TECHNOLOGICAL PEDAGOGICAL ANDCONTENT KNOWLEDGE (TPACK): STUDIKASUS PADA GURU EKONOMI DIPENGARUHI COMPUTER SELF-EFFICACY
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Oct 19, 2021
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Abstract
Tujuan penelitian ini adalah untuk mengetahui dan menganalisis pengaruh computer self-efficacy terhadap TPACK guru ekonomi. Metode yang digunakan dalam penelitian ini adalah survei eksplanatori dengan teknik pengumpulan data melalui kuesioner. Populasi dalam penelitian ini yaitu guru ekonomi alumni mahasiswa Pendidikan Ekonomi UPI angkatan 2013 sebanyak 58 mahasiswa dan sampel yang digunakan adalah sampel jenuh. Data yang telah terkumpul kemudian dianalisis menggunakan teknik analisis regresi linier sederhana. Hasil penelitian menunjukkan bahwa secara umum i) tingkat TPACK dan Computer self-efficacy berada pada kategori moderat. ii) computer self-efficacy berpengaruh positif dan signifikan terhadap TPACK guru ekonomi.
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R. Sidik and S. ., “TECHNOLOGICAL PEDAGOGICAL ANDCONTENT KNOWLEDGE (TPACK): STUDIKASUS PADA GURU EKONOMI DIPENGARUHI COMPUTER SELF-EFFICACY”, JURNAL EDUCATION AND DEVELOPMENT, vol. 9, no. 4, pp. 128-131, Oct. 2021.
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References
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Altun, S., Kahraman, K., & Abidin, Z. (2011). Primary School Teachers of Instructional Technologies Self-Efficacy Levels. Procedia: Social and Behavioral Sciences, 28, 499–502.
Bangert, A. W., Lux, N. J., & Whittier, D. B. (2011). The Development Of An Instrument to Assess Preservice Teacher ’ S Technological Pedagogical Content Knowledge. Journal Educational Computing Research, 45(4), 415–431. https://doi.org/10.2190/EC.45.4.c
Bozkurt, A., Jung, I., Xiao, J., & Vladimirschi, V. (2020). A Global Outlook to The Interruption Of Education Due to COVID-19 Pandemic: Navigating In a Time of Uncertainty and Crisis. Asian Journal of Distance Education, 15(1), 1–126. https://doi.org/10.5281/zenodo.3878572
Byker, E. J., Putman, S. M., Polly, D., & Handler, L. (2018). Examining Elementary Education Teachers and Preservice Teachers ’ Self- Efficacy Related to Technological Pedagogical and Content Knowledge (TPACK). Springer Nature Switzerland AG, 199–140. https://doi.org/10.1007/978-3-319-99858-9
Depoux, A., Karafillakis, E., Preet, R., Wilder-Smith, A., & Larson, H. (2020). The Pandemic of Social Media Panic Travels Faster than The COVID-19 Outbreak. Journal of Travel Medicine, 27(3), 1–2. https://doi.org/10.1093/jtm/taaa031
Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2019). Exploring the Structural Relationship Among Teachers ’ Technostress , Technological Pedagogical Content Knowledge ( TPACK ), Computer Self-ef fi cacy and School Support. The Asia-Pacific Education Researcher, 1–11. https://doi.org/10.1007/s40299-019-00461-5
Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2020). Exploring the Structural Relationship Among Teachers ’ Technostress, Technological Pedagogical Content Knowledge ( TPACK ), Computer Self- efficacy and School Support. The Asia-Pacific Education Researcher, 29(2), 147–157. https://doi.org/10.1007/s40299-019-00461-5
Gozum, C., Ibrahim, A., & Demir, O. (2021). Technological Pedagogical Content Knowledge Self-Confidence of Prospective Pre-School Teachers for Science Education During The COVID-19 Period: A Structural Equational Modelling. International Journal of Curriculum and Instruction, 13(1), 712–742.
Hwee, J., Koh, L., Chai, C. S., & Tsai, C. (2014). Demographic Factors , TPACK Constructs, and Teachers Perception of Constructivist Oriented TPACK. International Forum of Educational Technology & Society, 17(1), 185–196. https://doi.org/stable/10.2307/jeductecsoci.17.1.185
Kemdikbud. (2019). Neraca Pendidikan Daerah. Kementerian Pendidikan dan Kebudayaan. https://doi.org/npd.kemdikbud.go.id/?appid=ukg
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Ozgür, H. (2020). Computers in Human Behavior Relationships Between Teachers ’ Technostress , Technological Pedagogical Content Knowledge (TPACK), School Support and Demographic Variables: A Structural Equation Modeling. Computers in Human Behavior, 112, 1–9. https://doi.org/10.1016/j.chb.2020.106468
Salanova, M., Llorens, S., & Cifre, E. (2013). The Dark Side of Technologies: Technostress Among Users of Information and Communication Technologies. International Journal of Psychology, 48(3), 422–436.
