EVALUASI TPACK MAHASISWA CALON GURU: STUDI KASUS MAHASISWA PENDIDIKAN GEOGRAFI UNIVERSITAS SAMUDRA
Abstract
This study aims to evaluate the Technological Pedagogical Content Knowledge (TPACK) competency of geography pre-service teachers at Universitas Samudra. The research employed a quantitative approach with survey methods involving 49 pre-service teachers who have completed micro teaching and geography learning device development courses. Data were collected using a validated TPACK questionnaire consisting of seven dimensions: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK), and the integration of all three (TPCK). Results demonstrate varying levels of competency across dimensions with the highest competency in PCK (3.29-3.77), TCK (3.18-3.55), and TPCK (3.54-3.85), while TK exhibited relatively lower scores (2.46-3.17). A notable finding reveals that despite moderate technological foundational skills, pre-service teachers demonstrate strong capabilities in integrating technology with pedagogical and content knowledge. This indicates the effectiveness of the geography education program in developing integration skills, though improvement is still needed in basic technological competencies. The study provides empirical evidence for curriculum development in geography teacher education programs to better prepare future teachers facing digital learning challenges.
ABSTRAK
Penelitian ini bertujuan untuk mengevaluasi kompetensi Technological Pedagogical Content Knowledge (TPACK) mahasiswa calon guru geografi di Universitas Samudra. Penelitian menggunakan pendekatan kuantitatif dengan metode survei yang melibatkan 49 mahasiswa yang telah menyelesaikan mata kuliah micro teaching dan pengembangan perangkat pembelajaran geografi. Data dikumpulkan menggunakan kuesioner TPACK tervalidasi yang terdiri dari tujuh dimensi: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK), dan integrasi ketiganya (TPCK). Hasil penelitian menunjukkan tingkat kompetensi yang bervariasi antar dimensi dengan kompetensi tertinggi pada PCK (3,29-3,77), TCK (3,18-3,55), dan TPCK (3,54-3,85), sementara TK menunjukkan skor yang relatif lebih rendah (2,46-3,17). Temuan penting mengungkapkan bahwa meskipun keterampilan dasar teknologi masih moderat, mahasiswa calon guru menunjukkan kemampuan yang kuat dalam mengintegrasikan teknologi dengan pengetahuan pedagogis dan konten. Hal ini mengindikasikan efektivitas program pendidikan geografi dalam mengembangkan keterampilan integrasi, meskipun peningkatan masih diperlukan pada kompetensi teknologi dasar. Penelitian ini memberikan bukti empiris untuk pengembangan kurikulum program pendidikan guru geografi dalam mempersiapkan calon guru menghadapi tantangan pembelajaran digital.
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