Analysis of technological pedagogical content knowledge ability of teachers in teaching science in elementary schools

Abstract

Learning that is integrated with technological advances has become a necessity in accordance with the development of today's times. Technological pedagogical content knowledge (TPACK) is a new breakthrough in learning that improves the quality of learning, especially in science learning. This study aimed to describe the TPACK ability of elementary teachers in teaching science in SDN 071005 Banua Sibohou, which was described from the perceptions of respondents. The type of this research was descriptive quantitative with research subjects of teachers in elementary schools in SDN 071005 Banua Sibohou totaling 15 people. The data collection instrument in this study used a questionnaire, which was carried out using the survey method. The questionnaire contained 25 statements divided into seven subdomains. The findings of the study indicate that the competence of elementary teachers in SDN 071005 Banua Sibohou was still relatively low, PK was in the high category, CK was in the medium category, TPK was in the medium category, TCK was in the medium category, and PCK was in the high category. From the overall results of the study, the TPACK of elementary school teachers in SDN 071005 Banua Sibohou was still in the medium category and has not been able to implement ICT-based science learning, namely combining knowledge, content, and pedagogics with technology. From the results it can be concluded that the TPACK ability of elementary school teachers is in the moderate category.