Analisis Kemampuan Technological Content Knowledge (TCK) Pada Mahasiswa Program Studi Pendidikan Guru Sekolah Dasar

Zakiatul Fuada, Yerry Soepriyanto, Susilaningsih Susilaningsih

Abstract


Abstrak: Technological Content Knowledge (TCK) merupakan salah satu dari konsep TPACK yang merupakan konsep pengetahuan yang hadir untuk menjelaskan tiga komponen utama pengetahuan guru dan calon guru (konten, pedagogi, dan teknologi). TCK merupakan pengetahuan tentang bagaimana teknologi dan konten saling mempengaruhi. Guru dan calon guru perlu menciptakan multimedia dan memahami konsep di dalam konten dengan bantuan teknologi yang spesifik. Objek penelitian ini adalah mahasiswa semester 8 Program Studi Pendidikan Guru Sekolah Dasar (PGSD) Universitas Negeri Malang dengan jumlah responden 10 orang. Penelitian ini bertujuan untuk mengetahui kemampuan teknologi konten mahasiswa semester 8 Program Studi PGSD. Metode dalam penelitian ini menggunakan deskriptif kualitatif. Data dikumpulkan dari observasi, wawancara, dan dokumentasi. Berdasarkan data yang dianalisis, hasil menunjukkan bahwa kemampuan TCK mahasiswa PGSD sudah cukup baik dalam merancang multimedia, namun kemampuan dalam mengelola konten masih kurang.

Abstract: Technological Content Knowledge (TCK) is one of the TPACK frameworks which is the concepts of knowledge that emerge to describe three main components of in-service and pre-service teacher’s knowledge (content, pedagogy, and technology). TCK is an understanding of how content and technology influence one another. The in-service and pre-service teachers need to create multimedia and understand subject-matter learning with specific technologies. The objects of the research are 8th-semester college students of  Elementary School Teacher Education (pre-service education) at the State University of Malang with 10 respondents. The purpose of this research was to understand their technological content knowledgeability. A descriptive method was implemented in this study. The data were collected through observation, interviews, and documentary. Based on the data analysis, the result showed that the subject’s TCK at Elementary School Teacher Education was good enough. But the ability to manage content was not good enough.


Keywords


Technological Pedagogical and Content Knowledge (TPACK); Technological Content Knowledge (TCK); Pre-service Teacher

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DOI: http://dx.doi.org/10.17977/um038v3i32020p251

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