PENGARUH TPACK, EFIKASI DIRI, DAN PENGALAMAN MENGAJAR TERHADAP INTEGRASI TEKNOLOGI MAHASISWA PENDIDIKAN PROFESI GURU PENDIDIKAN AGAMA KATOLIK DALAM JABATAN

Frisca Yuyun Padudung

Abstract


This study focuses on factors that could influence the technology integration of students in the Catholic Religious Education Teacher Professional Education Program (PPG PAK) in service. The purpose of the study is to examine several factors that enable improved technology integration among students, namely Technological, Pedagogical, and Content Knowledge (TPACK), Self-Efficacy, and Teaching Experience. The results of the study show that: (1) TPACK has a significant positive effect on Technology Integration (β=,356 and P<,001), (2) Self-Efficacy has a significant positive effect on Technology Integration (β =,249 and P<,001), and (3) Teaching Experience has a significant positive effect on Technology Integration (β=,339 and P<,001).

 

Penelitian ini berfokus pada faktor-faktor yang dapat memengaruhi integrasi teknologi mahasiswa Pendidikan Profesi Guru Pendidikan Agama Katolik (PPG PAK) dalam jabatan. Tujuan penelitian adalah untuk mengkaji beberapa faktor yang memungkinkan meningkatkan integrasi teknologi mahasiswa yakni Technological Pedagogical and Content Knowledge (TPAK), Efikasi Diri dan Pengalaman Mengajar.  Hasil penelitian menunjukkan bahwa (1) TPACK berpengaruh positif signifikan terhadap Integrasi Teknologi (β=,356 dan P<,001), (2) Efikasi Diri berpengaruh positif signifikan terhadap Integrasi Teknologi (β =,249 dan P<,001), dan (3) Pengalaman Mengajar berpengaruh positif signifikan terhadap Integrasi Teknologi (β=,339 dan P<,001).


Keywords


TPACK; Efikasi Diri, Pengalaman Mengajar, Integrasi Teknologi

References


Aulia, V., Hakim, L., & Sangka, K. B. (2023). Dampak TPACK Pada Pengembangan Profesionalisme Guru Dalam Praktik Integrasi Teknologi. Prosiding Simposium Nasional Multidisiplin (SinaMu), 4, 235 – 242.

Bandura, Albert. (1997). Self-Efficacy: The Exercise of Control. New York: In W.H Freeman and Company New York.

Chastanti, I., Layyinnati, I., Srimulat, F. E., Fiqri, C. I., Syafriyeti, R., Afriani, D. T., Ernawati, E., & Jannah, N. (2017). Inovasi Pembelajarana dan Pendidikan Teknologi untuk Peningkatan Kualitas Pendidikan. In Angewandte Chemie International Edition, 6(11), 951–952.

Čipková, E., Karolčík, Š., Fuchs, M., & Vaněková, H. (2024). Slovak Science teachers’ TPACK and Their Attitudes Toward Educational Technologies. Journal of Science Teacher Education, 35(6), 634–660.

Coelho, V., Araújo, S. B., Sanches-Ferreira, M., & Vancraeyveldt, C. (2023). PLAYING-2-GETHER: can brief in-service training influence preschool teachers’ awareness of play-based strategies for improving relationships?. International Journal of Early Years Education, 31(2), 385–400.

Fraenkel, Jack R., Norman et Wallen, & Helen H. Hyun.(2012). How to Design and Evaluate Research in Education. New York: McGraw – Hill.

Gredler, M., & Margaret, E. (2009). Learning Instruction Theory: Into Practice 6Th Edition. Ohio: Pearson.

Hair, J. F., Hult, G. T., Ringle, C., & Sarstedt, M. (2017). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM). Amerika: Sage Publication’s Inc.

Hamid, Rahmad S. & Suhardi M. Anwar. (2019). Struktural Equation Modeling (SEM) Berbasis Varian: Konsep Dasar dan Aplikasi dengan Program SmartPLS 3.2.8 dalam Riset Bisnis. Jakarta: PT Inkubator Penulis Indonesia.

Han, Xibin, Qian Zhou, & Ming Li. (2024). Handbook of Technical and Vocational Teachers Professional Development in the Digital Age. Beijing: Springer.

Heryatno Wono Wulung, FX. (2008). Diktat Mata Kuliah Pengantar Pendidikan Agama Katolik di Sekolah. Yogyakarta: Universitas Sanata Dharma.

Kementerian Agama RI, P. (2020). KMA Nomor 745 Tahun 2020 tentang Pedoman Penyelenggaraan Pendidikan Profesi Guru dalam Jabatan pada Kementrian Agama. In State Document of Mora Ministry.

Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19.

König, J., Heine, S., Jäger-Biela, D., & Rothland, M. (2022). ICT integration in teachers’ lesson plans: a scoping review of empirical studies. European Journal of Teacher Education, 00(00), 1–29.

Lu, G., Liu, Q., Xie, K., Long, T., & Zheng, X. (2023). Quality or Quantity: How Do Teachers’ Knowledge and Beliefs Persuade Them to Engage in Technology Integration in a Massive Government-Led Training Programme? Asia-Pacific Education Researcher, 32(4), 459–471.

Lu, G., Liu, Q., Xie, K., Long, T., & Zheng, X. (2023). Quality or Quantity: How Do Teachers’ Knowledge and Beliefs Persuade Them to Engage in Technology Integration in a Massive Government-Led Training Programme? Asia-Pacific Education Researcher, 32(4), 459–471.

Mufidah, E. F., Pravesti, C. A., Ardika, D., & Farid, M. (2022). Urgensi Efikasi Diri: Tinjauan Teori Bandura. Prosiding Seminar & Lokakarya Nasional Bimbingan Dan Konseling, 30–35.

Santoso, Agus. (2023). “Rumus Slovin: Panacea Masalah Ukuran Sampel?”. Jurnal Psikologi Universitas Sanata Dharma, 1(1), 24-43.

Üzüm, B., & Özbek, R. (2023). In-Service Training Needs of English Teachers for New Trends in Contemporary Methods and Techniques in Foreign Language Teaching. Shanlax International Journal of Education, 11(3), 92–104.

Zeng, Y., Wang, Y., & Li, S. (2022). The relationship between teachers’ information technology integration self-efficacy and TPACK: A meta-analysis. Frontiers in Psychology, 13.

Zhou, M., College, D. S., Brown, D., & College, D. S. (2015). Educational Learning Theory: 2nd Edition. University System of Georgia.




DOI: https://doi.org/10.17509/e.v24i2.80922

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 EDUTECH

Lisensi Creative Commons
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
Copyright © 2018 Edutech