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Riyanti, Selvi
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Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Energy Environmental Science Materials Science & Nanotechnology Physics Other

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Tinjauan Metode dan Instrumen: Tpack Terhadap Pengukuran Calon Guru dalam Pendidikan Riyanti, Selvi; Anwar, Yenny
INKUIRI: Jurnal Pendidikan IPA Vol 12, No 2 (2023): INKUIRI: Jurnal Pendidikan IPA
Publisher : Magister Pendidikan Sains Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/inkuiri.v12i2.73723

Abstract

Kerangka Technological Pedagogical Content Knowledge (TPACK) menyediakan model teoretis untuk mempelajari cara guru menggunakan TIK dalam pendidikan. Interaksi antara konten, pedagogi, dan teknologi membentuk inti dari apa yang disebut Technological Pedagogical Content Knowledge (TPACK), kerangka kerja konseptual yang banyak digunakan untuk menginformasikan persiapan guru dan mengukur hasil pembelajaran guru (Koh et al., 2010a; Mishra & Koehler, 2006; Niess, 2005). Akan tetapi, kerangka kerja TPACK menghadapi kesulitan tertentu, terutama terkait instrumen yang saat ini digunakan untuk mempelajari TPACK. Tujuan literatur pada artikel adalah untuk mengkaji pengembangan kerangka kerja TPACK dengan fokus khusus pada penilaian TPACK dalam konteks program persiapan calon guru. Penelitian ini merupakan kajian pustaka dengan menggunakan metode systematic literature review (SLR). Dalam upaya menyoroti instrumen dan metode yang tersedia saat ini, hasil dari studi ini menyajikan diskusi terkait tantangan dalam mengukur TPACK serta memberikan ikhtisar instrumen dan metode berbasis TPACK dari pengalaman persiapan calon guru.The Technological Pedagogical Content Knowledge (TPACK) framework provides a theoretical model for studying how teachers use ICT in education. The interaction between content, pedagogy, and technology forms the core of what is called Technological Pedagogical Content Knowledge (TPACK), a widely used conceptual framework for informing teacher preparation and measuring teacher learning outcomes (Koh et al., 2010a; Mishra & Koehler, 2006; Niess, 2005). However, the TPACK framework faces certain difficulties, especially with regard to the instruments currently used to study TPACK. The aim of the literature in this article is to examine the development of the TPACK framework with a particular focus on TPACK assessment in the context of teacher preparation programs. This research is a literature review using the systematic literature review (SLR) method. In an effort to highlight currently available instruments and methods, the results of this study provide a discussion of the challenges of measuring TPACK as well as provide an overview of TPACK-based instruments and methods from the experience of preparatory teacher candidates.
Co-Authors Yenny Anwar