期刊名称：Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan
印刷版ISSN：0216-1370
电子版ISSN：2442-8620
出版年度：2021
卷号：40
期号：1
页码：1-16
DOI：10.21831/cp.v40i1.31035
语种：English
出版社：Universitas Negeri Yogyakarta
摘要：This study was conducted due to the lack of teachers’ Technological Pedagogical and Content Knowledge (TPACK). It examined the effects of teaching experience, training, facilities and infrastructure, self-efcacy, as well as motivation on teachers’ TPACK. The descriptive and explanatory methods with quantitative approaches were employed. The population of this study included 472 economics teachers in the Greater Bandung area, while the respondents were 217 economics teachers selected using the proportional probability sampling technique. The instrument used to collect the data was tried out to forty economics teachers. The instrument validity was measured using the CVR formula, and the instrument reliability was tested using construct reliability. The data were collected by means of questionnaires and then analyzed using descriptive analysis and Structural Equation Modeling (SEM). The results show that the teachers’ experience, training, facilities and infrastructure, self-efcacy, as well as motivation are at a low level. Likewise, the teachers’ TPACK seems to be low. Moreover, it is found that teaching experience, training, facilities and infrastructure, self-efcacy, as well as motivation have positive effects on teachers’ TPACK.
其他摘要：Penelitian ini dilatarbelakangi oleh rendahnya Technological Pedagogical dan Content Knowledge (TPACK) guru. Penelitian ini bertujuan mengetahui pengaruh pengalaman mengajar, pelatihan, sarana dan prasarana, efkasi diri, serta motivasi terhadap TPACK guru. Penelitian ini menggunakan metode deskriptif dan ekplanasi dengan pendekatan kuantitatif. Populasi dalam penelitian ini adalah seluruh guru ekonomi se-Bandung Raya sebanyak 472 guru, sedangkan responden penelitian ini berjumlah 217 guru ekonomi diperoleh dengan teknik propobability sampling proportional. Uji coba instrumen dilakukan pada 40 guru ekonomi. Validitas dari instrumen diuji dengan formula CVR dan uji reliabilitas dengan Reliabilitas Konstruk. Data dikumpulkan dengan kuesioner. Data yang telah terkumpul dianalisis dengan menggunakan analisis deskriptif dan Structural Equation Modeling (SEM). Hasil penelitian menunjukkan pengalaman mengajar, pelatihan, sarana dan prasarana, efkasi diri, serta motivasi berada pada tingkatan yang cenderung rendah. Demikian pula dengan TPACK guru cenderung rendah. Selanjutnya, pengalaman mengajar, pelatihan, sarana dan prasarana, efkasi diri, serta motivasi berpengaruh positif terhadap TPACK guru.
关键词：Technological Pedagogical and Content Knowledge (TPACK);economics teacher;Structural Equation Modeling
其他关键词：Technological Pedagogical and Content Knowledge (TPACK);guru ekonomi;Structural Equation Modeling
