Implementasi Technological Pedagogical Content Knowledge (TPACK) dalam Pendidikan Profesi Guru (PPG) PAI LPTK UIN Mataram

Quddus, Abdul

doi:10.20414/jtq.v17i2.1911

Cited by 20 publications

(24 citation statements)

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“…Technological Knowledge meliputi pemahaman bagaimana menggunakan software dan hardware komputer, peralatan presentasi seperti dokumen presentasi, dan teknologi lainnya dalam konteks pendidikan. Technological Knowledge juga meliputi kemampuan untuk mengadaptasi dan mempelajari teknologi baru (Quddus, 2020). Content Knowledge mengarah kepada pengetahuan atau kekhususan disiplin ilmu atau materi pelajaran.…”

Section: Tecnological Pedagogical and Content Knowledege (Tpack)unclassified

Analisis Pembelajaran Daring Di Masa Pandemi Covid-19 Pada Kemampuan Technological Pedagogical And Content Knowledge (TPACK) Guru Sekolah Dasar

Hariati

Ilyas

Siddik

2022

J. Instr. Dev. Res.

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Tujuan penelitian ini adalah pertama: Menganalisis pembelajaran daring dengan kemampuan pengetahuan teknologi (TK) guru Sekolah Dasar. Kedua: Menganalisis pembelajaran Daring dengan kemampuan pengetahuan pedagogik (PK) guru Sekolah Dasar. Ketiga: Menganalisis Pembelajaran Daring dengan kemampuan pengetahuan konten (CK) guru Sekolah Dasar. Penelitian dilaksanakan di SDN 006 Sangkulirang Kutai Timur, pengumpulan data dengan menetapkan informan penelitian ini adalah para guru yang memiliki kualifikasi guru yang menerapkan TPACK, dilakukan pula observasi secara langsung serta wawancara mendalam dan tinjauan dokumen sebagai data sekunder. Wawancara dengan menggunakan teknik wawancara terstruktur, dengan mempersiapkan pedoman wawancara, alat bantu wawancara dengan buku catatan, rekaman audio dan atau kamera smartphone. Teknik analisis data dengan model miles and Huberman, tiga tahapan analisis kegiatan, yaitu data condensation, data display dan conclusion / verifications. Hasil penelitian menemukan pada pengetahuan teknologi (TK) bahwa guru mampu dan baik dalam menggunakan teknologi untuk pembelajaran, sesuai kemampuan dan kondisi pembelajaran menggunakan WhatsApp, Zoom meeting atau google classroom guru mampu mendownload materi dari Internet atau website dan materi dari youtube dan kemudian guru mampu membagikan dan menshare ke peserta didik dengan menggunakan teknologi, guru sudah mengetahui manfaat dan keunggulan teknologi, guru dapat melakukan interaksi dengan peserta didik pada pembelajaran daring. Untuk kemampuan Pengetahuan Pedagogik (PK) guru sudah baik dan tepat, karena guru mampu merancang perangkat pembelajaran, guru mampu menggunakan media pembelajaran yang menarik, Guru menyesuaikan karakter dengan metode yang digunakan serta Guru melakukan evaluasi pembelajaran. Sedangkan pada kemampuan pengetahuan konten (CK) adalah sudah baik dan mampu, yakni guru memiliki kemampuan yang baik, guru mampu menyusun materi atau bahan ajar dan Guru menggunakan sumber belajar berbasis teknologi.

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Section: Tecnological Pedagogical and Content Knowledege (Tpack)unclassified

Analisis Pembelajaran Daring Di Masa Pandemi Covid-19 Pada Kemampuan Technological Pedagogical And Content Knowledge (TPACK) Guru Sekolah Dasar

Hariati

Ilyas

Siddik

2022

J. Instr. Dev. Res.

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“…TPACK is a very important performance base and is very gifted with innovation [3] that complements educational material information or PCK [2]. PCK consists of explicit abilities that are influenced by the setting, content and experience shown [21] that discuss how to encourage a material with a purpose in thinking to encourage development in learning to see, such as getting what is thought about the material [22], [23].…”

