Hubungan antara Technological Pedagogical Content Knowledge (TPACK) dengan Technology Integration Self Efficacy (TISE) Guru Matematika di Madrasah Ibtidaiyah
Abstract
Penelitian ini bertujuan untuk mengetahui tingkat TPACK guru matematika MI di Gebog Kudus. Selain itu juga akan dilihat tingkat TISE guru matematika MI Gebog Kudus dan tingkat signifikansi hubungan TPACK dan TISE pada guru matematika MI Gebog Kudus. Desain penelitian ini menggunakan pendekatan penelitian kuantitatif dengan desain korelasional. Subjek dalam penelitian ini adalah 143 guru matematika yaitu guru madrasah dari kelas satu sampai kelas enam. Teknik pengumpulan data menggunakan TPACK dan TISE Questionnaire, observasi dan wawancara. Hasil penelitian menunjukkan bahwa: 1) Tingkat TPACK guru matematika MI Gebog Kudus pada tingkat sederhana, 2) Tingkat TISE guru matematika MI Gebog Kudus pada tingkat sederhana, dan 3) terdapat hubungan yang signifikan antara TPACK dengan TISE di MI guru matematika di Gebog Kudus.
The study aims to determine the TPACK level of MI mathematics teachers in Gebog Kudus. It will also look at the TISE level of MI mathematics teachers at Gebog Kudus and the level of significance of the relationship between TPACK and TISE on MI mathematics teachers at Gebog Kudus. The design of this study uses quantitative research approaches with correlational designs. Subjects in the study were 143 mathematics teachers, namely madrasah teachers from first grades through sixth. Data collection techniques using the TPACK and TISE Questionnaire, observation and interviews. The results showed that: 1) the TPACK level of MI mathematics teachers at Gebog Kudus at a simple level, 2) the TISE level of MI mathematics teachers at Gebog Kudus at a simple level, and 3) there was a significant relationship between TPACK and TISE at MI mathematics teachers at Gebog Kudus.
Keywords
Full Text:
PDFReferences
Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of digital learning in teacher education, 27(4), 134-143.
Agyei, D. D. &Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design. Australasian Journal of Educational Technology, 28(4), 547-564. http://www.ascilite.org.au/ajet/ajet28/agyei.html.
Angeli, C. &Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168.
Baihaqi. (2019). Kompetensi Guru dalam era Revolusi Industri 4.0. Jurnal Matematika Kreatif-Inovatif, 6(2), 119.
Banas, J. R., & York, C. S. (2014). Authentic learning exercises as a means to influence preservice teachers’ technology integration self-efficacy and intentions to integrate technology. Australasian Journal of Educational Technology, 30(6).
Brantley-Dias, L., & Ertmer, P. A. (2013). Goldilocks and TPACK: Is the construct ‘just right?’. Journal of Research on Technology in Education, 46(2), 103-128.
Bingimlas, K. A. (2009). Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3).
Dessy Noor Ariani. (2015). Hubungan Antara Technological Pedagogical Content Knowledge dengan Technology Integration Self Efficacy Guru Matematika di Sekolah Dasar. Muallimuna Jurnal Madrasah Ibtidaiyah, vol. 1, no. 1, hal. 79-91.
Gao, P., Tan, S. C., Wang, L., Wong, A. & Choy, D. (2011). Self reflection and preservice teachers' technological pedagogical knowledge: Promoting earlier adoption of student-centred pedagogies. Australasian Journal of Educational Technology, 27(6), 997-1013.
Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960.
Guru madrasah harus memiliki karakter. Diakses tanggal 11 Agustus 2019 dari https://gtkmadrasah.kemenag.go.id/2018/08/29/dir-gtk-madrasah-guru-harus-miliki-karakter/.
Kementerian Agama Indonesia (Kemenag). (2016). Buku Data Profil Guru dan Data Hasil Uji Kompetensi Guru (UKG) madrasah Online. Kalimantan Selatan: Lembaga Penjaminan Mutu Pendidikan(LPMP).
Kementerian Agama Indonesia (Kemenag). (2017). Buku Data Profil Guru dan Data Hasil Uji Kompetensi Guru (UKG) madrasah Online. Kalimantan Selatan: Lembaga Penjaminan Mutu Pendidikan(LPMP).
Kent, A. M., & Giles, R. M. (2017). Preservice Teachers' Technology Self-Efficacy. SRATE Journal, 26(1), 9-20.
Keser, H., Yılmaz, F. G. K., & Yılmaz, R. (2015). TPACK competencies and technology integration self-efficacy perceptions of pre-service teachers. Elementary Education Online, 14(4)..
Koehler, M. J., Shin, T. S., & Mishra, P. (2012). How do we measure TPACK? Let me count the ways. In Educational technology, teacher knowledge, and classroom impact: A research handbook on frameworks and approaches (pp. 16-31). IGI Global.
McDonnough, J., &Matkins, J. (2010). The role of teaching practice in elementary preservice teachers’ self efficacy and ability to connect research practice. School Science and Mathematics, 110(1), 13-23.
Nathan, Eric J. Desertasi Doktor. (2009) “An Examination of the Relationship between Preservice Teachers' Level of Technology Integration Self-Efficacy (TISE) and Level of Technological Pedagogical Content Knowledge (TPACK)”. Texas: University of Houston.
Niess, M. L. (2011). Investigating TPACK: Knowledge growth in teaching with technology. Journal of educational computing research, 44(3), 299-317.
Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper, S. R., Johnston, C., Browning, C., Özgün-Koca, S. A &Kersaint, G. (2009). Mathematics teacher TPACK standards and development model. Contemporary Issues in Technology and Teacher Education, 9(1), 4-24.
Noraini Idris. (2006). Teaching and Learning of Mathematics. Kuala Lumpur: Utusan Publications & Distributors SDN BHD.
Pamuk, S., Ergun, M., Cakir, R., Yilmaz, H. B., & Ayas, C. (2015). Exploring relationships among TPACK components and development of the TPACK instrument. Education and Information Technologies, 20(2), 241-263.
Paraskeva, F., Bouta, H., &Papagianni, A. (2008). Individual Characteristics and Computer Self-Efficacy In Secondary Education Teachers To Integrate Technology In Educational Practice. Computers & Education, 50(3), 1084-1091.
Punaji Setyosari, et al. (2016). Developing Digital Content of Teachers System Learning Moda at Networking (Daring) Using Learning Management System (LMS) Moodle and Technological Pedagogical Xcontent Knowledge (TPACK) Framework, hal 280.
Sugiyono. (2011). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Afabeta
Suharsimi Arikunto. (2002). Prosedur Penelitian Suatu Pendekatan Praktek. Yogyakarta: Rineka Cipta.
Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing Preservice Teachers' Self-Efficacy Beliefs for Technology Integration. Journal of Research on Technology in Education, 36(3).
DOI: http://dx.doi.org/10.21043/jpm.v2i2.6358
Refbacks
- There are currently no refbacks.
Editorial and Administration Office:
Jurnal Pendidikan Matematika (Kudus)
Tadris Matematika, Tarbiyah Faculty, Institut Agama Islam Negeri Kudus
Jl. Conge Ngembalrejo Po Box 51, Kudus, Jawa Tengah, Indonesia, Kode Pos: 59322
Email: [email protected]