Competency Analysis of Technological Pedagogical and Content Knowledge (TPACK) Biology Teachers

Authors

Nuruzzakiah Nuruzzakiah , Hasanuddin Hasanuddin , Wiwit Artika , Supriatno Supriatno , Hafnati Rahmatan

DOI:

10.29303/jppipa.v8i1.1166

Published:

2022-01-22

Issue:

Vol. 8 No. 1 (2022): January

Keywords:

TPACK, Biology teacher, Certification and Teaching experience

Research Articles

Downloads

How to Cite

Nuruzzakiah, N., Hasanuddin, H., Artika, W. ., Supriatno, S., & Rahmatan, H. . (2022). Competency Analysis of Technological Pedagogical and Content Knowledge (TPACK) Biology Teachers. Jurnal Penelitian Pendidikan IPA, 8(1), 325–335. https://doi.org/10.29303/jppipa.v8i1.1166
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

TPACK competence of teachers can improve the quality of learning in accordance with the demands and changes. Information on TPACK competencies is needed regarding the ability of teachers to know the professional development of teachers. This study aims to determine the competence criteria of biology teachers in Aceh Province in the components of CK, TK, PK, PCK, TCK, TPK, and TPACK, to find out the significant differences in TPACK competence of biology teachers based on teacher certification and teaching experience. This type of research is descriptive with a quantitative approach. The population in this study were all Biology teachers at state high schools in Aceh Province, namely civil servants, and non-civil servants, totaling 692 teachers. Sampling using a simple random sampling technique, obtained 232 respondents which is a total of 33.53% of the number of teachers in each district. The research instrument in the form of a questionnaire was adapted from Schmidt which consists of 38 items and has gone through face validity. Data analysis for the TPACK component is described according to the predicate criteria. The TPACK competence of biology teachers based on certification was analyzed by independent sample t-test, while the TPACK competencies of biology teachers based on teaching experience were analyzed using ANOVA. The results showed that the highest competency criteria for the TPACK component were PK with a score of 83.35% (very good), while the lowest was TK with a score of 76.84% (good). The results also showed that there was no significant difference (p> 0.05) in the TPACK competence of biology teachers based on certification and teaching experience

References

Arfah, M., dan Muhidin, S. A. (2018). Hubungan Kompetensi Profesional Guru Dengan Hasil Belajar Siswa SMK Bidang Keahlian Bisnis Dan Manajemen di Kota Bandung. Jurnal Pendidikan Manajemen Perkantoran, 3(2), 182-189. https://doi.org/10.17509/jpm.v3i2.11763

Artika, W. (2018). Secondary Biology Instruction in The General Senior Secondary Schools of Aceh Province Indonesia: An analysis of Teachers’ Opinions and Teaching Practices Related to The Indonesia Biology Curriculum 2013. [Doctoral dissertation, University of Arkansas]. Retrieved from https://scholarworks.uark.edu/etd/2931.

Bakri. (2021). Pendidikan Aceh Belum Lebih Baik. Retrieved from https://aceh.tribunnews.com/2021/06/26/...page=2.

Chai, C.S., Koh, J.H.W., & Tsai, C.C. (2013). A Review of Technological Pedagogical Content Knowledge. Educational Technology & Society, 16(2), 31-51. Retrieved from https://www.researchgate.net/publication/290044779

Cox, S., & Graham, C.R. (2009). Diagramming TPACK in Practice: Using and Elaborated Model of The TPACK Framework to Analyze and Depict Teacher Knowledge. TechTrends, 53(5), 60–69. https://doi.org/10.1007/s11528-009-0327-1

Cox, S., M. (2008). A Conceptual Analysis of Technological Pedagogical Content a Conceptual Analysis of Technological Pedagogical Content Knowledge. [Theses and Dissertations, Brigham Young University]. Retrieved from https://scholarsarchive.byu.edu/etd/1482.

Departemen Pendidikan Nasional. (2005). Peraturan Pemerintah Republik Indonesia Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan. Jakarta: Depdiknas.

