Pengaruh Kemampuan Technological Pedagogical Content Knowledge (Tpack) Terhadap Kesiapan Menjadi Guru

Perdani, Berliana Ucha Maulid; Andayani, Endang Sri

doi:10.21831/jpai.v19i2.46021

Cited by 8 publications

(16 citation statements)

References 45 publications

(92 reference statements)

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“…However, the TPACK model applied to students has been able to provide positive results for students and teachers [41]; [42]; [43]; [44]. So, the application of Technology Pedagogical Content Knowledge (TPACK) is effectively used in various post-Covid-19 lessons [45]; [46]; [47].…”

Section: Discussionmentioning

confidence: 99%

“…Eric Journal DOAJ 11 [7] National Google Scholar SINTA 12 [37] National Google Scholar SINTA 13 [38] National Google Scholar SINTA 14 [39] National Google Scholar SINTA 15 [40] National Google Scholar SINTA 16 [41] National Google Scholar SINTA 17 [42] Internasional Elsevier Scopus 18 [2] Internasional Elsevier Scopus 19 [43] Internasional Elsevier Scopus 20 [44] National Google Scholar SINTA 21 [45] International Taylor and Francis Scopus 22 [46] International Taylor and Francis Scopus 23 [47] National Google Scholar SINTA 24 [48] National Google Scholar SINTA 25 [49] International Elsevier Scopus 26 [50] International Taylor and Francis Scopus National = 9 International = 17…”

Section: Internationalmentioning

confidence: 99%

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Meta-analysis The Effect of the Technological Pedagogical Content Knowledge (TPACK) Model Through Online Learning on Biology Learning Outcomes, Learning Effectiveness, and 21st Century Competencies of Post-Covid-19 Students and Teachers

Zulyusri

Desy

Santosa

et al. 2022

IJPSAT

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This electronic do This study aims to analyze the effect of the Technological Pedagogical Content Knowledge (TPCK) learning model through online learning on the learning outcomes, effectiveness and competencies of 21st century students and teachers after Covid-19. This research is a type of meta-analysis research. This research sample comes from national and international journals that have been published from 2017-2022. Sample search through journal databases accessed through Google Scholar, Eric journal, Emerald, Elsevier, Sage Journal, Taylor and Francis and IEEE. The data selection technique in this study was through purposive sampling technique. The data that was sampled was in accordance with the criteria or related to TPCK in science learning on the variables of effectiveness and student learning outcomes. The data analysis used is quantitative data analysis with the help of SPSS version 16 application by looking at the value of N-gain and Effect size (ES). The results of this study concluded that the Technological Pedagogical Content Knowledge (TPCK) learning model through online learning had a significant effect on student learning outcomes with an average value of 70.5, student learning effectiveness with an average of 73 with an N-gain of 0.61, and 21st century competence of students and Teachers obtained an average of 77.33 with an effect size of 0.48 with moderate criteria

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Section: Discussionmentioning

confidence: 99%

Section: Internationalmentioning

confidence: 99%

Meta-analysis The Effect of the Technological Pedagogical Content Knowledge (TPACK) Model Through Online Learning on Biology Learning Outcomes, Learning Effectiveness, and 21st Century Competencies of Post-Covid-19 Students and Teachers

Zulyusri

Desy

Santosa

et al. 2022

IJPSAT

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“…Pada umumnya, kesiapan mengacu pada kemauan guru untuk mempelajari informasi baru, sehingga dapat dikatakan bahwa kesiapan tersebut merupakan sebuah tolok ukur kinerja guru di masa depan (Perdani & Andayani, 2021). Mahasiswa yang siap menjadi guru profesional adalah mahasiswa yang telah memenuhi persyaratan-persyaratan yang dibutuhkan untuk menjadi guru profesional (Sukmawati, 2019).…”

Section: Pendahuluanunclassified

“…Indikator TK (Pamuk et al, 2015;Valtonen et al, 2015) antara lain adalah: a) Pengetahuan tentang kemungkinan kendala teknologi (technical troubleshooting); b) Pengetahuan tentang macam-macam teknologi yang ada baik software maupun hardware; c) Kemampuan untuk menggunakan berbagai teknologi; d) Minat tentang perkembangan teknologi terbaru. Shinas et al (2015) menyatakan bahwa TK calon guru mempengaruhi persiapannya untuk menjadi guru, konsisten dengan temuan Perdani & Andayani (2021) yang menunjukkan bahwa TK berimplikasi positif dan signifikan terhadap kesiapan calon guru.…”

