Update Artikelilmiah: 55060

NUR AHMAD FAHMI HUMAENI

NIM

Judul Artikel

Abstrak (Bhs. Indonesia)

Perkembangan teknologi pada era digital menuntut calon guru memiliki kemampuan mengintegrasikan teknologi, pedagogi, dan materi pembelajaran yang dikenal dengan Technological Pedagogical and Content Knowledge (TPACK). Penelitian ini bertujuan untuk mengetahui kemampuan TPACK mahasiswa calon guru Pendidikan Jasmani yang mengikuti Program Asistensi Mengajar Satuan Pendidikan (AMSP). Penelitian menggunakan metode deskriptif kuantitatif. Sampel penelitian berjumlah 95 mahasiswa calon guru PJOK yang dipilih dari populasi 125 mahasiswa menggunakan simple random sampling. Instrumen penelitian berupa kuesioner skala Likert yang terdiri atas 62 butir pernyataan setelah melalui uji validitas dan reliabilitas, serta mencakup tujuh komponen TPACK, yaitu Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK), dan Technological Pedagogical Content Knowledge (TPCK). Data dianalisis secara deskriptif menggunakan persentase indeks dan kategori. Hasil penelitian menunjukkan TK sebesar 75,3%, PK 81,5%, CK 81,1%, TPK 77,9%, TCK 71,2%, PCK 80,7%, dan TPCK 79,3%. Secara keseluruhan kemampuan TPACK memperoleh nilai 78,3% dan berada pada kategori tinggi. Temuan menunjukkan bahwa mahasiswa calon guru PJOK pada program AMSP secara umum telah memiliki kemampuan yang baik dalam mengintegrasikan teknologi, pedagogi, dan materi pada pembelajaran PJOK, meskipun kemampuan TK dan terutama TCK masih menjadi bagian yang perlu dioptimalkan.

Abtrak (Bhs. Inggris)

The development of technology in the digital era requires prospective teachers to integrate technology, pedagogy, and content knowledge, known as Technological Pedagogical and Content Knowledge (TPACK). This study aimed to determine the TPACK abilities of prospective Physical Education teachers participating in the Educational Assistance Program (AMSP). This study employed a descriptive quantitative method. The sample consisted of 95 prospective Physical Education teachers selected from a population of 125 students using simple random sampling. The research instrument was a five-point Likert-scale questionnaire consisting of 62 statements after validity and reliability testing, covering seven TPACK components: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK), and Technological Pedagogical Content Knowledge (TPCK). Data were analyzed descriptively using index percentages and categories. The results showed that TK was 75.3%, PK 81.5%, CK 81.1%, TPK 77.9%, TCK 71.2%, PCK 80.7%, and TPCK 79.3%. Overall, TPACK obtained a score of 78.3%, classified as high. These findings indicate that prospective Physical Education teachers participating in AMSP generally have good ability to integrate technology, pedagogy, and content into Physical Education learning, although TK and particularly TCK still need further optimization.

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