POLICY IN COVID-19 PANDEMIC TO INCREASE ICT INTEGRATION: WHAT IS THE ROLE OF ECONOMICS TEACHER' TPACK?

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Villa Santika, Mintasih Indriayu, Khresna Bayu Sangka

Abstract

The goal of this study are define the profile and examine the effect of technological pedagogical and content knowledge or TPACK on the information and communication technology or ICT integration in Indonesia. A total of 405 economic teachers as respondents with voluntary sampling technique. This research is quantitative and survey method, namely by distributing questionnaires to respondents which were developed in accordance with the current pandemic conditions and have fulfilled the process and requirements of confirmatory factor analysis (CFA) analysis. The TPACK profile and ICT integration show the average score of each indicator above 80%. Inferential analysis using structural equation model (SEM) analysis technique shows that the domains that make up the TPACK variable have a significant effect except technological knowledge, pedagogical knowledge, and content knowledge on TPACK itself. TPACK variable has a significant effect on ICT integration (β = 0.580, p < 0.05) with a contribution of 36.5%. This study can provide useful information in the form of the importance of teacher TPACK for effective ICT integration and referrals for stakeholders to carry out treatment in order to improve teacher competence in integrating ICT.

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