PERBEDAAN PROFIL TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE(TPACK) MAHASISWA PROGRAM STUDI PENDIDIKAN GURU SEKOLAH DASAR ANGKATAN 2016 UNIVERSITAS MUHAMMADIYAH MALANG
| Main Author: | Pratiwi, Fauziah Fajar Ayu |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2019
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/45940/1/PENDAHULUAN.pdf http://eprints.umm.ac.id/45940/2/BAB%20I.pdf http://eprints.umm.ac.id/45940/3/BAB%20II.pdf http://eprints.umm.ac.id/45940/4/BAB%20III.pdf http://eprints.umm.ac.id/45940/5/BAB%20IV.pdf http://eprints.umm.ac.id/45940/6/BAB%20V.pdf http://eprints.umm.ac.id/45940/37/LAMPIRAN.pdf http://eprints.umm.ac.id/45940/ |
Daftar Isi:
- 21st-century education is characterized by the use of technology and communication in all fields of life, including in the learning process. One way to provide support for the use of technology in learning is to utilize a framework in integrating knowledge content, pedagogy, technology and elements that promote the learning in the classroom which is known as Technological Pedagogical Content Knowledge (TPACK). This research aims to ensure that the teacher training students batch 2016 in Department of Primary School Teacher Education require to comprehend that current education has entered the 21st century so that they are able to organize themselves before experiencing the first-handed work in institutions or schools. This research is comparative quantitative research. The subjects were all students in the Department of Primary School Teacher Education batch 2016 at University Muhammadiyah Malang with a total of 192 students. The data collection process employed questionnaires that were spread directly to the desired respondents. Data analysis techniques utilized comparative techniques in the form of a percentage. Based on the results of the study, the level of comprehension and application of TPACK obtained the following results: (1) There is no significant difference in integrating TPACK between male and female student groups with results Sig (2-tailed) value 0.773 > 0.05, (2) There is no diversity between the group of students who do not have and who have teaching experience with the results obtained Sig (2-tailed) 0.063 > 0.05, (3) There is no disparity between group of students who have GPA range 2.00 -2.75; 2.76 - 3.50; and 3.51 - 4.00 gain the results in the value of Asymp.Sig = 0.317 > 0.05, (4) There is no discrepancy between the group of students with latter education level which is distinct from the outcomes of calculations in the value of Asymp. Sig = 0.977 > 0.05, and (5) There is no distinction among groups of students who have disparate reasons in opting Department of Primary School Teacher Education obtain the amount of Asymp.Sig = 0.910 > 0.05. (6) There is a significant divergence in incorporating TPACK between groups of students with divergent classes get revenue as much as Sig value = 0.001 < 0.05, and (7) There is a discrepancy between students with a level of technological mastery which is less, sufficient, and good regarding the yield of counting in the tone of Asymp.Sig = 0.001 <0.05. The proceeds which were gained from this research can be employed as a suggestion or information material for faculty related the ability of TPACK teacher training students batch 2016 of Department Primary School Teacher Education at University of Muhammadiyah Malang.