Pengaruh TPACK Terhadap Kesiapan Menjadi Guru Profesional Pada Mahasiswa Pendidikan Ekonomi Di Jawa Tengah
Keywords:
Technological Pedagogical and Content Knowledge, TPACK, Readiness Become Teacher, Prospective Teacher, Economic Education
Abstract
The world of education is required to always adapt to the current development, especially in terms of technology. Prospective teachers as one of the important elements in education are expected to be able to have three knowledge, namely pedagogy, content, technology, and combinations of the three which is commonly called Technological Pedagogical and Content Knowledge (TPACK) to be ready to become professional teachers in the 21st century. This research aimed to examine the influence of TPACK on readiness to become a professional teacher. The research method used is descriptive quantitative with a proportional random sampling technique. The data collection technique used a self-report questionnaire instrument that has been tested for validity and reliability. The analysis technique used quantitative descriptive analysis with a simple linear regression test. The results of this study indicate that there is a positive and significant effect between partial TPACK ability on readiness to become a professional teacher. The TPACK component that has the biggest influence on readiness to become a professional teacher is PCK with an effect of 80%, followed by TPK 74.5%, TPCK 68.5%, PK 67.4%, TCK 66.4%, CK 65.5% , and the smallest is TK with an effect of 60.3%.
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Istiqomah, R., & Noviani, L. (2022). Analysıs of Technologıcal , Pedagogıcal and Content Knowledge ( Tpack ) of Economıcs Students as Economıcs Candıdate Teachers. 6(5), 8833–8841.
Jackson, D. (2019). Student Perceptions of the Development of Work Readiness in Australian Undergraduate Programs. Journal of College Student Development, 60(2), 219–239. https://doi.org/10.1353/csd.2019.0020
Julia, J., Subarjah, H., Maulana, M., Sujana, A., Isrokatun, I., Nugraha, D., & Rachmatin, D. (2020). Readiness and competence of new teachers for career as professional teachers in primary schools. European Journal of Educational Research, 9(2), 655–673. https://doi.org/10.12973/eu-jer.9.2.655
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? the development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131–152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303
Koh, J. H. L. (2020). Three approaches for supporting faculty technological pedagogical content knowledge (TPACK) creation through instructional consultation. British Journal of Educational Technology, 51(6), 2529–2543. https://doi.org/10.1111/bjet.12930
Koh, J. H. L., Chai, C. S., & Lim, W. Y. (2017). Teacher Professional Development for TPACK-21CL: Effects on Teacher ICT Integration and Student Outcomes. Journal of Educational Computing Research, 55(2), 172–196. https://doi.org/10.1177/0735633116656848
König, J., Ligtvoet, R., Klemenz, S., & Rothland, M. (2017). Effects of opportunities to learn in teacher preparation on future teachers’ general pedagogical knowledge: Analyzing program characteristics and outcomes. Studies in Educational Evaluation, 53(March), 122–133. https://doi.org/10.1016/j.stueduc.2017.03.001
König, J., & Pflanzl, B. (2016). Is teacher knowledge associated with performance? On the relationship between
teachers’ general pedagogical knowledge and instructional quality. European Journal of Teacher Education, 39(4), 419–436. https://doi.org/10.1080/02619768.2016.1214128
Krumboltz, J. D., Mitchell, A. M., & Jones, G. B. (1976). A Social Learning Theory of Career Selection. The Counseling Psychologist, 6(1), 71–81. https://doi.org/10.1177/001100007600600117
Krumboltz, J. D., & Worthington, R. L. (1999). The School-to-Work Transition from a Learning Theory Perspective. Career Development Quarterly, 47(4), 312–325. https://doi.org/10.1002/j.2161-0045.1999.tb00740.x
Kuru Gönen, S. İ. (2019). A qualitative study on a situated experience of technology integration: reflections from pre-service teachers and students. Computer Assisted Language Learning, 32(3), 163–189. https://doi.org/10.1080/09588221.2018.1552974
Li, S., Liu, Y., & Su, Y. S. (2022). Differential Analysis of Teachers’ Technological Pedagogical Content Knowledge (TPACK) Abilities according to Teaching Stages and Educational Levels. Sustainability (Switzerland), 14(12). https://doi.org/10.3390/su14127176
Long, T., Zhao, G., Li, X., Zhao, R., Xie, K., & Duan, Y. (2022). Exploring Chinese in-service primary teachers’ Technological Pedagogical Content Knowledge (TPACK) for the use of thinking tools. Asia Pacific Journal of Education, 42(2), 350–370. https://doi.org/10.1080/02188791.2020.1812514
Magnusson, S., Krajcik, J., & Borko, H. (2006). Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching. Examining Pedagogical Content Knowledge, 95–132. https://doi.org/10.1007/0-306-47217-1_4
Mahardika, I. M. A., Tripalupi, L. E., & Suwendra, I. W. (2019). Faktor-Faktor Yang Mempengaruhi Kesiapan Menjadi Guru Pada Mahasiswa Jurusan Pendidikan Ekonomi Angkatan 2014 Universitas Pendidikan Ganesha. Jurnal Pendidikan Ekonomi Undiksha, 11(1), 160. https://doi.org/10.23887/jjpe.v11i1.20152
Mahmud, M. (2018). Impact of Economic Education Student Field Experience Practices on Competency Readiness to Become Professional Teachers in Indonesia. International Journal of Innovative Science and Research Technology, 3(9), 110–116.
Marcelo, C., & Yot-Domínguez, C. (2019). From chalk to keyboard in higher education classrooms: changes and coherence when integrating technological knowledge into pedagogical content knowledge. Journal of Further and Higher Education, 43(7), 975–988. https://doi.org/10.1080/0309877X.2018.1429584
Miguel-Revilla, D., Martínez-Ferreira, J. M., & Sánchez-Agustí, M. (2020). Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model. Australasian Journal of Educational Technology, 36(2), 1–12. https://doi.org/10.14742/ajet.5281
Mohamed, Z., Valcke, M., & De Wever, B. (2017). Are they ready to teach? Student teachers’ readiness for the job with reference to teacher competence frameworks. Journal of Education for Teaching, 43(2), 151–170. https://doi.org/10.1080/02607476.2016.1257509
Mutiani, M., Supriatna, N., Abbas, E. W., Rini, T. P. W., & Subiyakto, B. (2021). Technological, Pedagogical, Content Knowledge (TPACK): A Discursions in Learning Innovation on Social Studies. The Innovation of Social Studies Journal, 2(2), 135. https://doi.org/10.20527/iis.v2i2.3073
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Published
2023-01-02
How to Cite
Zulhazlinda, W., Noviani, L., & Sangka, K. (2023). Pengaruh TPACK Terhadap Kesiapan Menjadi Guru Profesional Pada Mahasiswa Pendidikan Ekonomi Di Jawa Tengah. Jurnal Pendidikan Ekonomi (JUPE), 11(1), 26-38. https://doi.org/10.26740/jupe.v11n1.p26-38
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