Analisis Variabel TPACK (Technological Pedagogical And Content Knowledge) Guru Melalui Survei Siswa Di SMA Negeri 7 Kota Jambi

Sandari, Tiara (2022) Analisis Variabel TPACK (Technological Pedagogical And Content Knowledge) Guru Melalui Survei Siswa Di SMA Negeri 7 Kota Jambi. S1 thesis, UNIVERSITAS JAMBI.

	Text ABSTRAK.pdf Download (12kB)
	Text BAB I.pdf Download (233kB)
	Text BAB V.pdf Download (90kB)
	Text COVER.pdf Download (57kB)
	Text DAFTAR PUSTAKA.pdf Download (235kB)
	Text FULL SKRIPSI.pdf Restricted to Repository staff only Download (3MB)
	Text LEMBAR PENGESAHAN.pdf Download (404kB)

Abstract

Guru dituntut memiliki pengetahuan yang mampu mengintegrasikan teknologi, pengetahuan pedagogi, dan konten dalam pembelajaran untuk menghadapi perkembangan teknologi pada pembelajaran abad 21 saat ini. Tujuan dari penelitian ini adalah untuk menganalisis pengaruh antar variabel TPACK yaitu, pengaruh TK terhadap TPK, pengaruh TK terhadap TCK, pengaruh TK terhadap TPACK, pengaruh CK terhadap PCK, pengaruh CK terhadap TCK, pengaruh CK terhadap TPACK, pengaruh PK terhadap TPK, pengaruh PK terhadap PCK, pengaruh PK terhadap TPACK, pengaruh TPK terhadap TPACK, pengaruh TCK terhadap TPACK, dan pengaruh PCK terhadap TPACK. Penelitian dilakukan di SMA Negeri 7 Kota Jambi pada Maret 2022. Data penelitian diperoleh dengan cara menyebarkan angket kepada siswa. Angket penelitian terdiri dari 33 item, yaitu komponen TK (Technological Knowledge) terdiri dari 4 item, CK (Content Knowledge) terdiri dari 5 item, PK (Pedagogical Knowledge) terdiri dari 5 item, TCK (Technological Content Knowledge) terdiri dari 5 item, PCK (Pedagogical Content Knowledge) terdiri dari 6 item, TPK (Technological Pedagogical Knowledge) terdiri dari 4 item, dan TPACK(Technological Pedagogical and Content. Setelah angket diisi, data dianalisis menggunakan metode Structural Equation Model-Partial Least Square (SEM-PLS) dengan software SmartPLS dengan melihat nilai R square dan nilai koefisien jalur. Hasil penelitian menunjukkan, 10 hubungan variabel memiliki pengaruh signifikan, sedangkan 2 hubungan variabel tidak berpengaruh signifikan yaitu variabel CK terhadap TPACK dan variabel PK terhadap TPACK. Artinya pengetahuan pedagogi dan pengetahuan konten tidak signifikan mempengaruhi kemampuan TPACK guru. Dari 12 variabel terdapat 10 variabel yang memiliki pengaruh signifikan dan 2 variabel tidak berpengaruh signifikan. Dari penelitian diharapkan kompetensi TPACK guru bisa lebih baik lagi terutama di pengetahuan teknologi, karena kemampuan TPACK guru sangat dipengaruhi oleh pengetahuan teknologi. Teachers are required to have knowledge that is able to integrate technology, pedagogical knowledge, and content in learning to deal with technological developments in today's 21st century learning. The purpose of this study was to analyze the effect between TPACK variables, namely, the effect of TK on TPK, the effect of TK on TCK, the effect of TK on TPACK, the effect of CK on PCK, the effect of CK on TCK, the effect of CK on TPACK, the effect of PK on TPK, the effect of PK on PCK, the effect of PK on TPACK, the effect of TPK on TPACK, the effect of TCK on TPACK, and the effect of PCK on TPACK. The research was conducted at SMA Negeri 7 Jambi City in March 2022. The research data was obtained by distributing questionnaires to students. The research questionnaire consists of 33 items, namely the TK (Technological Knowledge) component consisting of 4 items, CK (Content Knowledge) consisting of 5 items, PK (Pedagogical Knowledge) consisting of 5 items, TCK (Technological Content Knowledge) consisting of 5 items, PCK (Pedagogical Content Knowledge) consists of 6 items, TPK (Technological Pedagogical Knowledge) consists of 4 items, and TPACK (Technological Pedagogical and Content. After the questionnaire is filled out, the data is analyzed using the Structural Equation Model-Partial Least Square (SEM-PLS) method. with SmartPLS software by looking at the R square value and the path coefficient value. The results showed that 10 relationship variables had a significant effect, while 2 relationships did not have a significant effect, namely the CK variable on TPACK and the PK variable on TPACK. This means that pedagogical knowledge and content knowledge do not significantly affect the teacher's TPACK ability. Of the 12 variables there are 10 variables that have a significant effect and 2 variables have no significant effect. From the research, it is hoped that the TPACK competence of teachers can be even better, especially in technological knowledge, because the teacher's TPACK ability is strongly influenced by technological knowledge.

Type:	Thesis (S1)
Uncontrolled Keywords:	kompetensi guru, TPACK, integrasi teknologi
Subjects:	L Education > L Education (General)
Divisions:	Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Fisika
Depositing User:	Tiara Sandari
Date Deposited:	07 Jul 2022 03:46
Last Modified:	07 Jul 2022 03:46
URI:	https://repository.unja.ac.id/id/eprint/36365

Actions (login required)

View Item