How Does Teacher's TPACK Affect Student's Activity?

摘要

The ability of teachers to integrate technology into learning is quite important in facing the rapid technological progress in the era of industrial revolution 4.0. These technological advances need to be followed by the development of learning that can support these changes. Therefore, science teacher needs to be accompanied by an excellent competency, namely TPACK (Technological Pedagogical and Content Knowledge). The purpose of this study was to see the impact of the implementation of TPACK design in teaching and learning activities carried out by the teacher to students learning activities. Descriptive methods are applied to obtain data on teacher TPACK abilities and their implementation using TPACK instruments, and student activity observation sheets. Participant of this study is three science teachers. The ability of TPACK teachers who have high to lowest abilities are teachers A, B and C. Likewise with its relation to students as seen from student learning activities and outcomes. Consecutive activities with the percentage of activity 86%, 80% and 50%. Because the teacher's TPACK ability and its relation to students have the same pattern, ie the better the TPACK ability of the teacher, the activities of the students being taught are also more active. So it can be concluded that the ability of TPACK teachers has a relationship to student activities.