TPACK Profile of Biology Teachers During Their Learning Process After Participating in Numerical Taxonomy and its Training Program

Abstract

This study aimed to analyze the TPACK (Technological Pedagogical Content Knowledge) profiles of biology teachers in their learning process after participating in numerical taxonomy and its training program. TPACK is a construction of knowledge that must be possessed by teachers in the 21st century. Numerical taxonomy and its training aim to develop biology teachers’ TPACK in the classification of living things. This training equips biology teachers with the knowledge needed to integrate TPACK components into the learning process, including contents related to TPACK and to the classification of living things, especially numerical taxonomy, learning technology, learning strategies, and methods to integrate TPACK into the learning process. This research is a descriptive study in which the data of biology teachers’ TPACK during the learning process were obtained from PaP-eRs and the results of the learning performance assessment. The results showed that biology teachers’ TPACK during the learning process after numerical taxonomy training had good results, and there has been an interactive phase between the TPACK components in the learning process. This is proven by teachers’ ability to develop good PaP-eRs and teachers’ performance based on the learning assessment results. It was further found that the use of technology in the learning process has been optimally applied by teachers. Meanwhile, the delivery of motivation and misconception were less developed by the teachers during the implementation of the TPACK learning process. Keywords: TPACK, numerical taxonomy, training program, biology teachers