Dudung, A. (2018). Kompetensi Profesional Guru (Suatu Studi Meta-Analysis Desertasi Pascasarjana UNJ). JKKP: Jurnal Kesejahteraan Keluarga dan Pendidikan, 5 (1), 9-19. https://doi.org/10.21009/JKKP.051.02

Eliyanto & Wibowo, U. B. (2013). Pengaruh Jenjang Pendidikan, Pelatihan, dan Pengalaman Mengajar Terhadap Profesionalisme Guru SMA Muhammadiyah di Kabupaten Kebumen. Jurnal Akuntabilitas Manajemen Pendidikan, 1(1), 4-47. https://doi.org/10.21831/amp.v1i1.2321

Firdaus, D. (2014). Pengaruh Tingkat Pendidikan, Pelatihan, Dan Pengalaman Mengajar Terhadap Profesionalitas Guru Di Madrasah Tsanawiyah Negeri Kediri 2. Didaktika Religia, 2(2), 159-182. https://doi.org/10.30762/didaktika.v2i2.147

Graham, L. J., White, S. L. J., Cologon, C., & Pianta, R. C. (2020). Do Teachers’ Years of Experience Make A Difference in The Quality Of Teaching?. Teaching and Teacher Education, 96. doi:https://doi.org/10.1016/j.tate.2020.103190

Harlen, W., & Holroyd, C. (1997). Primary teachers’ understanding of concepts of science: impact on confidence and teaching. International Journal of Science Education, 19 (1), 93-105. https://doi.org/10.1080/0950069970190107

Hosseini, Z. & Kamal, A. (2013). A Survey on Pre-service and In-service Teachers’ Perceptions of Technological Pedagogical Content Knowledge (TPCK). The Malaysian Online Journal of Educational Technology, 1(2), 1-7. Retrieved from https://www.researchgate.net/publication/309493262_A...TPCK

Hoz, R. & Tomer, Y. (1990). The Relations Between Disciplinary and Pedagogical Knowledge and the Length of Teaching Experience of Biology and Geography Teachers. Journal of Research in Science Teaching, 27(10), 973-985. Retrieved from https://doi.org/doi/10.1002/tea.3660271006

Jamieson-Proctor, R., Finger, G., & Albion, P. (2010). Auditing the TK and TPACK Confidence of Pre-Service Teachers: Are They Ready for the Profession? Australian Educational Computing, 25(1), 8-17. Retrieved from https://doi.org/doi/10.3316/aeipt.184305

Kocoglu, Z. (2009). Exploring The Technological Pedagogical Content Knowledge of Pre-Service Teachers in Language Education. Procedia Social and Behavioral Sciences, 2734-2737. https://doi.org/10.1016/j.sbspro.2009.01.485

Koehler, M.J., & Mishra, P. (2009). What Is Technological Pedagogical and Content Knowledge? Contemporary Issues In Technology And Teacher Education (CITE Journal), 9(1), 60-70. Retrieved from https://citejournal.org/volume-9/issue-1-09/general/...knowledge

Koswara & Rasto. (2016). Kompetensi Dan Kinerja Guru Berdasarkan Sertifikasi Profesi (Competence and Teachers Performance With Professional Certification). Jurnal Pendidikan Manajemen Perkantoran, 1(1), 61-71. Retrieved from https://ejournal.upi.edu/index.php/jpmanper/article/view/3269

Lestari, S. (2015). Analisis Technological Pedagogical and Content Knowledge (TPACK) pada Guru Biologi SMA dalam Materi Sistem Saraf. Seminar Nasional XII Pendidikan Biologi FKIP UNS, 557-564.

Mishra, P., & Koehler, M., J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Musfah, J. (2012). Peningkatan Kompetensi Guru: Melalui Pelatihan dan Sumber Belajar Teori dan Praktik. Jakarta: Kencana.

Mutakin, T. Z. (2015). Pengaruh Kompetensi, Kompensasi, dan Latar Belakang terhadap Kinerja Guru. Jurnal Formatif, 3(2), 145-156. Retrieved from https://journal.lppmunindra.ac.id/index.php/Formatif/article/view/122

Mutaqin. (2008). Profesionalisme Guru Vs Guru Bersertifikasi : Tinjauan Kritis Terhadap Pelaksanaan Sertifikasi Guru. Seminar Internasional Revitalisasi Pendidikan Kejuruan dalam Pengembangan SDM Nasional, 1011-1018.

