Electronic Theses and Dissertation

Kompetensi Technological Pedagogical and Content Knowledge (TPACK) guru dapat meningkatkan kualitas pembelajaran sesuai dengan tuntutan dan perubahan. Oleh karena itu kompetensi TPACK perlu dianalisis untuk mengetahui kemampuan guru secara prefesional terkait TPACK. Penelitian ini bertujuan untuk mengetahui kriteria kompetensi guru biologi di Provinsi Aceh dalam komponen content knowledge, technological knowledge, pedagogical knowledge, pedagogical content knowledge, technological content knowledge, technological pedagical knowledge, dan technological pedagogical and content knowlegde, untuk mengetahui perbedaan yang signifikan kompetensi TPACK guru biologi berdasarkan sertifikasi guru dan pengalaman mengajar. Jenis penelitian adalah deskriptif dengan pendekatan kuantitatif. Populasi dalam penelitian ini adalah seluruh Guru Biologi SMA Negeri di Provinsi Aceh yaitu guru PNS dan non PNS yang berjumlah 692 guru. Pengambilan sampel menggunakan teknik simple random sampling, diperoleh 232 responden yang merupakan total dari 33.53% jumlah guru disetiap kabupaten. Instrumen penelitian berupa angket diadaptasi dari Schmidt yang terdiri dari 38 item dan telah melalui face validity. Analisis data untuk komponen TPACK dideskripsikan sesuai predikat kriteria. Kompetensi TPACK guru biologi berdasarkan sertifikasi dianalisis dengan uji independent sample t-tes sedangkan kompetensi TPACK guru biologi berdasarkan pengalaman mengajar dianalisis dengan ANAVA. Hasil penelitian kriteria kompetensi komponen TPACK adalah CK 80.98% (sangat baik), TK 76.84% (baik), PK 83.35% (sangat baik), PCK 82.43% (sangat baik), TCK 80.27% (baik), TPK 81.98% (sangat baik) dan TPACK 78.42% (baik). Hasil juga menunjukkan tidak terdapat perbedaan yang signifikan (p> 0.05) kompetensi TPACK guru biologi berdasarkan sertifikasi dan pengalaman mengajar.
Kata Kunci: TPACK, Guru Biologi, Sertifikasi dan Pengalaman Mengajar.

Technological Pedagogical and Content Knowledge (TPACK) competence of teachers can improve the quality of learning in accordance with the demands and changes. As a result, TPACK competencies must be examined in order to determine the teacher's professional abilities in relation to TPACK. This study aims to determine the competence criteria of biology teachers in Aceh Province in the components of content knowledge, technological knowledge, pedagogical knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical and content knowledge, to find out the significant differences in TPACK competence of biology teachers based on teacher certification and teaching experience. This type of research is descriptive with a quantitative approach. The population in this study were all Biology teachers at state high schools in Aceh Province, namely civil servants, and non-civil servants, totaling 692 teachers. Sampling using a simple random sampling technique, obtained 232 respondents which is a total of 33.53% of the number of teachers in each district. The questionnaire research instrument was adapted from Schmidt which consists of 38 items and has gone through face validity. Data analysis for the TPACK component is described according to the predicate criteria. The TPACK competence of biology teachers based on certification was analyzed by independent sample t-test, while the TPACK competencies of biology teachers based on teaching experience were analyzed using ANOVA. The results of the research on the competency criteria of the TPACK components are CK 80.98% (very good), TK 76.84% (good), PK 83.35% (very good), PCK 82.43% (very good), TCK 80.27% (good), TPK 81.98% (very good). good) and TPACK 78.42% (good). The results also showed that there was no significant difference (p> 0.05) in the TPACK competence of biology teachers based on certification and teaching experience. Keywords: TPACK, Biology teacher, Certification and Teaching Experience.