Technological Pedagogical Content Knowledge: Ability Prospective Teachers Biology Education Department In Jakarta Indonesia
Volume 7 Issue2 (March 2022)
Irdalisa Tuti Marjan Fuadi Mega Elvianasti Bagus Endri YantoPages: 114-123 Download Count : 71 View Count: 170 DOI Number 10.24331/ijere.1050594
The era of globalization and pandemic has greatly affected education, especially in the teaching and learning processes. Offline learning system must be changed to an online learning system. Prospective teachers are required to explore both knowledge and technology, so that effective and meaningful learning can be created. This research was a descriptive study with a quantitative approach to determine, analyze, and describe the Technological Pedagogical Content Knowledge (TPCK) abilities of prospective teachers of the Biology Education Department A private university in Jakarta, Indonesia. The research subjects were 8th semester students totaling 197 students. The instrument for collecting data on the TPACK ability of prospective teachers was questionnaires distributed through Google Forms. The results of questionnaire analyzed seven aspects of the TPACK abilities of prospective Biology teachers, including Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical and Content Knowledge (TPCK). The results of this study indicated that the TPCK ability of prospective teachers is in sufficient criteria with an average value of 3.15. This showcases that it is still necessary to improve the TPACK abilities of prospective teachers in several aspects, namely mastery of content, pedagogy, and technology. ICT-based educational innovation is also needed to develop learning tools and instruments based on TPCK for prospective teachers of Biology Education Department A private university in Jakarta, Indonesia.
- Prospective teacher of biology
- and technology