Kompetensi TPACK Calon Guru Pendidikan Jasmani Sekolah Dasar
Abstract
Program pendidikan jasmani di perguruan tinggi harus mempersiapkan siswa untuk menjadi guru pendidikan jasmani sekolah dasar masa depan yang memiliki pengetahuan tentang integrasi teknologi yang relevan, keterampilan pedagogis, dan pengetahuan khusus disiplin untuk meningkatkan pembelajaran siswa. Namun penelitian terkait kompetensi Technological Pedagogical Content Knowledge (TPACK) dalam bidang pendidikan jasmani masih sangat kurang. Tujuan penelitian ini adalah untuk mengidentifikasi kompetensi TPACK mahasiswa calon guru pendidikan jasmani sekolah dasar. Desain penelitian yang digunakan dalam penelitian ini adalah survey. Partisipan penelitian ini adalah 54 mahasiswa sarjana pendidikan jasmani sekolah dasar di salah satu universitas di Makassar. Partisipan dipilih dengan teknik purposive sampling. Data TPACK mahasiswa dikumpulkan dengan menggunakan kuesioner TPACK. Hasil penelitian menunjukkan bahwa kompetensi TPACK mahasiswa tergolong tinggi. Hasil penelitian juga mengungkapkan bahwa tidak ada perbedaan yang signifikan antara mahasiswa laki-laki dan perempuan meskipun nilai mahasiswa perempuan lebih tinggi dari nilai siswa laki-laki.
Downloads
Metrics
References
Akhwani, A., & Rahayu, D. W. (2021). Analisis komponen TPACK guru SD sebagai kerangka kompetensi guru profesional di Abad 21. Jurnal Basicedu, 5(4), 1918-1925. https://doi.org/10.31004/basicedu.v5i4.1119
Ananda, R., Rani, A. R., & Fadhilaturrahmi, F. (2022). Pengembangan Model TPACK untuk Menunjang Kompetensi Profesional pada Guru Sekolah Dasar. Jurnal Basicedu, 6(5), 9064-9069. https://doi.org/10.31004/basicedu.v6i5.4031
Baturay, M. H., Gökçearslan, S., & Sahin, S. (2017). Associations among Teachers' Attitudes towards Computer-Assisted Education and TPACK Competencies. Informatics in Education, 16(1), 1-23.
Jang, S. J., & Tsai, M. F. (2013). Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model. Australasian journal of educational technology, 29(4). https://doi.org/10.14742/ajet.282
Kern, B. D., & Graber, K. C. (2017). Physical education teacher change: Initial validation of the teacher change questionnaire-physical education. Measurement in Physical Education and Exercise Science, 21(3), 161-173. https://doi.org/10.1080/1091367X.2017.1319371
Koehler, M. J., & Mishra, P. (2008). Handbook of technological pedagogical content knowledge (TPCK) for educators.
Koh, J. H. L., & Chai, C. S. (2011). Modeling pre-service teachers’ technological pedagogical content knowledge (TPACK) perceptions: The influence of demographic factors and TPACK constructs.
