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All Journal Cakrawala Pendidikan EDUNOMIC : JURNAL ILMIAH PENDIDIKAN EKONOMI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jurnal Ilmiah Econosains EDUNOMIC : JURNAL ILMIAH PENDIDIKAN EKONOMI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Kodri Kodri
Universitas Pendidikan Indonesia
Economics, Econometrics & Finance Education Social Sciences Other

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FACTORS AFFECTING TEACHERS’ TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (A SURVEY ON ECONOMICS TEACHER KNOWLEDGE) Janah Sojanah; Suwatno Suwatno; Kodri Kodri; Amir Machmud
Jurnal Cakrawala Pendidikan Vol 40, No 1 (2021): Cakrawala Pendidikan (February 2021)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v40i1.31035

Abstract

This study was conducted due to the lack of teachers’ Technological Pedagogical and Content Knowledge (TPACK). It examined the effects of teaching experience, training, facilities and infrastructure, self-efficacy, as well as motivation on teachers’ TPACK. The descriptive and explanatory methods with quantitative approaches were employed. The population of this study included 472 economics teachers in the Greater Bandung area, while the respondents were 217 economics teachers selected using the proportional probability sampling technique. The instrument used to collect the data was tried out to forty economics teachers. The instrument validity was measured using the CVR formula, and the instrument reliability was tested using construct reliability. The data were collected by means of questionnaires and then analyzed using descriptive analysis and Structural Equation Modeling (SEM). The results show that the teachers’ experience, training, facilities and infrastructure, self-efficacy, as well as motivation are at a low level. Likewise, the teachers’ TPACK seems to be low. Moreover, it is found that teaching experience, training, facilities and infrastructure, self-efficacy, as well as motivation have positive effects on teachers’ TPACK.
The The Analysis Of Technological Pedagogical And Content Knowledge (Tpack) Economics Teachers Kodri Kodri; Neti Budiwati; Suparno
Jurnal Ilmiah Econosains Vol 17 No 2 (2019): Vol 17 No 2 (2019): Jurnal Ilmiah Econosains
Publisher : Fakultas Ekonomi Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/econosains.0172.08

Abstract

The aim of this study was to describe the Technological Pendagogical and Content Knowledge (TPACK) economics teacher of high schools in Lampung Province. The method used in this research is descriptive method with data collection techniques through distributing questionnaires to economics teachers. The questionnaire consisted of 31 items and 7 subdomains. The seven subdomains are Technological Knowledge (TK), Pendagogical Knowledge (PK), Content Knowledge (CK), Technological Pendagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pendagogical Content Knowledge (PCK) and Technological Pendagogical Content Knowledge (TPCK) . The subjects of this study were 33 teachers chosen at random. Data analysis techniques using descriptive analysis. The results showed that kindergarten teachers of economics at Public High Schools in Lampung Province included in the moderate category (M = 5.37), moderate PK (M = 5.62), moderate CK (M = 5.43), moderate TPK (M = 5.65), moderate TCK (M = 5.66), moderate PCK (M = 5.69) and good TPCK (M = 5.42). The overall economic teacher TPCK is moderate (M = 5.54). The results show that economics teachers at SMA Negeri Sekolah in Lampung Province can apply their technological knowledge in economic learning.
Analisis Keterampilan Metakognitif Siswa Sekolah Menengah Atas dalam Pembelajaran Ekonomi Abad 21 di Indonesia Kodri Kodri; Aan Anisah
Edunomic : Jurnal Ilmiah Pendidikan Ekonomi Fakultas Keguruan dan Ilmu Pendidikan Vol 8 No 1 (2020): EDISI MARET
Publisher : FKIP Unswagati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/ejpe.v8i1.2815

Abstract

AbstractThis study aims to describe the students metacognitive thinking skills in 21st century economic learning in Indonesia. This research is an explanatory survey research with data collection techniques through questionnaire distribution to students. The population in this study were all students of class X and XI of UPI Pilot Laboratory Senior High School as many as 464 people. The sample was taken using the Slovin formula because the total population is less than 1000 people with an error limit of 10% so that a sample of 80 students is obtained. The data of metacognitive thinking skills that have been obtained were analyzed by making a comparable standard measure with the criterion scores of all the indicators summarized in 52 statements that researchers have distributed and distributed to respondents. The results of this study indicate that students metacognitive thinking skills in economic learning as a whole are high, but when viewed from eight indicators that indicators of procedural knowledge and improvement are still relatively low. Therefore, we need a way to develop both indicators.Keywords: Metacognitive Thinking Skills, Senior High School, 21st Century Economic Learning.
Analisis Keterampilan Metakognitif Siswa Sekolah Menengah Atas dalam Pembelajaran Ekonomi Abad 21 di Indonesia Kodri Kodri; Aan Anisah
Edunomic : Jurnal Ilmiah Pendidikan Ekonomi Fakultas Keguruan dan Ilmu Pendidikan Vol 8 No 1 (2020): EDISI MARET
Publisher : FKIP Unswagati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/ejpe.v8i1.2815

Abstract

AbstractThis study aims to describe the students metacognitive thinking skills in 21st century economic learning in Indonesia. This research is an explanatory survey research with data collection techniques through questionnaire distribution to students. The population in this study were all students of class X and XI of UPI Pilot Laboratory Senior High School as many as 464 people. The sample was taken using the Slovin formula because the total population is less than 1000 people with an error limit of 10% so that a sample of 80 students is obtained. The data of metacognitive thinking skills that have been obtained were analyzed by making a comparable standard measure with the criterion scores of all the indicators summarized in 52 statements that researchers have distributed and distributed to respondents. The results of this study indicate that students metacognitive thinking skills in economic learning as a whole are high, but when viewed from eight indicators that indicators of procedural knowledge and improvement are still relatively low. Therefore, we need a way to develop both indicators.Keywords: Metacognitive Thinking Skills, Senior High School, 21st Century Economic Learning.
Co-Authors Aan Anisah Janah Sojanah, Janah Neti Budiwati Suparno Suwatno Suwatno