Desain Model Pembelajaran Pendidikan Profesi Guru Berbasis Technological Pedagogical and Content Knowledge (MPPPG TPACK-E): Pengembangan Dan Validasi Ahli
DOI:
https://doi.org/10.30605/proximal.v7i2.9954Keywords:
TPACK, Pendidikan Profesi Guru, Model Pembelajaran, Penelitian PengembanganAbstract
The Teacher Professional Education Program (PPG) is expected to produce professional teachers who can integrate content, pedagogy, and technology, yet PPG instruction is still dominated by direct teaching, monotonous materials, routine tasks, and assessment that emphasises content mastery only. This study aimed to develop a PPG learning model design based on Technological Pedagogical and Content Knowledge (MPPPG TPACK-e) and to examine its validity. The development research adapted Plomp's model, comprising preliminary investigation, design, realization/construction, and test, evaluation, and revision; the implementation phase is planned as further work. The preliminary investigation was conducted in the pre-service PPG science programme at Universitas Negeri Makassar in 2024. The model and eight research instruments were validated by four experts and practitioners on a 1–4 scale and analysed using mean scores and percentage of agreements. The study produced a model with a seven-phase syntax centred on TPACK representation, performance tasks, mentoring, online supplements, problem-solving discussion, and evaluative plenary sessions, supported by a social system, principles of reaction, a support system, and instructional and nurturant effects. All eight instruments were very valid (3.57–3.75) and reliable (R = 0.799–0.927). The overall model validity was 3.47 (valid), with the highest score for principles of reaction (3.67) and the lowest for model implementation (3.21) and development rationale (3.25). The MPPPG TPACK-e model is theoretically feasible for trial use after its theoretical basis and implementation guidelines are refined, prior to testing its practicality and effectiveness.
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