Koyuncuoglu, Ö. (2021). An Investigation of Graduate Students' Technological Pedagogical and Content Knowledge (TPACK). International Journal of Education in Mathematics, Science and Technology, 9(2), 299-313
Krause, J. M., & Lynch, B. M. (2018). Faculty and student perspectives of and experiences with TPACK in PETE. Curriculum Studies in Health and Physical Education, 9(1), 58-75. https://doi.org/10.1080/25742981.2018.1429146
Kurnianto, B., & Sarwono, R. (2023). Pengembangan Perangkat Pembelajaran Berbasis TPACK dalam Meningkatkan Aktivitas Belajar dan Kemampuan Pemecahan Masalah Siswa. Scholaria: Jurnal Pendidikan dan Kebudayaan, 13(3), 210-221. https://doi.org/10.24246/j.js.2023.v13.i3.p210-221
Lukman, H. S., Sutisnawati, A., & Setiani, A. (2022). Model TPACK-21 Guru Sekolah Dasar di Kota Sukabumi. ELSE (Elementary School Education Journal): Jurnal Pendidikan dan Pembelajaran Sekolah Dasar, 6(2), 398-418. https://doi.org/10.30651/else.v6i2.12712
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
Muhson, A. (2004). Meningkatkan profesionalisme guru: sebuah harapan. Jurnal Ekonomi dan Pendidikan, 1(2). https://doi.org/10.21831/jep.v1i2.665
Oktarin, I. B., & Saputri, M. E. E. (2022). Peningkatan Kompetensi Tpack Guru Mempersiapkan Pertemuan Tatap Muka Terbatas (PTMT). J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat), 6(2), 93-102. http://dx.doi.org/10.30734/j-abdipamas.v6i2.2363
Perdani, B. U. M., & Andayani, E. S. (2021). Pengaruh Kemampuan Technological Pedagogical Content Knowledge (TPACK) terhadap Kesiapan Menjadi Guru. Jurnal Pendidikan Akuntansi Indonesia, 19(2), 99-115. https://doi.org/10.21831/jpai.v19i2.46021
Quddus, A. (2019). Implementasi technological pedagogical content knowledge (TPACK) dalam pendidikan profesi guru (PPG) PAI LPTK UIN Mataram. Jurnal Tatsqif, 17(2), 213-230. https://doi.org/10.20414/jtq.v17i2.1911
Redmond, P., & Peled, Y. (2019). Exploring TPACK among pre‐service teachers in Australia and Israel. British Journal of Educational Technology, 50(4), 2040-2054. https://doi.org/10.1111/bjet.12707
Rochintaniawati, D., Riandi, R., Kestianty, J., Kindy, N., & Rukayadi, Y. (2019). The analysis of biology teachers’ technological pedagogical content knowledge development in lesson study in West Java Indonesia. Jurnal Pendidikan IPA Indonesia, 8(2), 201-210. https://doi.org/10.15294/jpii.v8i2.19303
Rulyansah, A., Budiarti, R. P. N., Mardhotillah, R. R., Basuki, E. P., & Wardhani, R. P. (2022). Integrasi TPACK pada Pembelajaran Virtual Pemberdayaan Guru Sekolah Dasar. Indonesia Berdaya: Journal of Community Engagement, 3(4), 897-904.
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). https://doi.org/10.14742/ajet.800
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57(1), 1-23.
Shulman, L. S. (2013). Those who understand: Knowledge growth in teaching. Journal of Education, 193(3), 1-11. https://doi.org/10.3102/0013189X015002004
Siddiq, F., Scherer, R., & Tondeur, J. (2016). Teachers' emphasis on developing students' digital information and communication skills (TEDDICS): A new construct in 21st century education. Computers & Education, 92, 1-14.. https://doi.org/10.1016/j.compedu.2015.10.006
Silviana Lianvani, F., Purnama Sari, D., & Karolina, A. (2023). Analisis Media Pembelajaran Pendidikan Agama Islam Berbasis Technological Pedagogical Content Knowledge (Tpack) di Smk It Al Husna Lebong (Doctoral dissertation, Institut Agama Islam Negeri Curup)
Suroto, S., Sudarso, S., Dinata, V. C., & Prakoso, B. B. (2022). Relevansi Program Learning Outcomes dengan kompetensi guru Pendidikan Jasmani. Altius: Jurnal Ilmu Olahraga dan Kesehatan, 11(2), 114-124. https://doi.org/10.36706/altius.v11i2.18381
Syamsuri, A. S., & Md, A. (2021). Pendidikan Guru dan Pembelajaran. Nas Media Pustaka.
Tsuda, E., Wyant, J., Sato, T., & Haegele, J. A. (2019). Pre-service physical education teachers’ practicum experiences teaching PREK children. International Journal of Kinesiology in Higher Education, 3(4), 128-140. https://doi.org/10.1080/24711616.2019.1644980
Wang, Q., & Zhao, G. (2021). ICT self‐efficacy mediates most effects of university ICT support on preservice teachers' TPACK: Evidence from three normal universities in China. British Journal of Educational Technology, 52(6), 2319-2339. https://doi.org/10.1111/bjet.13141
Wu, Y. T. (2013). Research trends in technological pedagogical content knowledge (TPACK) research: A review of empirical studies published in selected journals from 2002 to 2011. British Journal of Educational Technology, 44(3).
Copyright (c) 2023 Muhammad Zulfikar
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with CJPE agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- 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 acknowledgement of its initial publication in this journal.
- 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.
