge (TPCK), although the level of understanding in TPCK was slightly higher than TPTCK. Meanwhile, the gender-based analysis showed significant differences in TPACK understanding between the genders in the TK, TPTCK, and TPCK components, but no significant differences were observed in the PK, CK, and PCK components. This highlights the importance of understanding gender differences related to specific aspects of technology, education, and content knowledge. Further research or in-depth analysis is needed to comprehend the underlying factors causing these differences and their implications within the educational context and curriculum development.

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Profil TPACK Mahasiswa Calon Guru Matematika dalam Menyongsong Pembelajaran Abad 21

Cited by 8 publications

References 0 publications

TPACK Abilities of Mathematics Teachers: A Review Based on Teacher Certification and School Accreditation Status

TPACK Abilities of Mathematics Teachers: A Review Based on Teacher Certification and School Accreditation Status

Augmented Reality (AR) Application Usage Training to Improve Teacher Digital Literacy at SMP Negeri 1 Jeneponto

Evaluation of Teachers' Technological Pedagogical Content Knowledge (TPACK) Understanding Profile

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