PERSEPSI PENERAPAN PEMBELAJARAN TPACK (TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE) PADA GURU GEOGRAFI KABUPATEN TULUNGAGUNG

Abstract

Abstrak: Perkembangan guru di abad 21 diarahkan pada penguasaan dan penerapan teknologi, pedagogi, dan konten. TPACK memberikan kerangka kerja fleksibel yang diterapkan pada berbagai konteks pembelajaran dan disesuaikan dengan kebutuhan dan karakteristik siswa. Penelitian ini bertujuan untuk mengetahui persepsi guru Geografi terhadap penerapan TPACK dalam pembelajaran. Metode penelitian yang digunakan adalah deskriptif kualitatif. Sumber data diperoleh dari guru-guru SMA di Tulungagung yang berjumlah 31 orang. Data persepsi guru diperoleh dari hasil angket yang mengacu pada domain TPACK yaitu conten knowledge, pedagogical knowledge, teknological knowledge, technological content knowledge, pedagogical content knowledge, technological pedagogical knowledge, dan technological pedagogical content knowledge.  Teknik analisis data melalui tahapan reduksi data, penyajian data, dan kesimpulan. Hasil penelitian menunjukkan persepsi guru terhadap TPACK berada pada kategori baik dan sangat baik. Hasil persepsi guru dikemukakan melalui proses pelatihan, dukungan institusional, dan hasil nyata dari penggunaan teknologi. Penerapan TPACK membantu guru untuk merancang pembelajaran yang menggabungkan model pembelajaran, materi, dan video eksplorasi geografi yang meningkatkan keterlibatan siswa. Ini menunjukkan guru memiliki pemahaman yang positif terhadap integrasi teknologi dalam pembelajaran.

Abstract:  Teacher development in the 21st century is directed at mastery and application of technology, pedagogy, and content. TPACK provides a flexible framework that is applied to various learning contexts and is tailored to the needs and characteristics of students. This study aims to determine the perception of Geography teachers towards the application of TPACK in learning. The research method used is descriptive qualitative. Data sources were obtained from 31 high school teachers in Tulungagung. Teacher perception data were obtained from the results of a questionnaire referring to the TPACK domain, namely content knowledge, pedagogical knowledge, technological knowledge, technological content knowledge, pedagogical content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. Data analysis techniques through the stages of data reduction, data presentation, and conclusions. The results of the study showed that teacher perceptions of TPACK were in the good and very good categories. The results of teacher perceptions were presented through the training process, institutional support, and real results from the use of technology. The application of TPACK helps teachers to design learning that combines learning models, materials, and geography exploration videos that increase student engagement. This shows that teachers have a positive understanding of technology integration in learning.