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Unang arifin
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UPT Publikasi Ilmiah, Universitas Islam Bandung. Jl. Tamansari No. 20, Bandung 40116, Indonesia, Tlp +62 22 420 3368, +62 22 426 3895 ext. 6891
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Bandung Conference Series: Early Childhood Teacher Education
Published by Universitas Islam Bandung
ISSN : -     EISSN : 28282507     DOI : https://doi.org/10.29313/bcsecte.v2i2
Core Subject : Religion, Education, Social,
Religion Education Social Sciences Other
Bandung Conference Series: Early Childhood Teacher Education (BCSECTE) menerbitkan artikel penelitian akademik tentang kajian teoritis dan terapan serta berfokus pada Pendidikan Guru Paud dengan ruang lingkup sebagai berikut: Anak Usia dini (5-6 tahun), Bahasa Ekspresif, Bercerita, Berpikir logis dan strategi, Bola Bowling Rainbow, Cooking class, Diklat mahir, Disiplin, Gambar berseri, Gerak, Kelompok Bermain, Kemandirian, Kepala Sekolah, Kepercayaan Diri Anak, Kompetensi Guru PAUD dan TK, Pedagogik, Konstruksi Origami, Lagu, Loncat Jejak Kaki, makanan sehat, Media Barang Bekas, Motorik Kasar, Otot Kaki Anak, Membaca, menulis, berhitung, Pembelajaran Paud, penanaman adab, Pendidikan Karakter, Pengasuhan orang tua, Pengelolaan Kelas, Pengembangan Kreativitas, pengenalan dan hafalan Al-Quran, Perkembangan anak, Permainan, Senam. Prosiding ini diterbitkan oleh UPT Publikasi Ilmiah Unisba. Artikel yang dikirimkan ke prosiding ini akan diproses secara online dan menggunakan double blind review minimal oleh dua orang mitra bebestari yang ahli dalam bidangnya.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1 Documents
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Kemampuan Guru Kelas B dalam Penggunaan Technological Pedagogical Content Knowledge (TPACK) di Kb Mitra Tanaya Baiq Sabrina Awanis; Nan Rahminawati; Nurul Afrianti
Bandung Conference Series: Early Childhood Teacher Education 107-114
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.24429

Abstract

Abstract This research was based on the importance of teachers’ ability to integrate technology, pedagogy, and learning content through the Technological Pedagogical Content Knowledge (TPACK) framework in the digital era. Early childhood education requires creative, interactive, and developmentally appropriate learning, making technology an essential part of meaningful instruction. This study aimed to describe the TPACK ability of Grade B teachers at KB Mitra Tanaya, identify their professional development needs, and examine the supporting and inhibiting factors affecting TPACK implementation. A descriptive qualitative approach was employed. The subject of this study was a Grade B teacher at KB Mitra Tanaya. Data were collected through observation, interviews, and documentation, then analyzed using data reduction, data display, and conclusion drawing. The findings showed that the teacher was able to integrate technology, pedagogy, and learning content effectively. Digital media, particularly learning videos, were used according to the learning theme and children's developmental stages, followed by discussions, question-and-answer sessions, role-playing, and other interactive activities. Development needs included training in educational technology, digital media development, and the use of learning applications. Supporting factors included technological facilities, school support, and teacher motivation, while inhibiting factors were limited internet access and insufficient time for developing digital learning media. These findings contribute to TPACK implementation in early childhood education and provide recommendations for future teacher training. Abstrak. Penelitian ini didasari oleh pentingnya kemampuan guru dalam mengintegrasikan teknologi, pedagogi, dan konten pembelajaran melalui kerangka Technological Pedagogical Content Knowledge (TPACK) di era digital. Pembelajaran anak usia dini memerlukan strategi yang kreatif, interaktif, dan sesuai tahap perkembangan sehingga teknologi menjadi bagian penting dalam proses belajar yang bermakna. Penelitian ini bertujuan mendeskripsikan kemampuan TPACK guru kelas B di KB Mitra Tanaya, menganalisis kebutuhan pengembangannya, serta mengidentifikasi faktor pendukung dan penghambat penerapannya. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek seorang guru kelas B. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru telah mampu mengintegrasikan teknologi, pedagogi, dan konten pembelajaran melalui penggunaan media digital, seperti video pembelajaran yang disesuaikan dengan tema dan tahap perkembangan anak, serta dipadukan dengan diskusi, tanya jawab, bermain peran, dan aktivitas kreatif. Kebutuhan pengembangan meliputi pelatihan teknologi pembelajaran, pengembangan media digital, dan peningkatan kompetensi penggunaan aplikasi pembelajaran. Faktor pendukung meliputi ketersediaan perangkat teknologi, dukungan sekolah, dan motivasi guru, sedangkan faktor penghambat meliputi keterbatasan jaringan internet, fasilitas teknologi, dan waktu pengembangan media. Temuan ini berkontribusi pada pengembangan studi TPACK di jenjang PAUD.

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