relation: https://digilib.uin-suka.ac.id/id/eprint/72118/
title: ANALISIS KEMAMPUAN TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) MAHASISWA CALON GURU FISIKA
creator: Rahmania Najmah Solekha, NIM.: 21104050016
subject: 530.7 Pendidikan Fisika
description: The demands of 21st century teacher competencies encourage prospective  teachers to master teaching skills that integrate technological, pedagogical, and  content knowledge. This study aims to determine the TPACK abilities of physics  education students class of 2022 at UIN Sunan Kalijaga Yogyakarta and identify  the factors that influence them. The approach used is descriptive qualitative with  a case study design, using technical triangulation to test the validity of the data  through three data collection methods, namely questionnaires, observations, and  interviews. The research subjects were 42 students who took the Physics Learning  Practice course 2024/2025, with research instruments that had been validated by  four expert lecturers in the field of education including questionnaires with a  Likert scale, observation sheets, and interview guidelines. Analysis of the data  obtained using the Miles, Huberman, and Saldana (2014) model includes: Data  condensation, Data presentation, and Conclusion drawing.  The results of the questionnaire showed that students' TPACK abilities  were classified as low to moderate with an average achievement of 71.6%. The  percentage of each aspect was: TK 75.1%, PK 72.2%, CK 66.7%, PCK 71.2%,  TCK 74.7%, TPK 71.7%, and integrative TPACK 69.4%. Observations showed  that most students had not optimally used interactive media and still relied on  conventional presentations. Interviews reinforced this finding, where some  students were not yet confident in teaching physics material as a whole and had  difficulty in adapting learning strategies to technology.  Factors that influence TPACK abilities include: (1) limited technology and  network facilities (technological factors); (2) difficulty in compiling lesson plans  and choosing learning models (pedagogical factors); (3) weak mastery of physics  concepts (content factors); (4) limited partner school facilities and mentor  support (learning environment factors); (5) low self-confidence (psychological  factors); and (6) lack of experience in designing TPACK-based integrated  learning (integrative strategic factors). This study confirms the need for  comprehensive TPACK strengthening through training, mentoring, and provision  of learning facilities.
date: 2025-06-13
type: Thesis
type: NonPeerReviewed
format: text
language: id
identifier: https://digilib.uin-suka.ac.id/id/eprint/72118/1/21104050016_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf
format: text
language: id
identifier: https://digilib.uin-suka.ac.id/id/eprint/72118/2/21104050016_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf
identifier:   Rahmania Najmah Solekha, NIM.: 21104050016  (2025) ANALISIS KEMAMPUAN TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) MAHASISWA CALON GURU FISIKA.  Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.