Saripudin, S., Juanda, E. A., Abdullah, A. G., & Ana, A. (2020). Integration of ICT Skill Among Vocational School Teachers : A case in West Java, Indonesia. International Journal of Innovative Technology and Exploring Engineering (IJITEE), 9(5), 251–260. https://doi.org/10.35940/ijitee.B7281.039520
Setiawan, H., & Phillipson, S. (2020). The Correlation Between Social Media Usage in Academic Context and Self-Efficacy Towards TPACK of Prospective Science Teachers in Indonesia. Journal of Science Learning, 3(2), 106–116. https://doi.org/10.17509/jsl.v3i2.22242
Shahhida, N., Bakar, A., Maat, S. M., & Rosli, R. (2020). Mathematics Teacher,s Self-Efficacy of Technology Integration and Technological Pedagogical Content Knowledge. Journal on Mathematics Education, 11(2), 259–276.
Susanto, R., Rachmadtullah, R., & Rachbini, W. (2020). Technological and Pedagogical Models: Analysis Of Factors and Measurement of Learning Outcomes In Education. Journal of Ethnic and Cultural Studies, 7(2), 1–14. https://doi.org/10.29333/ejecs/311
Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2019). Enhancing Pre Service Teachers ’ Technological Pedagogical Content Knowledge (TPACK): A Mixed Method Study. Educational Technology Research and Development, 1–125. https://doi.org/10.1007/s11423-019-09692-1
Wang, C. (2019). Facilitating The Emotional Intelligence Development Of Students : Use Of Technological Pedagogical Content Knowledge (TPACK). Journal of Hospitality, Leisure, Sport & Tourism Education, 25, 1–11. https://doi.org/10.1016/j.jhlste.2019.100198
Yesilyurt, E., Ulas, A. H., & Akan, D. (2016). Teacher Self-efficacy, Academic Self-efficacy, and Computer Self-efficacy as Predictors of Attitude toward Applying Computer-Supported education. Computers in Human Behavior, 64, 591–601.
Yusop, D., & Razak, R. A. (2019). The Role of TPACK In Affecting Pre-Service Language Teachers’ ICT Integration During Teaching Practices: Indonesian Context. Education and Information Technologies, 1–21. https://doi.org/10.007/s10639-019-10040-
Altun, S., Kahraman, K., & Abidin, Z. (2011). Primary School Teachers of Instructional Technologies Self-Efficacy Levels. Procedia: Social and Behavioral Sciences, 28, 499–502.
Bangert, A. W., Lux, N. J., & Whittier, D. B. (2011). The Development Of An Instrument to Assess Preservice Teacher ’ S Technological Pedagogical Content Knowledge. Journal Educational Computing Research, 45(4), 415–431. https://doi.org/10.2190/EC.45.4.c
Bozkurt, A., Jung, I., Xiao, J., & Vladimirschi, V. (2020). A Global Outlook to The Interruption Of Education Due to COVID-19 Pandemic: Navigating In a Time of Uncertainty and Crisis. Asian Journal of Distance Education, 15(1), 1–126. https://doi.org/10.5281/zenodo.3878572
Byker, E. J., Putman, S. M., Polly, D., & Handler, L. (2018). Examining Elementary Education Teachers and Preservice Teachers ’ Self- Efficacy Related to Technological Pedagogical and Content Knowledge (TPACK). Springer Nature Switzerland AG, 199–140. https://doi.org/10.1007/978-3-319-99858-9
Depoux, A., Karafillakis, E., Preet, R., Wilder-Smith, A., & Larson, H. (2020). The Pandemic of Social Media Panic Travels Faster than The COVID-19 Outbreak. Journal of Travel Medicine, 27(3), 1–2. https://doi.org/10.1093/jtm/taaa031
Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2019). Exploring the Structural Relationship Among Teachers ’ Technostress , Technological Pedagogical Content Knowledge ( TPACK ), Computer Self-ef fi cacy and School Support. The Asia-Pacific Education Researcher, 1–11. https://doi.org/10.1007/s40299-019-00461-5
Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2020). Exploring the Structural Relationship Among Teachers ’ Technostress, Technological Pedagogical Content Knowledge ( TPACK ), Computer Self- efficacy and School Support. The Asia-Pacific Education Researcher, 29(2), 147–157. https://doi.org/10.1007/s40299-019-00461-5
Gozum, C., Ibrahim, A., & Demir, O. (2021). Technological Pedagogical Content Knowledge Self-Confidence of Prospective Pre-School Teachers for Science Education During The COVID-19 Period: A Structural Equational Modelling. International Journal of Curriculum and Instruction, 13(1), 712–742.
