The repository administrator has not yet configured an RDF license.
ANALISIS KEMAMPUAN TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) MAHASISWA CALON GURU FISIKA
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.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
NIM.: 21104050016 Rahmania Najmah Solekha
ANALISIS KEMAMPUAN TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) MAHASISWA CALON GURU FISIKA (Text)
ANALISIS KEMAMPUAN TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) MAHASISWA CALON GURU FISIKA (Other)
HTML Summary of #72118 ANALISIS KEMAMPUAN TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) MAHASISWA CALON GURU FISIKA