Unveiling the TPACK profile: Exploring mathematics prospective teachers in the micro teaching course

Authors

  • Nenden Suciyati Sartika Faculty of Teacher Education and Educational Sciences, Mathla'ul Anwar University, Banten
  • Tatu Munawaroh Faculty of Teacher Education and Educational Sciences, Mathla'ul Anwar University, Banten
  • Ika Meika Faculty of Teacher Education and Educational Sciences, Mathla'ul Anwar University, Banten
  • Ratu Mauladaniyati Faculty of Teacher Education and Educational Sciences, Mathla'ul Anwar University, Banten
  • Ika Yunitasari Faculty of Teacher Education and Educational Sciences, Mathla'ul Anwar University, Banten
  • Asep Sahrudin Faculty of Teacher Education and Educational Sciences, Mathla'ul Anwar University, Banten
  • Asep Sujana Faculty of Teacher Education and Educational Sciences, Mathla'ul Anwar University, Banten
  • Rusdian Rifa'i Faculty of Teacher Education and Educational Sciences, Mathla'ul Anwar University, Banten
  • Eka Rosdianwinata Faculty of Teacher Education and Educational Sciences, Mathla'ul Anwar University, Banten
  • Deni Pratidiana Faculty of Teacher Education and Educational Sciences, Mathla'ul Anwar University, Banten
  • Mulyanah Mulyanah Faculty of Teacher Education and Educational Sciences, Mathla'ul Anwar University, Banten

DOI:

https://doi.org/10.21831/jrpm.v10i2.64215

Keywords:

TPACK Profile, Prospective Teachers, Teaching Styles

Abstract

The objective of this research is to ascertain the Technological Pedagogical Content Knowledge (TPACK) profile of prospective mathematics teachers in the microteaching course. The research methodology employed a survey research design. The target population for this investigation comprises prospective mathematics teacher students enrolled at a University in Banten, Indonesia. The sample for this study comprises students in their sixth semester of the Mathematics Education program who are currently enrolled in the microteaching course. The inclusion criteria for the sample require that these students have successfully completed coursework in foundational technology use, pedagogical principles, and both basic and advanced mathematics subjects. The research findings indicate that the majority of students exhibit a high level of Technological Content Knowledge (TCK) and Technological Pedagogical and Content Knowledge (TPACK), with percentages of 50% and 81.25% respectively. On the other hand, the majority of students demonstrate a moderate level of Pedagogical Knowledge (PK) and Technological Pedagogical Knowledge (TPK), with percentages of 56.25% and 31.25% respectively. Moreover, a significant portion of students show a low level of Technological Knowledge (TK) at 31.25%, Content Knowledge (CK) at 37.5%, and Pedagogical Content Knowledge (PCK) at 37.5%. It conluded, most prospective tezchers use the Technological Conten Knowledge (TCK) and Technological Pedagogical and Content Knowledge (TPACK) domains to conduct learning.

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Published

2023-11-30

How to Cite

Sartika, N. S., Munawaroh, T., Meika, I., Mauladaniyati, R., Yunitasari, I., Sahrudin, A., … Mulyanah, M. (2023). Unveiling the TPACK profile: Exploring mathematics prospective teachers in the micro teaching course. Jurnal Riset Pendidikan Matematika, 10(2), 117–127. https://doi.org/10.21831/jrpm.v10i2.64215

Issue

Vol. 10 No. 2: November 2023

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Articles

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