Section: Technological Knowledge (Tk)unclassified

“…Salah satu faktor penentu menyatakan kesiapan menjadi guru adalah kemampuan untuk menguasai bidang profesi (Mahardika et al, 2019), sehingga dapat dikatakan bahwa mahasiswa Pendidikan Ekonomi harus memiliki kemampuan untuk menguasai bidang ekonomi agar siap berkarir sebagai guru ekonomi yang profesional, Konsisten dengan uraian tersebut, Perdani & Andayani (2021) menemukan bahwa CK berimplikasi secara positif dan signifikan terhadap kesiapan mahasiswa untuk menjadi guru.…”

Section: Content Knowledge (Ck)unclassified

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Pengaruh TPACK Terhadap Kesiapan Menjadi Guru Profesional Pada Mahasiswa Pendidikan Ekonomi Di Jawa Tengah

2023

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The world of education is required to always adapt to the current development, especially in terms of technology. Prospective teachers as one of the important elements in education are expected to be able to have three knowledge, namely pedagogy, content, technology, and combinations of the three which is commonly called Technological Pedagogical and Content Knowledge (TPACK) to be ready to become professional teachers in the 21st century. This research aimed to examine the influence of TPACK on readiness to become a professional teacher. The research method used is descriptive quantitative with a proportional random sampling technique. The data collection technique used a self-report questionnaire instrument that has been tested for validity and reliability. The analysis technique used quantitative descriptive analysis with a simple linear regression test. The results of this study indicate that there is a positive and significant effect between partial TPACK ability on readiness to become a professional teacher. The TPACK component that has the biggest influence on readiness to become a professional teacher is PCK with an effect of 80%, followed by TPK 74.5%, TPCK 68.5%, PK 67.4%, TCK 66.4%, CK 65.5% , and the smallest is TK with an effect of 60.3%.

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Educator as the Key for Digital Transformation in Curriculum and Learning

Pratiwi,

Riyana

2023

JDC

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Era disrupsi ditandai dengan adanya VUCA (Volatility, Uncertainty, Complexity, Ambiguity) dimana masyarakat dihadapkan pada perubahan yang sulit diprediksi, ketidakpastian, kompleksitas, serta ambiguitas yang terjadi di hampir semua aspek kehidupan, tidak terkecuali pendidikan. Transformasi digital dalam bidang pendidikan menjadi sebuah keniscayaan, karena transformasi digital adalah tentang bagaimana perusahaan atau organisasi beradaptasi dengan realitas baru. Dalam hal tersebut, pendidik menjadi salah satu aspek yang terlibat dalam upaya transformasi digital dalam kurikulum dan pembelajaran. Oleh karena itu, penelitian ini bertujuan untuk menunjukkan bahwa pendidik merupakan kunci keberhasilan upaya transformasi digital dalam kurikulum dan pembelajaran serta untuk mengetahui bagaimana agar pendidik siap dalam mendukungnya. Untuk mengupayakan keberhasilan suatu organisasi atau institusi pendidikan dalam melakukan transformasi digital dimulai dengan perubahan mindset (pola pikir), memilih toolset (teknologi), terakhir melatih skill set (keterampilan). Pendidik perlu dilatih agar menjadi pribadi yang growth mindset dengan dapat melihat dirinya sebagai orang yang terus berubah dan selalu ingin tahu tentang berbagai topik sehingga mereka selalu memiliki kesiapan menghadapi berbagai perubahan yang ada.

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Pengaruh Kemampuan Technological Pedagogical Content Knowledge (Tpack) Terhadap Kesiapan Menjadi Guru

Cited by 8 publications

References 45 publications

Meta-analysis The Effect of the Technological Pedagogical Content Knowledge (TPACK) Model Through Online Learning on Biology Learning Outcomes, Learning Effectiveness, and 21st Century Competencies of Post-Covid-19 Students and Teachers

Meta-analysis The Effect of the Technological Pedagogical Content Knowledge (TPACK) Model Through Online Learning on Biology Learning Outcomes, Learning Effectiveness, and 21st Century Competencies of Post-Covid-19 Students and Teachers

Pengaruh TPACK Terhadap Kesiapan Menjadi Guru Profesional Pada Mahasiswa Pendidikan Ekonomi Di Jawa Tengah

Educator as the Key for Digital Transformation in Curriculum and Learning

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