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All Journal JAAKFE UNTAN ( (Jurnal Audit Dan Akuntansi Fakultas Ekonomi Universitas Tanjungpura) Jurnal Ilmiah Ekonomi Islam AL ISHLAH Jurnal Pendidikan Community Education Engagement Journal Jurnal Pustaka Mitra : Pusat Akses Kajian Mengabdi Terhadap Masyarakat Dedikasi: Jurnal Pengabdian Kepada Masyarakat Prosiding University Research Colloquium Innovative: Journal Of Social Science Research Aktiva: Journal Of Accountancy and Management IIJSE Jurnal Keuangan dan Perbankan Syariah Ghaly: Journal of Islamic Economic Law
Atiqah, Nur
Unknown Affiliation
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Journal : AL ISHLAH Jurnal Pendidikan

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Analysis of Integration Technological Pedagogical Content Knowledge (TPCK) of Preservice Mathematics Teacher in Planning the Learning Process Suripah, Suripah; Istikomah, Endang; Atiqah, Nur
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): In Progress
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.5921

Abstract

Professional teachers must master pedagogical and technological content knowledge (TPCK) to innovate in teaching. However, many teachers struggle to integrate technology effectively. Preparing preservice teachers with these skills is essential for their readiness in the workforce. This study analyzes the ability of preservice mathematics teachers to integrate technology into pedagogical content knowledge when planning mathematics lessons. This research employs a descriptive qualitative approach. The subjects were 23 fifth-semester preservice mathematics teachers from Universitas Islam Riau. TPCK analysis was conducted on their lesson planning documents, focusing on three aspects: Technological Knowledge (TK), Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK). Data analysis followed four stages: data collection, reduction, presentation, and verification. Findings indicate that preservice teachers demonstrated very good competency in technological knowledge (TK) when designing learning plans. Their ability to integrate technology with subject content (TCK) was rated as good. Similarly, their understanding of using technology in pedagogy (TPK) was also classified as good. These results suggest that preservice mathematics teachers are capable of integrating technology into pedagogical content knowledge effectively, though there is room for improvement in refining their strategies. Preservice teachers exhibit good competence in TPCK when designing mathematics lesson plans, highlighting their readiness to apply technology in future teaching. Further research should explore strategies to enhance their technological integration skills in practical teaching settings.
Co-Authors Abd Mubaraq, S.E.,Sy. M.A Abdurahman Abdurrahman Afiyana, Lina Akhmad Sofyan Alfalisyado, A Azzahra, Sayaka Salwa Nafisa Bah, Robiah Bella, Puja Afmi Hastaningrum, Nur Tryas Hervina Hervina Istikomah, Endang Kurniati, Pratiwi Lestari, Vera Febiana Lim, Martina Muhammad Elyas Luqman, Luqman Mubaraq, Abd Nurhuda Nurhuda Oktaviani, Delvina Parma, Vellita Rahmadani, Ranti Rahmah Yulisa Kalbarini, Rahmah Yulisa Ramadhanti, Ade Ira Rusandry, Rusandry Sari, Marta Widian Suripah Suripah Suwarno Suwarno Verdianti, Verdianti Yulia Yulia