Section: Tpack Competence (Technology Pedagogy and Content Knowledge)mentioning

confidence: 99%

“…TPACK was originally developed by Shulman on education and content (PCK) and describes how instructors understand innovation to deliver successful learning. This model has three intersection points that are equally significant, in particular the convergence between information communicated as PCK (pedagogical content knowledge), TCK (technological content knowledge), TPK (technological pedagogical knowledge), and TPACK (technology, pedagogy, and content knowledge) [1], [2]. In this case, TPACK manages the information needed by instructors to coordinate innovation into educating certain substances which become an effective tool and way to explore teachers' abilities in terms of mastering technology and their ability to use technology in learning [3].…”

Section: Introductionmentioning

confidence: 99%

Technology Pedagogy Content Knowledge in Early Childhood Education

Sukmawati¹,

Andriani²,

Fikri³

et al. 2022

Advances in Social Science, Education and Humanities Research

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The fast improvement of data innovation in the current decade has developed the knowledge, technology and science rapidly. The Coronavirus pandemic has rolled out the spread of various types in the COVID-19 pandemic and has made various changes in the sectors of human life. One of them is changing the Early Childhood Education curriculum through a new learning model by integrating innovative information, instructional method information, and content information (TPACK) to deliver successful picking up utilizing innovation in learning, especially for ECE teachers in order to develop aspects of early childhood development. The focus of the study in this article is TPACK Competencies for early childhood education (ECE) teachers in the Coronavirus pandemic. The consequences of the investigation discovered that there are 6 (six) sub-competencies that must be possessed as part of the overall competence of TPACK, namely Innovation information, Content information, educational information, Academic substance information, Mechanical substance information and Innovative instructive information. The discussion is related to the role of parents, teachers or educators and BK teachers or counselors.

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“…TPK ialah kecakapan guru terhadap penggunaan teknologi yang akan digunakan dalam prosedur dan pelaksanaan perencanaan pembelajaran, sehingga pemamfaatan teknologi ini bisa memudahkan guru dalam mengajar dan merubah pengajaran guru setiap harinya sehingga pengajaran tidak monoton bagi anak didik. TPACK berhubungan dengan kecakapan guru dalam menghubungkan ketiga aspek utama yaitu, materi, teknologi dan pedagogi, (Quddus 2020).…”

Section: Pendahuluanunclassified

TPACK (Technological, Pedagogical, and Content Knowledge) untuk Peningkatan Profesionalisme Guru PAUD

et al. 2021

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The teachers’ ability to apply technology in delivering learning materials is one of the factors to become a professional teacher. The purpose of this study was to analyze the framework of Technological Pedagogical and Content Knowledge (TPACK) in order to improve the professionalism of early childhood education teachers. The methodology of this research used the type of qualitative descriptive research. The respondents of this research were early childhood education teachers in Payakumbuh City. The data collection technique of this research was used interview, observation and documentation. From the result of this study, it can be concluded that the Technological Knowledge (TK) of early childhood education teachers is in “enough” category, Content Knowledge (CK) in the “good” category, Pedagogical Knowledge (PK) in the “good” criteria, Technological Content Knowledge (TCK) in “enough” criteria, Technological Pedagogical Knowledge (TPK) in “enough” criteria, Pedagogical Content Knowledge (PCK) teachers belong to “good” and Technological Pedagogical and Content Knowledge (TPACK) early childhood education teachers in Payakumbuh City were on “enough” criteria.

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Implementasi Technological Pedagogical Content Knowledge (TPACK) dalam Pendidikan Profesi Guru (PPG) PAI LPTK UIN Mataram

Cited by 20 publications

References 0 publications

Analisis Pembelajaran Daring Di Masa Pandemi Covid-19 Pada Kemampuan Technological Pedagogical And Content Knowledge (TPACK) Guru Sekolah Dasar

Analisis Pembelajaran Daring Di Masa Pandemi Covid-19 Pada Kemampuan Technological Pedagogical And Content Knowledge (TPACK) Guru Sekolah Dasar

Technology Pedagogy Content Knowledge in Early Childhood Education

TPACK (Technological, Pedagogical, and Content Knowledge) untuk Peningkatan Profesionalisme Guru PAUD

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