ANALISIS KOMPETENSI GURU SMK BERDASARKAN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) FRAMEWORK

• Main Author: Nuni, Karlina Rohayati (Author)
• Format: Book
• Published: 2017-12-28.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/33348/1/S_MPP_1005840_Title.pdf; http://repository.upi.edu/33348/2/S_MPP_1005840_Abstract.pdf; http://repository.upi.edu/33348/3/S_MPP_1005840_Table_of_Content.pdf; http://repository.upi.edu/33348/4/S_MPP_1005840_Chapter1.pdf; http://repository.upi.edu/33348/5/S_MPP_1005840_Chapter2.pdf; http://repository.upi.edu/33348/6/S_MPP_1005840_Chapter3.pdf; http://repository.upi.edu/33348/7/S_MPP_1005840_Chapter4.pdf; http://repository.upi.edu/33348/8/S_MPP_1005840_Chapter5.pdf; http://repository.upi.edu/33348/9/S_MPP_1005840_Bibliography.pdf; http://repository.upi.edu/33348/10/S_MPP_1005840_Appendix.pdf
• Keywords: L Education (General); T Technology (General)

Penelitian ini bertujuan untuk menganalisis kompetensi Technological Technological Pedagogical Content Knowledge (TPACK) guru SMK yang mengajar mata pelajaran produktif TKI dan guru SMK yang tidak mengajar mata pelajaran produktif TKI. Teknik sampling yang digunakan adalah convenience sampling sebanyak 18 orang guru produktif TKI dan 18 orang guru Non TKI dari empat Sekolah Menengah Kejuruan di Kota Bandung. Pengumpulan data dilakukan melalui pengisian instrument Self-Assessment TPACK, format observasi, dan kuisioner siswa. Berdasarkan hasil temuan di lapangan, Pada umumnya, guru sudah memiliki pengetahuan tentang TPACK. Hal ini ditunjukkan ketika pelaksanaan kegiatan belajar dan mengajar guru menyampaikan materi pembelajaran (Content Knowledge) dengan menggunakan metode pembelajaran tertentu (Pedagogical Knowledge) yang ditunjang dengan penggunaan teknologi, seperti projector dan personal computer. Guru Produktif TIK yang menganggap dirinya masih memerlukan tambahan pengetahuan mengenai komponen TPACK, menurut observer dianggap sudah memiliki pengetahuan yang cukup mengenai komponen TPACK. Kepuasan siswa terhadap Guru yang menganggap dirinya masih memerlukan tambahan pengetahuan mengenai komponen TPACK cukup baik. Rerata nilai Guru Produktif TIK lebih tinggi pada penguasaan Technological Knowledge (TK) jika dibandingkan dengan Guru Non TKI, yaitu 5,48. Sedangkan Guru Non TKI memiliki rerata nilai lebih tinggi pada penguasaan Pedagogical Knowledge (PK) dengan rerata 6,14. ------ This study aims to analyze the competence of Technological Technological Pedagogical Content Knowledge (TPACK) vocational teachers who teach productive subjects of TKI and vocational teachers who do not teach productive subjects of ICT. The sampling technique used is convenience sampling as much as 18 people productive teachers of ICT and 18 non-migrant teachers from four Vocational High School in Bandung. Data collection was done by filling TPACK Self-Assessment instrument, observation form, and student questionnaire. Based on the findings in the field, In general, teachers already have knowledge about TPACK. This is shown when the implementation of teaching and learning activities of teachers convey learning materials (Content Knowledge) by using a particular method of learning (Pedagogical Knowledge) is supported by the use of technology, such as projector and personal computer. ICT Productive Teachers who consider themselves still need additional knowledge about the TPACK component, according to the observer is considered to have enough knowledge about TPACK components. Student satisfaction towards teachers who consider themselves still need additional knowledge about TPACK component is good enough. The average of ICT Productive Teachers is higher in the mastery of Technological Knowledge (TK) when compared to Non-ICT Teachers, that is 5.48. While Non-ICT Teachers have higher mean value on Pedagogical Knowledge (PK) mastery with average of 6,11.