ANALISIS KEMAMPUAN TPACK (TECHNOLGICAL, PEDAGOGICAL, AND CONTENT, KNOWLEDGE) GURU BIOLOGI SMA DALAM MENYUSUN PERANGKAT PEMBELAJARAN MATERI SISTEM PEREDARAN DARAH - Joko Suyamto; Mohammad Masykuri; Sarwanto Sarwanto (INKUIRI: Jurnal Pendidikan IPA, 2020)
Perkembangan ilmu pengetahuan dan teknologi bisa dijadikan salah satu cara untuk meningkatkan kualitas pembelajaran yang dilakukan oleh seorang guru. Untuk bisa mewujudkan hal tersebut, seorang guru perlu memahami dan mimiliki kemampuan Technological Pedagogical Content Knowledge (TPACK) yang merupakan pengembangan dari Pedagogical Content Knowledge (PCK)-nya Shulman (1986). TPACK merupakan pengetahuan untuk mengintegrasikan teknologi ke dalam pengajaran materi tertentu. Penelitian ini bertujuan untuk mengetahui kemampuan guru biologi di SMA dalam aspek TPACK. Jenis penelitian ini adalah penelitian deskriptif kuantitatif dengan teknik cluster sampling . Sampel yang digunakan adalah 3 guru biologi di 3 sekolah (selanjutnya diberi kode B1, B2, dan B3) se – kecamatan gondang. Data dikumpulkan melalui metode observasi. Hasil penelitian menunjukkan bahwa pemahaman materi / Content knowledge (CK) guru B1 sebesar 76%, B2 sebesar 80% dan B3 sebesar 72% dalam kategori baik. Skor pada pengetahuan pedagogical knowledge (PK) guru B1 sebesar 50%, B2 sebesar 45%, dan B3 sebesar 60%. Skor pada pengetahuan technological knowledge (TK) guru B1sebesar 48,5%, B2 sebesar 40%, dan B3 sebesar 40%. Skor pada aspek Technological content knowledge (TCK) guru B1 sebesar 60%, guru B2 60% dan guru B3 40%. Skor pada aspek technological pedagogical knowledge (TPK) guru B1 60%, B2 67%, dan B3 60%. Skor aspek pedagogical conten knowledge (PCK) guru B1 60%, guru B2 40%, dan B3 54%. Skor pengetahuan TPACK guru B1 47%, guru B2 47%, dan B3 60%.The development of science and technology can be used as a way to improve the quality of learning carried out by a teacher. To be able to make this happen, a teacher needs to understand and have the ability of Technological Pedagogical Content Knowledge (TPACK) which is the development of Shulman's Pedagogical Content Knowledge (PCK) (1986). TPACK is the knowledge to integrate technology into the teaching of certain materials. This study aims to determine the ability of biology teachers in high school in the TPACK aspect. This type of research is descriptive quantitative research with cluster sampling technique. The samples used were 3 biology teachers in 3 schools (hereinafter coded B1, B2, and B3) throughout Gondang sub-district. Data were collected through the observation method. The results showed that the understanding of the material / Content knowledge (CK) of B1 teachers was 76%, B2 was 80% and B3 was 72% in the good category. The score on the pedagogical knowledge (PK) of B1 teachers is 50%, B2 is 45%, and B3 is 60%. The score on the technological knowledge (TK) of B1 teachers is 48.5%, B2 is 40%, and B3 is 40%. Scores on the Technological content knowledge (TCK) aspect of B1 teachers are 60%, B2 teachers are 60% and B3 teachers are 40%. The scores on the technological pedagogical knowledge (TPK) aspects of teachers are B1 60%, B2 67%, and B3 60%. Scores of pedagogical content knowledge (PCK) aspects of B1 teachers are 60%, B2 teachers are 40%, and B3 are 54%. TPACK knowledge scores of B1 teachers 47%, B2 teachers 47%, and B3 60%.