Validitas Reliabilitas Instrument Technologycal Pedagogical Content Knowledge (Tpack) Guru Sekolah Dasar Muatan Pelajaran Ipa

Abstract

Measurement of teacher competence through TPACK is very important to do. However, the majority of the instruments used to measure TPACK for elementary school teachers are not yet in line with the needs of the 21st Century. This study aims to develop a TPACK instrument for elementary school teachers in a valid and reliable science lesson. This study uses the ADDIE model (Analysis, Define, Develop, Implementation, and Evaluation). The study sample involved 8 grade IV teachers from state and private elementary schools with A level of accreditation, spread across four sub-districts in the Surakarta region. Data analysis techniques use Pearson Correlation and Cronbach's Alpha. Research shows that there are 18 items that are declared valid and reliable. Valid is indicated by the Pearson Correlation value per question ranging from 0.504 - 0.904. Reliability is shown in the Cronbach's coefficient Alpha internal consistency value of 0.856. So that, overall, this instrument can be used to measure TPACK of elementary school teachers in the content of science lessons. This instrument can be used to map teacher competencies based on TPACK values. Furthermore, if there are some weaknesses in the 7 aspects of the TPACK, policy makers can determine the follow-up that needs to be determined to further improve the competence of elementary school teachers.

Technological Pedagogical and Content Knowledge (TPACK) of Special Education Teachers in Science Instruction for Students with Special Needs

“…The demographic data of the research participant is presented in the table 2. The data were collected through the Technological, Pedagogical, and Content Knowledge Questionnaire which was developed and validated by Desstya (2018). The questionnaire was sent to the participants via Google Form.…”

Analisis Kompetensi TPACK pada Media Pembelajaran Guru Biologi SMA

“…Namun ada beberapa indikator yang perlu menjadi perhatian bagi semua pihak sebab persentase perolehan skornya masih di bawah 80%. Meskipun perlu mendapat perhatian namun secara umum persentase yang diperoleh tetap berada pada kategori baik, sehingga menurut Desstya (2018), TPACK dapat digunakan sebagai acuan memperbaiki kualitas pendidikan dan pemerintah dapat menentukan kebijakan untuk mengembangkan profesionalisme guru. Demikian juga halnya, menurut Lestari (2016) bahwa kemampuan TPACK dapat ditingkatkan melalui pengalaman belajar yang didapat guru melalui seminar-seminar yang diadakan oleh pemerintah.…”

Analisis Komponen TPACK Guru SD sebagai Kerangka Kompetensi Guru Profesional di Abad 21

“…Instrumen dikembangkan dari penelitian Schmidt et al, (2014) dan Desstya (2018). Instrumen yang dibuat oleh Schmidt et al, (2014) dirancang khusus untuk mengukur kemampuan TPACK guru.…”

“…Instrumen telah banyak digunakan untuk mengukur kemampuan TPACK guru. Sementara instrumen yang dibuat oleh Desstya (2018) selain memiliki validitas dan reliabilitas tinggi, instrumen secara khusus disusun untuk guru pada jenjang sekolah dasar. Instrumen dapat digunakan untuk memetakan kemampuan TPACK guru.…”