Eksplorasi Technological Pedagogical Content Knowledge (TPACK) Mahasiswa Calon Guru Kimia
Abstrak
Mahasiswa calon Guru (kimia) harus memiliki kompotensi Technological Pedagogical Content Knowledge (TPACK) yang memadai, karena TPACK berada dalam ranah empat kompetensi utama seorang guru yang meliputi kompetensi pedagogik, kompetensi kepribadian, kompetensi sosial dan kompetensi professional yang bermanfaat dalam pelaksanaan pembelajaran. Penelitian ini bertujuan untuk mengeksplorasi TPACK calon guru kimia. TPACK adalah kerangka kerja yang mencoba memahami hubungan antara Materi Pelajaran (Content), pengetahuan tentang pengajaran (pedagogical knowledge), dan penggunaan teknologi (technologi knowledge). Dalam TPACK, pengetahuan mahasiswa calon guru untuk mengintegrasikan teknologi dalam pembelajaran membuat aktivitas kelas menjadi efektif dan efisien. Integrasi teknologi dianggap sebagai sebagai komponen pengajaran yang terkait erat dan termasuk juga dalam PCK. Penelitian ini menggunakan Metode cross – sectional survey dengan partisipan berjumlah 36 orang mahasiswa Pendidikan kimia yang telah melaksanakan PPL. Hasil penelitian mengindikasikan bahwa beberapa mahasiswa calon guru kimia memiliki kompetensi TPACK yang cukup. Akan tetapi, pemanfaatan teknologi, penguasaan materi, serta keterampilan pedagogik masih perlu ditingkatkan agar nantinya menghasilkan guru-guru yang professional.
##plugins.generic.usageStats.downloads##
Referensi
Cetin-Dindar, A., Boz, Y., Sonmez, D. Y., & Celep, N. D. (2018). Development of pre-service chemistry teachers’ technological pedagogical content knowledge. Chemistry Education Research and Practice, 19(1), 167-183.
Creswell, J. W. (2012).. Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
Doering, A., Veletsianos, G., Scharber, C., & Miller, C. (2009). Using the technological, pedagogical, and content knowledge framework to design online learning environments and professional development. Journal of educational computing research, 41(3), 319-346.
Hewitt, J. (2008). Reviewing the handbook of technological pedagogical pedagogical content knowledge (TPACK) for educators. Canadian Journal of Science, Mathematics, and Technology Education, 8 (4), 355 – 360.
Hidayat, A. (2019). Technological pedagogical content knowledge (TPACK) instrument for Indonesia science pre-service teacher: Framework, indicators, and items development. Unnes Science Education Journal, 8(2).
Holland, D. D., & Piper, R. T. (2016). Testing a technology integration education model for millennial preservice teachers: Exploring the moderating relationships of goals, feedback, task value, and self-regulation among motivation and technological, pedagogical, and content knowledge competencies. Journal of Educational Computing Research, 54(2), 196-224.
Hughes, I. A. (2005). A perspective on perspectives. Archives of Disease in Childhood, 90(8), 771–771. https://doi.org/10.1136/adc.2005.073536
Juanda, A., Shidiq, A. S., & Nasrudin, D. (2021). Teacher learning management: Investigating biology teachers’ tpack to conduct learning during the covid-19 outbreak. Jurnal Pendidikan IPA Indonesia, 10(1), 48-59.
Koehler, M. J., & Mishra, P. (2009). “What is Technological Pedagogical Content Knowledge (TPACK)?”.Contemporary Issues in Technology and Teacher Education. 9 (1), pp 60-70.
Koehler, M. J., & Mishra, P. (2005). What Happens When Teachers Design Educational Technology? The Development Of Technological Pedagogical Content Knowledge. Educational Computing Research, 32(2), 131–152.
Koehler, M. J., Mishra, P., Akcaoglu, M., & Rosenberg, J. M. (2013). The technological pedagogical content knowledge framework for teachers and teacher educators. ICT integrated teacher education: A resource book, 2-7.
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19
Kind, V. (2014). A degree is not enough: A quantitative study of aspects of pre-service science teachers’ chemistry content knowledge. International Journal of Science Education, 36(8), 1313-1345.
Koh, J. H. L., & Chai, C. S. (2016). Seven design frames that teachers use when considering technological pedagogical content knowledge (TPACK). Computers & Education, 102, 244-257.
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95-132). Dordrecht: Springer Netherlands.
Mishra, P. dan M. J. Koehler. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record. 6 (108): 1017-1058
Oyanagi, W. And Satake, Y. (2016). Capacity Building in Technological pedagogical Content Knowledge for Preservise Teacher. International Journal for Educational Media and Technology, 10 (1), 33 – 44.
Saudagar, F., & Idrus, A. (2011). Pengembangan profesionalitas guru. Jakarta: Gaung Persada.
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of research on Technology in Education, 42(2), 123-149.
Yarrow, dkk (2019). Janji Pendidikan di Indonesia. The World Bank.1-10.
##submission.copyrightStatement##
##submission.license.cc.by-sa4.footer##Copyright Ⓒ Author
https://orcid.org/0000-0003-1726-3651
