Analyze of chemistry teacher profiles using Technological Pedagogical and Content Knowledge (TPACK) framework

Abstract

Abstract This study aims to analyze the profile of technological pedagogical and content knowledge (TPACK) chemistry teachers at one of the schools in Jakarta. The criteria for the teachers analyzed are professional teachers who have been certified and have more than 20 years of teaching experience. The method used in this study is a qualitative descriptive research method. The data sources were collected through the TPACK questionnaire, lesson plan analysis, observation of the learning process, and interviews. The results show that chemistry teachers can apply learning methods that vary each meeting according to the characteristics of acid-base material. The teacher also utilizes technology information & communication (ICT) based learning media to simplify and clarify material delivery. It can be concluded that teachers have pedagogical content knowledge (PCK) and technological content knowledge (TCK). The use of ICT media such as interactive power points, videos and mobile phones to support selected learning methods, shows that teachers are also competent in technological pedagogical knowledge (TPK). The results of the study concluded that the teacher had integrated all TPACK components into acid-based learning so that they belonged to the action category (Action Level/An) at the TPACK competency level. This result was obtained base on CK, PK, TPK competencies that met the standard conception (Cn) category, and TK, PCK, TCK competencies that met the standard perception (Pn) category. Cn are indicated by understanding theories about TPACK components and their implementation through learning. While the Pn only understands the theories of components from TPACK.