Nasar, A., & Daud, M. H. (2020). Analisis Kemampuan Guru IPA Tentang Technological Pedagogical Content Knowledge Pada SMP/MTS Di Kota Ende. Optika: Jurnal Pendidikan Fisika, 4(1), 9-20. https://doi.org/10.37478/optika.v4i1.413

Nduru, M. P. (2015). Identifikasi dan Asesmen Kesulitan Belajar Anak. Proseding Seminar Nasional PGSD UPY Dengan Tema Strategi Mengatasi Kesulitan Belajar Ketika Murid Anda Seorang Disleksia. 23-28. Retrieved from http://repository.upy.ac.id/411/

Nissa, I., C. (2018). Mengukur Pengetahuan Konten Pedagogik Guru Matematika: Suatu Kajian Literatur. Jurnal Kependidikan, 4(1), 60-72. https://doi.org/10.33394/jk.v4i1.902

Nofrion, Wijayanto, B., Wilia, R., & Novio, R. (2018). Analisis Technological Pedagogical and Content Knowledge (TPACK) Guru Geografi di Kabupaten Solok, Sumatera Barat. Jurnal Geografi, 10(2), 105-116. Retrieved from http://jurnal.unimed.ac.id/2012/index.php/geo

Nofiani, M., & Julianto, T. (2018). Efektivitas Pelaksanaan Program Magang Pembelajaran terhadap Kemampuan TPACK (Technological Pedagogical Content Knowledge) Mahapeserta didik Calon Guru Biologi FKIP Universitas Muhammadiyah Purwokerto. Proceeding Biology Education Conference, 15(1), 577-582.

Nurina, C. I. E. (2019). Kemampuan Technological Pedagogical and Content Knowledge (TPACK) Guru IPA dan Korelasinya dengan Persiapan Pembelajaran dan Iklim Kelas. [S2 thesis, Universitas Pendidikan Indonesia]. Retrieved from http://repository.upi.edu/45110/

Pamuk, S. (2011). Understanding Preservice Teachers’ Technology Use Through TPACK Framework. Journal of Computer Assisted Learning, 1-15. https://doi.org/10.1111/j.1365-2729.2011.00447.x

Pradana, S. P., Paidi, B., Subali, M. K., Antony, N., Hapsari, F. E. C., & Astuti. (2019). The TPACK Analysis of High School Biology Teachers in Sragen Regency, Central Java Based on Teacher Certification Status. Journal of Physics: Conference Series, 1-8. https://doi.org/10.1088/1742-6596/1397/1/012056

Rahayu, S. (2017). Technological Pedagogical Content Knowledge (TPACK): Integrasi ICT dalam Pembelajaran IPA Abad 21. Prosiding Seminar Nasional Pendidikan IPA IX, 1-14.

Rahmadi, I.F. (2019). Penguasaan technological pedagogical content knowledge calon guru Pendidikan Pancasila dan Kewarganegaraan. Jurnal Civics: Media Kajian Kewarganegaraan, 16(2), 122-136. http://dx.doi.org/10.21831/jc.v16i2.20550

Rahmadhani, y., Rahma, A., & Purwianingsih, W. (2016). Pedagogical Content Knowledge (PCK) Guru dalam Pembelajaran Biologi SMA di Kota Cimahi. Prosiding Seminar Nasional Sains dan Pendidikan Sains, 6, 17-24.

Redaksi. (2020). Guru di Aceh Diminta Manfaatkan Teknologi Untuk Kemajuan Pendidikan. Retrieved from https://anteroaceh.com/news/guru-di-aceh-diminta-.../index.html.

Rosyid, A. (2016). Technological Pedagogical Content Knowledge: Sebuah Kerangka Pengetahuan Bagi Guru Indonesia Di Era MEA. Prosiding Seminar Nasional Inovasi Pendidikan.

Sagala, S. (2009). Kemampuan Profesional Guru Dan Tenaga Kependidikan. Bandung: Alfabeta.

