eprintid: 72118
rev_number: 10
eprint_status: archive
userid: 12460
dir: disk0/00/07/21/18
datestamp: 2025-07-24 02:06:03
lastmod: 2025-07-24 02:06:03
status_changed: 2025-07-24 02:06:03
type: thesis
metadata_visibility: show
contact_email: muh.khabib@uin-suka.ac.id
creators_name: Rahmania Najmah Solekha, NIM.: 21104050016
title: ANALISIS KEMAMPUAN TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) MAHASISWA CALON GURU FISIKA
ispublished: pub
subjects: 530.7
divisions: pr_pendidikan_fisika_s1
full_text_status: restricted
keywords: TPACK, Calon Guru Fisika, Kemampuan Mahasiswa Pendidikan
Fisika
note: Dr. Winarti, S.Pd., M.Pd.Si.
abstract: 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
date_type: published
pages: 174
institution: UIN SUNAN KALIJAGA YOGYAKARTA
department: FAKULTAS ILMU TARBIYAH DAN KEGURUAN
thesis_type: skripsi
thesis_name: other
citation:   Rahmania Najmah Solekha, NIM.: 21104050016  (2025) ANALISIS KEMAMPUAN TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) MAHASISWA CALON GURU FISIKA.  Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.   
document_url: https://digilib.uin-suka.ac.id/id/eprint/72118/1/21104050016_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf
document_url: https://digilib.uin-suka.ac.id/id/eprint/72118/2/21104050016_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf