KEMAMPUAN TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) GURU IPA DAN KORELASINYA DENGAN PERSIAPAN PEMBELAJARAN DAN IKLIM KELAS - Cut Intan Evtia Nurina, - (2019)
Seorang guru profesional harus memiliki pengetahuan konten dan pedagogi atau pedagogical content knowledge (PCK) yang baik. Perkembangan teknologi yang pesat menuntut guru mampu mengintegrasikan teknologi ke dalam kemampuan PCK mereka, kemampuan tersebut dapat digambarkan melalui technological pedagogical and content knowledge atau kemampuan TPACK. Kemampuan TPACK merupakan konsep baru dalam dunia pendidikan termasuk bagi guru-guru IPA di Banda Aceh. Oleh sebab itu, perlu dilakukan penelitian untuk memperoleh informasi mengenai kemampuan TPACK guru IPA di SMP Kota Banda Aceh. Secara detail, penelitian ini bertujuan untuk memberikan informasi terkait kemampuan TPACK guru yang meliputi beberapa aspek, seperti jenis kelamin, jenis sekolah, sertifikasi, latar belakang pendidikan, kelompok umur, lama mengajar dan jumlah jenis pelatihan yang pernah diikuti. Selanjutnya, penelitian ini juga bertujuan untuk memberikan informasi mengenai korelasi antara kemampuan TPACK guru IPA dengan persiapan yang dilakukan guru sebelum pembelajaran. Dalam penelitian ini juga dikaji bagaimana gambaran mengenai korelasi antara kemampuan TPACK guru IPA dengan persepsi siswa terhadap iklim kelas. Penentuan sampel guru menggunakan teknik total sampling. Selanjutnya, penentuan sampel siswa menggunakan teknik purposive sampling. Data penelitian ini diperoleh melalui survei terhadap 88 orang guru IPA SMP dan 64 orang siswa SMP di Kota Banda Aceh. Data kemampuan TPACK guru diperoleh dengan menggunakan instrumen tes berbentuk soal pilihan ganda. Selanjutnya, data persiapan guru sebelum pembelajaran dan persepsi siswa terhadap iklim kelas diperoleh menggunakan instrumen berbentuk skala Likert. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan skor TPACK guru berdasarkan jumlah jenis pelatihan. Selanjutnya, kemampuan TPACK tidak berhubungan secara signifikan dengan persiapan yang dilakukan guru sebelum pembelajaran. Kemudian, terdapat korelasi antara kemampuan TPACK guru IPA dengan persepsi siswa terhadap iklim kelas.------------ Professional teacher must have good content knowledge and pedagogy or pedagogical content knowledge (PCK). Rapid technological development requires teachers to be able to integrate technology into their PCK ability. This ability can be described through technological pedagogical and content knowledge or TPACK. TPACK is a new concept in education, especially for science teachers in Banda Aceh. Therefore, it is necessary to conduct research to obtain information about science teachers' TPACK of junior high school in Banda Aceh. In detail, this study aims to give information about teachers' TPACK which consists of several aspects, such as gender, type of school, certification, educational background, age group, length period of teaching and the number of types of training that had been attended. Furthermore, this study also aims to give information about the correlation between science teachers' TPACK with teacher preparation before learning. This study also described how the correlation between science teachers' TPACK with students' perceptions concerning the learning environment. The determination of teacher samples using total sampling. Furthermore, the determination of student samples using purposive sampling. The data of this study were obtained through a survey of 88 junior high school science teachers and 64 junior high school students in Banda Aceh. The data of teachers' TPACK were obtained by using test instruments in the form of multiple-choice questions. Furthermore, for the data of science teachers' preparation before the learning process and students' perceptions concerning the learning environment were obtained by using a Likert scale instrument. The results showed that there were significant differences in science teachers' TPACK scores based on the number of types of training had been attended by the teachers. Furthermore, science teachers' TPACK is not related significantly with teacher preparation before learning. The last, there were correlation between teachers' TPACK with students' perceptions concerning the learning environment.