Kerangka Kerja TPACK (Technological Pedagogical Content Knowledge) dalam Perspektif Filsafat Ilmu Untuk Menyongsong Pendidikan Masa Depan

Rindu  Rahmatiah; Muhammad  Sarjan; Agus  Muliadi; Asrorul  Azizi; Hamidi Hamidi; Iswari  Fauzi; Muhammad  Yamin; Muh. Zaini Hasanul  Muttaqin; Bakhtiar  Ardiansyah; Mulia  Rasyidi; Sudirman Sudirman; Yusran  Khery

doi:10.29303/jipp.v7i4.1069

Kerangka Kerja TPACK (Technological Pedagogical Content Knowledge) dalam Perspektif Filsafat Ilmu Untuk Menyongsong Pendidikan Masa Depan

Authors

Rindu Rahmatiah , Muhammad Sarjan , Agus Muliadi , Asrorul Azizi , Hamidi Hamidi , Iswari Fauzi , Muhammad Yamin , Muh. Zaini Hasanul Muttaqin , Bakhtiar Ardiansyah , Mulia Rasyidi , Sudirman Sudirman , Yusran Khery

DOI:

10.29303/jipp.v7i4.1069

Published:

2022-12-20

Issue:

Vol. 7 No. 4 (2022): Desember

Keywords:

materi, PCK, pedagogi, pengetahuan, teknologi, TPCK.

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Rahmatiah, R. ., Sarjan , M. ., Muliadi, A. ., Azizi, A. ., Hamidi, H., Fauzi, I. ., Yamin, M. ., Muttaqin, M. Z. H. ., Ardiansyah, B. ., Rasyidi, M. ., Sudirman, S., & Khery, Y. . (2022). Kerangka Kerja TPACK (Technological Pedagogical Content Knowledge) dalam Perspektif Filsafat Ilmu Untuk Menyongsong Pendidikan Masa Depan. Jurnal Ilmiah Profesi Pendidikan, 7(4), 2232–2241. https://doi.org/10.29303/jipp.v7i4.1069

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Abstract

Perkembangan teknologi informasi dan komunikasi berdampak besar pada pembelajaran abad 21. Di tengah pesatnya perkembangan teknologi informasi, guru perlu menguasai teknologi agar dapat memanfaatkannya sebagai alat penunjang kegiatan pembelajaran. Istilah PCK (Pedagogical Content Knowledge) berkembang menjadi TPCK (Technological Pedagogical Content Knowledge) dengan tambahan â€œTâ€ yaitu teknologi. Artikel ini membahas tentang "Kerangka Kerja TPACK dalam Perspektif Filosofis Pendidikan untuk Menyongsong Pendidikan Masa Depan ". Dari perspektif ontologi, kesadaran guru dan siswa akan meningkat melalui interaksi dalam proses pengajaran menggunakan IT dalam proses pembelajaran untuk membangun Indonesia maju dengan sumber daya manusia yang unggul. Dari perspektif epistemologis, kerangka kerja TPACK dapat menjadi referensi yang produktif untuk mempertimbangkan bagaimana guru dapat mengintegrasikan teknologi instruksional ke dalam kelas. Dari sudut pandang aksiologis, seorang guru yang berpengalaman harus mampu menciptakan hubungan kreatif antara apa yang dipelajari (konten), apa yang diajarkan (pedagogi) dan alat yang tepat (teknologi). Untuk melengkapi gagasan TPACK yang sangat baik dari Mishra dan Koehler (2006), guru membutuhkan moral yang baik sebagai panutan bagi siswa. Akronim TPACK dapat dirumuskan kembali sebagai "teknologi, pedagogi, akhlak (moralitas), konten, dan pengetahuan".

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Kerangka Kerja TPACK (Technological Pedagogical Content Knowledge) dalam Perspektif Filsafat Ilmu Untuk Menyongsong Pendidikan Masa Depan

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