Sahari. (2015). Pengaruh Pendidikan, Pelatihan, dan Pengalaman Mengajar terhadap Profesionalisme Guru di SMAN 1 Likupang. Jurnal Pendidikan Islam IQRA, 9(1), 62-86. http://dx.doi.org/10.30984/jii.v9i1.599

Schmid, M., Brianza, E., & Petko, D. (2021). Self-Reported Technological Pedagogical Content Knowledge (TPACK) of Pre-Service Teachers in Relation to Digital Technology Use in Lesson Plans. Computers in Human Behavior, 115, 1-12. https://doi.org/10.1016/j.chb.2020.106586

Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Technology in Education, 42(2), 123-149. https://doi.org/10.1080/15391523.2009.10782544

Semiz, K., & Ince, M., L. (2012). Pre-Service Physical Education Teachers’ Technological Pedagogical Content Knowledge, Technology Integration Self-Efficacy and Instructional Technology Outcome Expectations. Australasian Journal of Educational Technology, 28(7), 1248-1265. https://doi.org/10.14742/AJET.800

Sintawati, M., & Indriani, F. (2019). Pentingnya Technological Pedagogical Content Knowledge (Tpack) Guru Di Era Revolusi Industri 4.0. Seminar Nasional Pagelaran Pendidikan Dasar Nasional (PPDN), 417-422.

Sugiyono. (2017). Metode Penelitian: Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.

Sujatma, R. R. (2016). Indonesian Teacher Certification Program to Improve Quality of Education. Asia-Pacific Collaborative education Journal, 12(2), 5-11. http://dx.doi.org/10.14580/apcj.2016.12.2.05

Sukaesih, S., Saiful, R., & Sigit, S. (2017). Analisis Kemampuan Technological Pedagogical and Content Knowledge (TPACK) Calon Guru Pada Mata Kuliah PP Bio. Prosiding Seminar Nasional Pendidikan Sains (SNPS), Universitas Sebelas Maret-Surakarta. 58-64.

Suyamto, J., Masykur, M., & Sarwanto. (2020). Analisis Kemampuan TPACK (Technolgical, Pedagogical, And Content, Knowledge) Guru Biologi SMA Dalam Menyusun Perangkat Pembelajaran Materi Sistem Peredaran Darah. Inkuiri: Jurnal Pendidikan IPA, 9(1), 46-57. https://doi.org/10.20961/inkuiri.v9i1.41381

Swan, K., & Hofer, M. (2011). In Search of Technological Pedagogical Content Knowledge: Teachers’ Initial Foray into Podcasting in Economics. Journal of Research on Technology in Education, 44(1), 75-98. https://doi.org/10.1080/15391523.2011.10782580

Tezci, E. (2010). Attitudes and knowledge level of teachers in ICT use: The case of Turkish teachers, 7(2), 19-44. Retrieved from http://www.insanbilimleri.com/en

Utami, A. L. P. (2015). Teacher Certification Program in Indonesia: Problems and Recommendation for the Betterment of the Program. International Journal of English and Education, 4(2), 471-481. Retrieved from http://www.ijee.org/vol_4_issue_2

Wulansari, D., Adlim, M., & Syukri, M. (2020). Technological Pedagogical Content Knowledge (TPACK) of Science Teachers in a Suburban Area. Journal of Physics: Conference Series. http://dx.doi.org/10.1088/1742-6596/1460/1/012135

Yulisman, H. (2019). Analisis Pengaruh Kompetensi dan Pengalaman Teknologi Serta Sikap dalam Integrasi Teknologi Terhadap Kemampuan TPACK Guru IPA. [S2 thesis, Universitas Pendidikan Indonesia]. Retrieved from http://repository.upi.edu/45107/

Author Biographies

Nuruzzakiah Nuruzzakiah, Universitas Syiah Kuala

Hasanuddin Hasanuddin, Universitas Syiah Kuala Banda Aceh

Wiwit Artika, Universitas Syiah Kuala Banda Aceh

Supriatno Supriatno, Universitas Syiah Kuala Banda Aceh

Hafnati Rahmatan, Universitas Syiah Kuala Banda Aceh

License

Copyright (c) 2022 Nuruzzakiah Nuruzzakiah, Hasanuddin Hasanuddin, Wiwit Artika, Supriatno Supriatno, Hafnati Rahmatan

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).