Studi Evaluasi Kemampuan Tpack (Technologycal, Pedagogical, and Content Knowledge) Guru Biologi Sma/Ma Kecamatan Dewantara

Unaida, Ratna; Fakhrah, Fakhrah

doi:10.22373/pbio.v9i2.11599

Cited by 5 publications

(6 citation statements)

References 1 publication

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“…TPACK-Test menjadi peralatan pengukur yang lengkap sebab bisa mengestimasi tiga elemen wajib pada aktivitas belajar. TPACK ialah suatu kerangka kerja kompleks mengenai hubungan timbal balik antara wawasan guru tentang konten (content), pedagogi (pedagogy), dan teknologi (technology) (Unaida & Fakhrah, 2022;Yulisman et al, 2019). Interaksi badanbadan wawasan ini, baik teoritis ataupun pada praktiknya, memperoleh tipe wawasan yang fleksibel yang diperlukan guna menyukseskan pengintegrasian pemakaian teknologi pada aktivitas belajar (Anshori, 2019;Scott, 2020).…”

Section: Pembahasanunclassified

Instrumen Tes Pengetahuan Technological Pedagogic Content Knowledge (Tpack) Untuk Calon Guru Sekolah Dasar

Maharani

Riastini²,

Yasa³

2022

JP2

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Studi ini dilatarbelakangi oleh temuan di lapangan yang menyatakan mayoritas kajian mengarah kepada pengukuran persepsi penguasaan belum pada wawasan mengenai TPACK khususnya pada guru sekolah dasar. Tujuan kajian ini ialah menghasilkan instrumen pengetahuan TPACK pada calon guru sekolah dasar. Penelitian ini mempergunakan pemodelan pengembangan 4D yang meliputi define, design, develop serta disseminate. Metode dan penghimpunan data yang dipergunakan pada kajian ini yakni kuesioner serta rating scale. Subjek pada studi pengembangan ini ialah instrumen tes pengetahuan TPACK, sedangkan objeknya ialah kualitas instrumen seperti validitas isi, validitas butir, reliabilitas, daya beda, serta tingkat kesukaran. Teknik analisa data yang dipergunakan yaitu analisa deskriptif. Hasil penelitian yaitu yang diberikan oleh para ahli kriteria sangat tinggi sehingga valid. Hasil penilaian dari uji perorangan secara keseluruhan mendapatkan kategori sangat baik. Dapat disimpulkan bahwasanya instrumen tes pengetahuan TPACK layak dipergunakan. Instrumen yang dihasilkan bisa memotivasi calon guru sekolah dasar untuk lebih interaktif dengan perkembangan zaman sehingga bisa membangkitkan kecakapannya dalam mengembangkan wawasan pada aktivitas belajar.

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Section: Pembahasanunclassified

Instrumen Tes Pengetahuan Technological Pedagogic Content Knowledge (Tpack) Untuk Calon Guru Sekolah Dasar

Maharani

Riastini²,

Yasa³

2022

JP2

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“…TPACK also has a significant role in biology learning at school. According to Unaida & Fakhrah (2021), technology can help teachers illustrate material, assist students in the investigation process, and increase their learning motivation in biology teaching. As educators who prepare future generations, teachers must be responsive to technological changes (Pasani, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…As educators who prepare future generations, teachers must be responsive to technological changes (Pasani, 2018). Biology teachers must be able to integrate technology well into biology material and pedagogy to produce correct TPACK integration (Bwalya et al, 2023;Unaida & Fakhrah, 2021).…”

Section: Introductionmentioning

confidence: 99%

Developing technological, pedagogical, and content knowledge (TPACK) booklet in biology subject to provide the TPACK materials for prospective biology teachers at UIN Sunan Kalijaga Yogyakarta

Utami,

Harahap,

Khoiriyah

2024

Assim. Indo. J. Bio. Edu.

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This research aims to develop a valid and practical Technological, Pedagogical, and Content Knowledge (TPACK) booklet for biology subjects to provide the TPACK materials of Biology Education students, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta. This research is development research that carried out in three stages, namely the analysis, design, and evaluation stages. The analysis stage consists of literature study and identification needs. The design stage includes formulating objectives, preparing material, and designing the TPACK booklet for biological material. The evaluation stage itself is divided into self-evaluation, expert review, one-to-one and small group stages. This research was carried out only at the small group stage. The product research results were categorized as ‘very valid’ by the media validator with a score of 3.83 and the material validator with a score of 4. The development of the TPACK Booklet for biology subjects received a one-to-one and small group trial assessment with scores of 3.66 and 3.65 respectively in the ‘very practical’ category. It can be concluded that the TPACK Booklet for biology subjects is categorized as ‘very valid’ and ‘very practical’.

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“…( 5) Pedagogical Technology Knowledge (Technological Pedagogical Knowledge -TPK): It focuses on understanding how to use technology in teaching. Teachers must know how to select and apply relevant technological tools to achieve learning objectives (Unaida & Fakhrah, 2022). ( 6) Technological Content Knowledge (TCK): This involves combining knowledge of technology with an understanding of learning content.…”

Section: Introductionmentioning

confidence: 99%

Improving Social Science Learning Outcomes of Class V Elementary School Students through the TPACK Approach

Dharmawati,

Busyra,

Azhar

2023

al.ibtida.snj

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The main problem in this study is the low learning outcomes of fifth grade students in social studies at a private elementary school in East Jakarta, Indonesia. This is because the learning approach used in these schools is still conventional. The purpose of this study was to improve social studies learning outcomes for fifth grade students using the technology pedagogical content knowledge (TPACK) approach. By using classroom action research, this research was conducted in three cycles involving 10 students. Each cycle consists of planning, implementing, acting, observing, and reflecting. Data collection was carried out using a test consisting of a pre-test and post-test. The test results data were then analyzed using descriptive statistics. The results showed that based on the post-test results in cycle I, only 6 students or 60% fulfilled the KKM. In cycle II the percentage of student learning completeness increased to 70% or 7 students fulfilled the KKM. In cycle III, student learning completeness again increased to 82%. Therefore, it can be concluded that the use of the technology pedagogical content knowledge (TPACK) approach in social studies learning is effective in improving student learning outcomes.

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Studi Evaluasi Kemampuan Tpack (Technologycal, Pedagogical, and Content Knowledge) Guru Biologi Sma/Ma Kecamatan Dewantara

Cited by 5 publications

References 1 publication

Instrumen Tes Pengetahuan Technological Pedagogic Content Knowledge (Tpack) Untuk Calon Guru Sekolah Dasar

Instrumen Tes Pengetahuan Technological Pedagogic Content Knowledge (Tpack) Untuk Calon Guru Sekolah Dasar

Developing technological, pedagogical, and content knowledge (TPACK) booklet in biology subject to provide the TPACK materials for prospective biology teachers at UIN Sunan Kalijaga Yogyakarta

Improving Social Science Learning Outcomes of Class V Elementary School Students through the TPACK Approach

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