The Contribution of Content, Pedagogy, and Technology on the Formation of Science Teachers’ Tpack Ability

Abstract

KONTRIBUSI PENGETAHUAN KONTEN, PEDAGOGI, DAN TEKNOLOGI TERHADAP PEMBENTUKAN TPACK GURU IPA AbstrakModel integrasi teknologi mengalami perubahan dari model yang berfokus pada teknologi ke model yang berfokus pada pedagogi, salah satunya adalah TPACK. Informasi mengenai kemampuan TPACK guru IPA dan kontribusi pengetahuan konten, pedagogi, dan teknologi dalam pembentukan TPACK guru masih belum banyak tersedia. Oleh sebab itu, penelitian ini bertujuan untuk memperoleh informasi mengenai kemampuan TPACK guru IPA dan kontribusi pengetahuan konten, pedagogi, dan teknologi dalam pembentukan TPACK. Penelitian survei ini melibatkan 88 orang guru mata pelajaran IPA Kota Banda Aceh. Data mengenai kemampuan TPACK guru diperoleh dari soal tes berbentuk pilihan berganda. Penyebaran soal dilakukan secara langsung melalui kegiatan pelatihan. Analisis data dilakukan secara statistik deskriptif dan inferensial (pemodelan SEM-PLS). Hasil penelitian menunjukkan bahwa profil kemampuan TPACK guru IPA SMP di Kota Banda Aceh didominasi oleh pengetahuan konten (CK). Hasil analisis SEM-PLS menunjukkan bahwa CK, PK, dan PCK secara langsung dan tidak langsung berkontribusi dalam pembentukan TPACK guru IPA SMP di Kota Banda Aceh. Pemerintah dan penyelenggara pendidikan diharapkan dapat membantu guru untuk meningkatkan kemampuan menggunakan teknologi secara efektif dalam kegiatan pembelajaran agar terbentuk TPACK yang komprehensif.AbstractThe model of technology integration has changed from models that focus on technology to models that focus on pedagogy, one of which is TPACK. The information about science teachers’ TPACK and the contribution of content, pedagogy, and technology on the formation of science teachers’ TPACK is still limited. Therefore, this research aimed to obtain information about the science teachers’ TPACK and the contribution of content, pedagogy, and technology on the formation of TPACK. This survey research involved 88 science teachers from Banda Aceh City. The data about science teachers’ TPACK was obtained from multiple-choice test questions. The questions were distributed directly through training activities. Data analysis was performed by descriptive and inferential statistics (SEM-PLS modeling). The results showed that the TPACK ability profile of junior high school science teachers in Banda Aceh City was dominated by content knowledge (CK). The results of the SEM-PLS analysis showed that CK, PK, and PCK, directly and indirectly, contributed to the formation of the science teachers’ TPACK in junior high school in Banda Aceh City. The government and education providers were expected to be able to help teachers to improve the ability to use technology effectively in learning activities to form a comprehensive TPACK.

A Case Study: Technological Pedagogical and Content Knowledge (TPACK) of Pre-service Physics Teacher to Enhance the 4C’s Skills During Online Learning

“…Furthermore, to find out the ability of pre-service teachers in mastering TPACK in 21-century learning skills (the 4Cs), it uses instruments from Valtonen, et al (2017) adapted from Schimdt, et al (2009. This instrument was used for several previous studies, such as Valtonen, et al (2019); Yulisman, et al (2019);and Revilla, et al (2020). This study adapted the instruments used by Yulisman, et al (2019) for science learning.…”

“…This instrument was used for several previous studies, such as Valtonen, et al (2019); Yulisman, et al (2019);and Revilla, et al (2020). This study adapted the instruments used by Yulisman, et al (2019) for science learning. The instrument is shown in Table 2.…”

“…It is aimed to expose TPACK competence of pre-service teacher to enhance students' 21st century skills in physics learning. Based on research of TPACK has been done and can be grouped into five parts, namely the relationship between TPACK and other variables, TPACK instrument development, strategies to develop TPACK, identify TPACK, and how teachers adopt TPACK (Setiawan, et al, 2019;Yulisman, et al, 2019). Based on earlier study on how to measure TPACK summarized by Setiawan, et al (2019), it shows that there are two basics focuses; which are self-reports and performance.…”

Madrasah Teachers’ TPACK: To What Extent It Facilitates Students’ Learning for Literacy?

“…The data for this study were collected on the teacher's skill in the field of TPACK as well as the TPACK component's ability. TPACK consists of three main components, namely content knowledge, pedagogic knowledge, and knowledge of technology (technological knowledge) [7][8][9]. The combination of these three components forms PCK (Pedagogical Content Knowledge), TCK (Technological Content Knowledge) and TPK (Technological Pedagogical Knowledge), and TPACK (Technological Pedagogical and Content Knowledge) [10,11].…”

Analysis of Prospective Arabic Teachers’ Technological Pedagogical Content Knowledge (TPACK)

“…The main objective of this program is to prepare the students to become the future professional Arabic teachers at the elementary to upper secondary levels (Anon n.d.-a). Therefore, mastering TPACK is important to assist teachers in improving the professionalism and quality of learning in the classroom (Yulisman et al 2019).…”