Email this article Penguasaan technological pedagogical content knowledge calon guru Pendidikan Pancasila dan Kewarganegaraan
Abstract
Analisis Technological Pedagogical Content Knowledge (TPACK) perlu dilakukan dalam rangka memahami tingkat pengetahuan guru untuk dapat mengintegrasikan teknologi pada pembelajaran abad 21. Studi ini dilakukan untuk mendapatkan profil tingkat penguasaan TPACK calon guru Pendidikan Pancasila dan Kewarganegaraan yang sedang menempuh pendidikan Strata 1 di Program Studi PPKn Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Pamulang. Studi menggunakan metode self-report measure dalam bentuk survei. Secara keseluruhan, tingkat penguasaan TPACK calon guru PPKn termasuk dalam kategori baik. Namun, penguasaan pada technological knowledge, content knowledge dan technological pedagogical content knowledge memiliki total nilai rata-rata yang lebih rendah. Perlu diperhatikan setiap butir pernyataan yang memiliki nilai rata-rata lebih rendah daripada total nilai rata-rata pada setiap domain pengetahuan. Setiap lembaga pendidikan tenaga kependidikan perlu melakukan analisis TPACK supaya mengetahui apakah calon guru yang sedang dididik sudah memiliki pengetahuan yang dibutuhkan untuk dapat mengajar sesuai dengan tuntutan dan karakteristik pembelajaran abad 21.
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Analyzing Technological Pedagogical Content Knowledge (TPACK) is needed to understand teachers' knowledge in term of integrating technology in 21st-century learning. This study to explore TPACK confidence of preservice civic education teachers at the Department of Civic Education, Faculty of Teacher Training And Education, Universitas Pamulang. The study used a self-report-measure method in the form of a survey. Overall, the TPACK confidence of preservice civic education teachers in a good category. However, the confidences in technological knowledge, content knowledge, and technological pedagogical content knowledge, have a lower average total score. It should noticed regarding statement items that have a lower average convictions than the technical average rating at each knowledge domain. Teacher education institute needs conducting a TPACK analysis to find out whether preservice teachers who are educated already have the appropriate teaching knowledge for demands and characteristics of 21st-century learning.
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DOI: https://doi.org/10.21831/jc.v16i2.20550
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