ANALISIS TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) GURU EKONOMI DI SEKOLAH MENENGAH ATAS KOTA BAUBAU - Iin Sumarto, - (2020)
Penelitian ini dilatar belakangi oleh rendahnya penintegrasian ICT oleh guru dalam pembelajaran di kelas, sementara peserta didik yang guru hadapi saat ini merupakan generasi yang akrab dengan teknologi, sehingga menjadikan teknologi sebagai komponen penting dalam perubahan proses pembelajaran. Penelitian ini bertujuan untuk mengetahui pengaruh Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK) ,Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), dan Technological Pedagogical Content Knowledge (TPACK). Penelitian ini berdasarkan kerangka pengetahuan Koehler & Mishra (2006) yang menjabarkan enam faktor-faktor yang mempengaruhi TPACK. Berdasarkan variabel yang diteliti penelitian ini merupakan penelitian kuantitatif dengan metode survei. Sampel penelitian yang diambil dari jumlah seluruh populasi guru ekonomi di SMA Kota Baubau. Terdapat 12 hipotesis yang diajukan terdapat empat hipotesis yang ditolak yaitu, TK berpengaruh terhadap TPACK, PK berpengaruh terhdap TPACK, CK berpengaruh terhadap PCK, dan TCK berpengaruh terhadap TPACK. Hasil analisis deskriptif menunjukan bahwa, dari keenam variabel yang memberikan kontribusi terbesar terhadap TPACK adalah variabel Pedagogical Content Knowledge (PCK), dengan indikator terbesar yaitu membantu siswa memahami materi pelajaran. Kata Kunci : Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK) ,Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), dan Technological Pedagogical Content Knowledge (TPACK). This research is motivated by the low integration of ICT by teachers in classroom learning, while the students that teachers face today are generations related to technology, making technology an important component in the learning process. Knowledge about Technology (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK), Technology Pedagogical Knowledge (TPK), Technology Content Knowledge (TCK), and Technology Pedagogical Content Knowledge (TPACK). This study uses the knowledge of Koehler & Mishra (2006) which describes six factors that cause TPACK. Based on the variables discussing this research is quantitative research with survey methods. The research sample is taken from the number of economic teacher participation in the City of Baubau High School. 12 hypotheses were obtained. There are four hypotheses that are rejected, namely TK that opposes TPACK, PK opponents against TPACK, CK that affects PCK, and TCK which impacts TPACK. The results of the descriptive analysis showed that, of the six variables that contributed the most to TPACK, was the Pedagogical Content Knowledge (PCK) variable, with the largest indicator helping students understand the subject matter. Keywords: Technology Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK), Technology Pedagogical Knowledge (TPK), Technology Content Knowledge (TCK), and Technology Pedagogical Content Knowledge (TPACK) .