scholarly journals TECHONOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) DALAM RANGKA PENINGKATAN KUALITAS PEMBELAJARAN MAHASISWA PPG SD PRAJABATAN

EDUTECH ◽  
2019 ◽  
Vol 18 (2) ◽  
Author(s):  
Tatat Hartati
Keyword(s):  
Elementary School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Pedagogical Content ◽  
Qualitative And Quantitative ◽  
Teacher Professional ◽  
High Level ◽  
Path Modification ◽  
Technology Pedagogical Content Knowledge

The quality of learning carried out by an educator has not yet received serious attention. This has an impact on the low quality of graduates produced. The core research aims to develop and implement Technology Pedagogical Content Knowledge (TPACK) for participants of the Prajabatan Elementary Teacher Professional Program (PPG). The method used is a combined qualitative and quantitative approach with the R & D method with a 4 D path modification, namely define, design, develop, and disseminate. The subjects in this study were 42 students of Prajabatan Elementary School PPG students who were divided into control and experimental classes. 21 students each. The results of this study are in the form of a literacy and high-level TPACK-based TPACK model and the results of the pretest and posttest scores with a significance value of 0.001 which can be concluded that the TPACK-based literacy model and high-level thinking abilities influence the learning quality of Prajabatan Elementary School students.Kualitas pembelajaran yang dilaksanakan seorang pendidik hingga saat ini belum mendapatkan perhatian yang serius. Hal ini berdampak pada rendahnya kualitas lulusan yang dihasilkan. Penelitian inti bertujuan untuk menyusun dan menerapkan Technology Pedagogical Content Knowledge (TPACK) bagi peserta Program Profesi Guru (PPG) SD Prajabatan. Metode yang digunakan adalah pendekatan gabungan kualitatif dan kuantitatif dengan metode R & D dengan modifikasi alur 4 D, yakni define, design, develop, dan  disseminate  Subjek pada penelitian ini adalah mahasiswa PPG SD Prajabatan yang berjumlah 42 mahasiswa yang terbagi ke dalam kelas kontrol dan eksperimen yang masing-masing berjumlah 21 mahasiswa. Hasil dari penelitian ini adalah berupa model TPACK berbasis literasi dan kemampuan berpikir tingkat tinggi serta hasil perolehan nilai pretest dan postes dengan nilai signifikansi 0.001 yang dapat disimpulkan bahwa model TPACK berbasis literasi dan kemampuan berpikir tingkat tinggi berpengaruh terhadap kualitas pembelajaran mahasiswa PPG SD Prajabatan.

scholarly journals Pedagogical Content Knowledge (PCK) of Geography Teachers’ and its Effect on Self-efficacy and Teacher Effectiveness in West Bengal, India

2017 ◽  
Vol 6 (3) ◽  
pp. 218
Author(s):  
Anujit Patra ◽  
Abhijit Guha
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Effectiveness ◽  
Self Efficacy ◽  
West Bengal ◽  
Survey Method ◽  
Pedagogical Content ◽  
The Status ◽  
Low Levels ◽  
High Level

<em>The present study is concerned with the subject of Geography and its teachers in secondary school. The objective was to find out the status of pedagogical content knowledge (PCK) in Geography teachers and also its effect on Self-efficacy and Teacher effectiveness together. For conducting this study descriptive survey method was employed. The data was collected from 401 Geography teachers of secondary schools of West Bengal. The data was analyzed through SPSS 21. The MANOVA result led to reject the null hypothesis at 0.05 level of significance that there would be no significant multivariate effect for the combined dependent variables of self-efficacy and teacher effectiveness in respect of teachers’ level of PCK in geography with Wilks' Lambda (i.e. Exact Statistic) value of .970, Pillai's Trace value of .030, Hotelling’s Trace value of .031 and Roy's Largest Root value of .031. All the ‘p’ values were less than .05. Post hoc test showed that teachers with high level of PCK in Geography were significantly different from the teachers having moderate and low levels of PCK in geography in their self-efficacy. On the other hand, teachers with high level of PCK were significantly different from the teachers having low levels of PCK in geography in teacher effectiveness. Study also revealed that, teachers self-efficacy is positively related with teacher effectiveness in geography teaching.</em>

scholarly journals High Order Thinking Skill and Literacy Base Technological Pedagogical Content Knowledge (TPACK) in Order to Improve Students Learning Quality of in Job Primary School Teacher’s Proffesional Educational Program

2019 ◽  
Vol 3 (1) ◽  
pp. 136
Author(s):  
Tatat Hartati ◽  
Dwi Heryanto ◽  
Nuri Annisa ◽  
Risma Nuriyanti ◽  
Alpin Herman Saputra ◽  
...  
Keyword(s):  
Primary School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Educational Program ◽  
High Order ◽  
Thinking Skill ◽  
High Order Thinking Skill ◽  
Pedagogical Content ◽  
High Order Thinking

<p>Quality of learning by teachers nowadays, have not became a serious focus of interest. As the result, the quality of the graduate student is at low rate. The purpose of this research is to develop and apply <em>Technology Pedagogical Content Knowledge </em>(TPACK) for the Injob Primary School Professional Educational Teacher Program (PPG dalam jabatan). The methods applied on the study were combination of qualitative and quantitative and R&amp;D by 4D outline modification, they are; define, design, develop, and disseminate. The subjects of the study are 42 students of The Student of the Injob Teacher of Professional Educational Program which divided into two class of control and experiments each within 21 students. The result of the study is a TPACK model base on literacy and high order thinking skill with significance of the pretest and  posttest achievement at 0.001, which indicates that literacy base TPACK  model and  high order thinking skill effects to the quality of the Injob Teacher Professional Educational Program learning as the student experience Literacy base TPACK  model and high order thinking skill learning.</p>

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