Urgensi pengembangan TPACK bagi guru bahasa Indonesia

<p>TThe objectives of this reseaerch were to describe: (1) Teachers’ competencies in integrating Technological Pedagogical Content Knowledge (TPACK) in lesson plan; (2) The urgency of developing TPACK for Indonesian junior high school teachers. The type of research was the descriptive research...

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Autores principales:	Etheldredha Tiara Wuryaningtyas, Yuliana Setyaningsih
Formato:	article
Lenguaje:	EN ID
Publicado:	Universitas Ahmad Dahlan 2020
Materias:	tpack guru bahasa indonesia Education (General) L7-991 Language and Literature P
Acceso en línea:	https://doaj.org/article/9f952f8b3b634ee2a958fe4e3a67e6b6
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spelling	oai:doaj.org-article:9f952f8b3b634ee2a958fe4e3a67e6b62021-11-26T02:06:22ZUrgensi pengembangan TPACK bagi guru bahasa Indonesia0215-49942548-458310.26555/bahastra.v40i2.16898https://doaj.org/article/9f952f8b3b634ee2a958fe4e3a67e6b62020-10-01T00:00:00Zhttp://journal.uad.ac.id/index.php/BAHASTRA/article/view/16898https://doaj.org/toc/0215-4994https://doaj.org/toc/2548-4583<p>TThe objectives of this reseaerch were to describe: (1) Teachers’ competencies in integrating Technological Pedagogical Content Knowledge (TPACK) in lesson plan; (2) The urgency of developing TPACK for Indonesian junior high school teachers. The type of research was the descriptive research with the lesson plans of Indonesian junior high school teachers as substantive data source. The locative data source of this research was the junior high schools in Gunungkidul Regency, Yogyakarta. The data collection technique is done by using document observation and questionnaires. This technique is used to obtain identification of the lesson plan components related to Pedagogical Content Knowledge (PCK) and Technological Content Knowledge (TCK). Data were analyzed by using descriptive statistic method to show the degrees of mastery percentage of Indonesian teachers’ PCK and TCK. The conclusions of this study were stated as follows: (1) the ability of teachers to integrate technology is still limited to the use of PowerPoint, (2) the learning resources used by teachers are still limited to conventional textbooks, not the technology-based online sources, (3) the integration of technology by teachers in preparing lesson plans is still minimum, and (4) teachers are already using technology, but are still limited to CAI (Computer Assisted Instruction). Based on the research results above, it is concluded that the development of TPACK for Indonesian language teachers at the junior high school level is urgent.</p>Etheldredha Tiara WuryaningtyasYuliana SetyaningsihUniversitas Ahmad Dahlanarticletpackguru bahasa indonesiaEducation (General)L7-991Language and LiteraturePENIDBahastra, Vol 40, Iss 2, Pp 134-144 (2020)
institution	DOAJ
collection	DOAJ
language	EN ID
topic	tpack guru bahasa indonesia Education (General) L7-991 Language and Literature P
spellingShingle	tpack guru bahasa indonesia Education (General) L7-991 Language and Literature P Etheldredha Tiara Wuryaningtyas Yuliana Setyaningsih Urgensi pengembangan TPACK bagi guru bahasa Indonesia
description	<p>TThe objectives of this reseaerch were to describe: (1) Teachers’ competencies in integrating Technological Pedagogical Content Knowledge (TPACK) in lesson plan; (2) The urgency of developing TPACK for Indonesian junior high school teachers. The type of research was the descriptive research with the lesson plans of Indonesian junior high school teachers as substantive data source. The locative data source of this research was the junior high schools in Gunungkidul Regency, Yogyakarta. The data collection technique is done by using document observation and questionnaires. This technique is used to obtain identification of the lesson plan components related to Pedagogical Content Knowledge (PCK) and Technological Content Knowledge (TCK). Data were analyzed by using descriptive statistic method to show the degrees of mastery percentage of Indonesian teachers’ PCK and TCK. The conclusions of this study were stated as follows: (1) the ability of teachers to integrate technology is still limited to the use of PowerPoint, (2) the learning resources used by teachers are still limited to conventional textbooks, not the technology-based online sources, (3) the integration of technology by teachers in preparing lesson plans is still minimum, and (4) teachers are already using technology, but are still limited to CAI (Computer Assisted Instruction). Based on the research results above, it is concluded that the development of TPACK for Indonesian language teachers at the junior high school level is urgent.</p>
format	article
author	Etheldredha Tiara Wuryaningtyas Yuliana Setyaningsih
author_facet	Etheldredha Tiara Wuryaningtyas Yuliana Setyaningsih
author_sort	Etheldredha Tiara Wuryaningtyas
title	Urgensi pengembangan TPACK bagi guru bahasa Indonesia
title_short	Urgensi pengembangan TPACK bagi guru bahasa Indonesia
title_full	Urgensi pengembangan TPACK bagi guru bahasa Indonesia
title_fullStr	Urgensi pengembangan TPACK bagi guru bahasa Indonesia
title_full_unstemmed	Urgensi pengembangan TPACK bagi guru bahasa Indonesia
title_sort	urgensi pengembangan tpack bagi guru bahasa indonesia
publisher	Universitas Ahmad Dahlan
publishDate	2020
url	https://doaj.org/article/9f952f8b3b634ee2a958fe4e3a67e6b6
work_keys_str_mv	AT etheldredhatiarawuryaningtyas urgensipengembangantpackbagigurubahasaindonesia AT yulianasetyaningsih urgensipengembangantpackbagigurubahasaindonesia
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Urgensi pengembangan TPACK bagi guru bahasa Indonesia

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