Analysıs of Technologıcal, Pedagogıcal and Content Knowledge (Tpack) of Economıcs Students as Economıcs Candıdate Teachers

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Rizlaili Istiqomah, Kristiani, Leny Noviani

Abstract

Technological Pedagogical and Content Knowledge (TPACK) was introduced to the field of educational research as a theoretical framework for understanding teacher knowledge required for effective integration of technology in learning. Technological Pedagogical and Content Knowledge (TPACK) is a framework for integrating technology in teaching. This study aims to analyze the effect of technological knowledge, pedagogic knowledge, and content knowledge of the field of economics as well as the ability to integrate TPACK. This study uses descriptive research methods using a quantitative research approach. The research respondents were 97 active students of Economics Education FKIP UNS who had carried out practical field teaching activities (PPL). Data collection was carried out using questionnaires distributed through electronic media to students directly. The results showed that the technological knowledge, pedagogic knowledge, content knowledge and the ability to integrate the three possessed or ability to integrate TPACK by economics education students as teacher candidates were in the good category, this was indicated by the acquisition of the highest score interval having the largest percentage.  

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