PENGARUH LITERASI DIGITAL DAN PENGETAHUAN PEDAGOGIK TERHADAP TPACK GURU DENGAN TINGKAT PENGETAHUAN MATERI DAN MOTIVASI YANG BERBEDA DI MIN SE-KOTA BANJARMASIN

Ahmad Saufi Al Hadisi, NIM.: 20204081006 (2022) PENGARUH LITERASI DIGITAL DAN PENGETAHUAN PEDAGOGIK TERHADAP TPACK GURU DENGAN TINGKAT PENGETAHUAN MATERI DAN MOTIVASI YANG BERBEDA DI MIN SE-KOTA BANJARMASIN. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Technological developments can be used as a way to improve the quality of learning by a teacher, in this case the teacher needs to have competence in order to be able to implement it into certain teaching materials. This study aims to determine the effect of pedagogic digital knowledge literacy on TPACK teachers who have material knowledge and motivation. This research was conducted with a quantitative approachtative (correlational). Data collection techniques using questionnaires as an instrumenton lineby usingGoogle forms.Data analysis usingsmart PLS software3.2.9. The measurement model is carried out through evaluating the measurement model (outer model) and evaluating the structural model (inner model). The results of this study indicate that: (1)digital literacy has no effect on TPACK with p-values 0.115> 0.05, (2) digital literacy has no effect on pedagogical knowledge with p-values 0.885> 0.05. (3) pedagogical knowledge has no effect on TPACK with a p-value of 0.437>0.05, (4) material knowledge has no effect on TPACK with a p-value of 0.453>0.05, (5) motivation has an effect on TPACK with a p-value -values 0.000 <0.05, (6) digital literacy has an effect on motivation with p-values 0.024 <0.05, (7) pedagogical knowledge has no effect on material knowledge with p-values 0.416> 0.05, (8 ) digital literacy has no effect on TPACK moderated by material knowledge with p-values 0.161> 0.05, (9) pedagogical knowledge has no effect on TPACK moderated by material knowledge with p-values 0.067> 0.05, (10) digital literacy has no effect on TPACK moderated by motivation with p-values 0.761 > 0.05, ( 11) pedagogical knowledge has no effect on TPACK moderated by motivation with p-values 0.502> 0.05. Impact can develop learning components that are in accordance with what is needed by students and the first steps that can be taken before making a design that leads to metaverse learning. (11) pedagogical knowledge has no effect on TPACK moderated by motivation with p-values 0.502> 0.05. Impact can develop learning components that are in accordance with what is needed by students and the first steps that can be taken before making a design that leads to metaverse learning. (11) pedagogical knowledge has no effect on TPACK moderated by motivation with p-values 0.502> 0.05. The findings in this research show that there is a significant influence on the motivation variable on TPACK and digital literacy on motivation. There is no significant effect on the variable digital literacy on TPACK, digital literacy on pedagogic knowledge, pedagogic knowledge on TPACK, material knowledge on TPACK, and pedagogic knowledge on material knowledge. There is no influence in Moderation by Knowledge material between digital literacy on TPACK, and pedagogical knowledge on TPACK. There is no influence in moderation by motivation between digital literacy on TPACK, and pedagogical knowledge on TPACK. The impact of this research is 1) teachers need to improve TPACK competence again and, 2) schools are expected to provide guidance and facilities to teachers.

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