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All Journal ESENSI: JURNAL BISNIS DAN MANAJEMEN EDUNOMIC : JURNAL ILMIAH PENDIDIKAN EKONOMI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jurnal Pendidikan Ilmu Sosial EKSPANSI Iqtishoduna: Jurnal Ekonomi Islam The International Journal of Business Review (The Jobs Review) Jurnal Inovasi Pendidikan Ekonomi Ideas: Jurnal Pendidikan, Sosial dan Budaya Review of Islamic Economics and Finance EDUNOMIC : JURNAL ILMIAH PENDIDIKAN EKONOMI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Inovasi Kurikulum
Kusnendi Kusnendi
Universitas Pendidikan Indonesia
Humanities Economics, Econometrics & Finance Education Social Sciences Other

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The Analisis Technological Pedagogical Content Knowledge (TPACK) Pada Guru Ekonomi di Kota Cirebon Rian Gunawan; Kusnendi; Budi Santoso
Edunomic : Jurnal Ilmiah Pendidikan Ekonomi Fakultas Keguruan dan Ilmu Pendidikan Vol 14 No 1 (2026): EDISI MARET
Publisher : Prodi Pendidikan Ekonomi-UGJ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/ejpe.v14i1.10417

Abstract

This research is based on the result of the Teacher Competence Test in Indonesia, 2015 which is still below the standard value. The aim of this research is to test the seven TPACK variables, namely Technological Content (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK) Technological Pedagogical Content Knowledge (TPACK), tested on economic subject teachers at Cirebon Senior High Schools. This research used quantitative research with descriptive method. Instruments in this study is using questionnaires. From the results of 112 collected questionnaires calculated and analyzed using Structural Equation Modeling (SEM) approach. The result of the data analysis showed six positive influences, namely TK to TPK, TK to TCK, PK to TPK, TK to TCK, TPK to TPACK, and PCK to TPACK, while six other hypotheses proposed no significant effect. The results showed the factor that contributed the most on the TPACK model is Content Knowledge variable, with the role of indicator that provides the greatest contribution that is the teacher's knowledge of learning development strategy. Keywords: Economic Teacher, Economic Teachers' Competency, Technological Pedagogical Content Knowledge, TPACK
Enhancing learning through teachers' pedagogical skills: Self-efficacy, self-regulation, and school climate R. Anggi Apriyani Usman; Endang Supardi; Kusnendi Kusnendi
Inovasi Kurikulum Vol. 22 No. 1 (2025): Inovasi Kurikulum, February 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v22i1.73323

Abstract

This research is motivated by the student's learning outcomes in the economics of SMA Negeri in Jakarta Timur, which did not reach the Minimum Completeness Criteria (KKM). This research aims to analyze the role of school climate in influencing teachers' pedagogical competence on learning outcomes through students' self-efficacy and self-regulation. The method used is a correlational study with a sample of 138 grade IX social science students selected randomly. Data were collected through questionnaires and analyzed using Structural Equation Modeling (SEM). The results show that teachers' pedagogical competence, students' self-efficacy, self-regulation, and school climate are high, while students' economics learning outcomes are moderate. Self-efficacy mediates the effect of teachers' pedagogical competence on learning outcomes. Self-regulation does not mediate this effect. School climate does not moderate the indirect effect of teachers' pedagogical competence through self-efficacy on learning outcomes. School climate also does not moderate the indirect effect of teachers' pedagogical competence through self-regulation on learning outcomes.   Abstrak Penelitian ini dilatarbelakangi oleh hasil belajar ekonomi peserta didik SMA Negeri di Jakarta Timur yang tidak memenuhi Kriteria Ketuntasan Minimum (KKM). Tujuan penelitian ini untuk mengkaji peran iklim sekolah dalam mempengaruhi kompetensi pedagogik guru terhadap hasil belajar melalui efikasi diri dan regulasi diri peserta didik. Metode yang digunakan adalah studi korelasional dengan sampel 138 peserta didik kelas IX IPS yang dipilih secara acak. Data dikumpulkan melalui angket dan dianalisis menggunakan structural equation modeling (SEM). Hasilnya menunjukkan kompetensi pedagogik guru, efikasi diri, regulasi diri peserta didik, dan iklim sekolah berada pada tingkat tinggi, tetapi hasil belajar ekonomi peserta didik berada pada tingkat moderat. Efikasi diri memediasi pengaruh kompetensi pedagogik guru terhadap hasil belajar. Regulasi diri tidak memediasi pengaruh tersebut. Iklim sekolah tidak memoderasi pengaruh tidak langsung kompetensi pedagogik guru melalui efikasi diri terhadap hasil belajar. Iklim sekolah juga tidak memoderasi pengaruh tidak langsung kompetensi pedagogik guru melalui regulasi diri terhadap hasil belajar. Kata Kunci: efikasi diri; hasil belajar; iklim sekolah; kompetensi pedagogik guru; regulasi diri
Co-Authors Ai Nur Solihat Alifah Kusumaningrum Ananda Salma Pebrianty Aneu Cakhyaneu Budi Santoso Budi Susetyo Ciptagustia, Annisa Dadang Dahlan Dian Herdiana Utama Disman Disman Eeng Ahman, Eeng Endang Supardi Gumilang Budi L.P. Mita Agustiani Neng Sri Nuraeni Neni Sri Wulandari R. Anggi Apriyani Usman Rian Gunawan Ridwan Effendi Riki Yakub Pirdaus Tamia Tyahardi Utami, Suci Aprilliani