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Technological pedagogical content knowledge (TPACK) calon guru di Tasikmalaya
Miftahul Habib Fachrurozi, Universitas Siliwangi, Indonesia
Abstract
Penelitian ini bertujuan untuk menjelaskan pemahaman mahasiswa calon guru di Tasikmalaya mengenai Technological Pedogogical Content Knowledge (TPACK). Penelitian ini termasuk ke dalam penelitian kuantitatif dengan metode survei. Adapun responden dalam penelitian ini merupakan mahasiswa jurusan Pendidikan Sejarah pada sebuah nniversitas negeri di Tasikmalaya yang telah menempuh mata kuliah Praktek Lapangan Persekolahan (PLP) atau telah mengikuti program Kampus Mengajar Kementerian Pendidikan Kebudayaan, Riset, Teknologi, dan Pendidikan Tinggi. Berdasarkan hasil penelitian, secara umum responden telah memiliki pemahaman yang cukup baik dalam tujuh komponen TPACK. Meskipun demikian, terdapat komponen yang perlu ditingkatkan seperti Technological Content Knowledge. Dengan demikian, dapat ditarik kesimpulan jika mahasiswa calon guru sejarah di Tasikmalaya telah menguasai konsep TPACK sehingga memiliki kesiapan dalam melaksanakan pembelajaran sejarah di era Revolusi Industri 4.0 ini.
Techno-pedagogical content knowledge on teacher candidate di Tasikmalaya
This study aims to explain the understanding of prospective history teacher students in Tasikmalaya regarding Technological Pedogogical Content Knowledge (TPACK). This research is included in quantitative research with survey method. The respondents in this study were pre-service teacher at state university in Tasikmalaya who had taken School Field Practice (PLP) course or have joined the Kampus Mengajar program held by Ministry of Education, Culture, Research, Technology, and Higher Education. Based on the results of the study, in general, respondents have a good understanding of the seven components of TPACK. However, there are components that need to be improved such as Technological Content Knowledge. Thus, it can be concluded that prospective history teacher students in Tasikmalaya have mastered the TPACK concept so that they are prepared to carry out history learning in this 4.0 Industrial Revolution era.
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Durdu, L., & Dag, F. (2017). Pre-Service Teachers’ TPACK Development and Conceptions through a TPACK-Based Course. Australian Journal of Teacher Education, 42(11), 150–171. https://doi.org/10.14221/ajte.2017v42n11.10
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Nofrion, Wijiyanto, B., Wilis, R., & Novio, R. (2018). Analisis Technological Pedagogical and Content Knowledge (TPACK) Guru Geografi di Kabupaten Solok, Sumatera Barat. Geografi, 10(2), 105–116.
Nuangchalerm, P. (2020). TPACK in ASEAN perspectives: Case study on Thai pre-service teacher. International Journal of Evaluation and Research in Education (IJERE), 9(4), 993. https://doi.org/10.11591/ijere.v9i4.20700
Padmavathi, M. (2017). Preparing Teachers For Technology Based Teaching. Journal on School Educational Technology, 12(3), 1–9.
Prasetyo, B., & Trisyanti, U. (2018). Revolusi Industri 4.0 dan Tantangan Perubahan Sosial. IPTEK: Journal of Proceedings Series, 5, 22–27.
Supriyadi, S., Bahri, S., & Waremra, R. S. (2018). Kemampuan Technological Pedagogical Content Knowledge (TPACK) Mahasiswa Pada Matakuliah Strategi Belajar Mengajar Fisika. Jurnal Inspirasi Pendidikan, 8(2), 1–9. https://doi.org/10.21067/jip.v8i2.2632
Tanjung, S., & Supriatna, N. (2021). Literasi Kreatif: Membangun Keterampilan Abad 21 Melalui Pembelajaran Sejarah Lokal Kesultanan Langkat. Harmony: Jurnal Pembelajaran IPS Dan PKN, 6(2), 101–109.
DOI: https://doi.org/10.21831/jipsindo.v9i2.52050
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JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia)
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