Hwee, J., Koh, L., Chai, C. S., & Tsai, C. (2014). Demographic Factors , TPACK Constructs, and Teachers Perception of Constructivist Oriented TPACK. International Forum of Educational Technology & Society, 17(1), 185–196. https://doi.org/stable/10.2307/jeductecsoci.17.1.185
Kemdikbud. (2019). Neraca Pendidikan Daerah. Kementerian Pendidikan dan Kebudayaan. https://doi.org/npd.kemdikbud.go.id/?appid=ukg
Koehler, M. J., Mishra, P., Bouck, P., & Wolf, L. G. (2014). Deep-Play: Developing TPACK for 21st Century Teachers Teachers. International Journal of Learning Technology, 6(2), 146–163. https://doi.org/10.1504/IJLT.2011.042646
OECD. (2016). Skills Matter: Futher Result from The Survei of Adult Skill, OECD Skill Studies. OECD Publishing 2. http://dx.doi.org/10.1787/9789264258051-en
Oladosu, K. K., Abdul, E. A., IBIRONKE, E. S., Alasan, N. J., & Makanjuola, T. W. (2020). Pre-Service Teachers Perceived Technological, Pedagogical, Content Knowledge And Self-Efficacy On The Use Of Information And Communication Technology. IJITIE, 4(1), 61–69.
Ozgür, H. (2020). Computers in Human Behavior Relationships Between Teachers ’ Technostress , Technological Pedagogical Content Knowledge (TPACK), School Support and Demographic Variables: A Structural Equation Modeling. Computers in Human Behavior, 112, 1–9. https://doi.org/10.1016/j.chb.2020.106468
Salanova, M., Llorens, S., & Cifre, E. (2013). The Dark Side of Technologies: Technostress Among Users of Information and Communication Technologies. International Journal of Psychology, 48(3), 422–436.
Saripudin, S., Juanda, E. A., Abdullah, A. G., & Ana, A. (2020). Integration of ICT Skill Among Vocational School Teachers : A case in West Java, Indonesia. International Journal of Innovative Technology and Exploring Engineering (IJITEE), 9(5), 251–260. https://doi.org/10.35940/ijitee.B7281.039520
Setiawan, H., & Phillipson, S. (2020). The Correlation Between Social Media Usage in Academic Context and Self-Efficacy Towards TPACK of Prospective Science Teachers in Indonesia. Journal of Science Learning, 3(2), 106–116. https://doi.org/10.17509/jsl.v3i2.22242
Shahhida, N., Bakar, A., Maat, S. M., & Rosli, R. (2020). Mathematics Teacher,s Self-Efficacy of Technology Integration and Technological Pedagogical Content Knowledge. Journal on Mathematics Education, 11(2), 259–276.
Susanto, R., Rachmadtullah, R., & Rachbini, W. (2020). Technological and Pedagogical Models: Analysis Of Factors and Measurement of Learning Outcomes In Education. Journal of Ethnic and Cultural Studies, 7(2), 1–14. https://doi.org/10.29333/ejecs/311
Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2019). Enhancing Pre Service Teachers ’ Technological Pedagogical Content Knowledge (TPACK): A Mixed Method Study. Educational Technology Research and Development, 1–125. https://doi.org/10.1007/s11423-019-09692-1
Wang, C. (2019). Facilitating The Emotional Intelligence Development Of Students : Use Of Technological Pedagogical Content Knowledge (TPACK). Journal of Hospitality, Leisure, Sport & Tourism Education, 25, 1–11. https://doi.org/10.1016/j.jhlste.2019.100198
Yesilyurt, E., Ulas, A. H., & Akan, D. (2016). Teacher Self-efficacy, Academic Self-efficacy, and Computer Self-efficacy as Predictors of Attitude toward Applying Computer-Supported education. Computers in Human Behavior, 64, 591–601.
Yusop, D., & Razak, R. A. (2019). The Role of TPACK In Affecting Pre-Service Language Teachers’ ICT Integration During Teaching Practices: Indonesian Context. Education and Information Technologies, 1–21. https://doi.org/10.007/s10639-019-10040-