Perception Of Understanding About Tpack To Achieve The Sustainable Development Goal (SDGs): Quality Education By Vocational Teacher Candidates

Abstract

One of the targets of the SDGs is that education must be supported by qualified, trained, and professional teachers. One of the concrete steps that need to be taken to achieve this goal is the preparation of prospective vocational teachers. Efforts to prepare prospective vocational teachers are carried out by increasing the understanding of TPACK. TPACK consists of Content Knowledge (CK), Pedagogical knowledge (PK), Technological Knowledge (TK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content knowledge (PCK). This study aims to measure the perceptions of TPACK understanding of students of the Electrical Engineering Education Study Program who are prospective vocational teachers. Measurements were carried out using a questionnaire containing statements about Content Knowledge (CK), Pedagogical knowledge (PK), Technological Knowledge (TK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content knowledge (PCK) and Technological Pedagogical. Content Knowledge (TPACK). The subjects of this study were 6thsemester students who had attended the Schooling Field Practice course consisting of 19 people. The measurement results show that the understanding of CK is in a good category, PK is in a good category, TK is in the very good category, TPK is in a good category, TCK is in a good category, PCK is in a good category and TPACK is in a good category.One of the targets of the SDGs is that education must be supported by qualified, trained, and professional teachers. One of the concrete steps that need to be taken to achieve this goal is the preparation of prospective vocational teachers. Efforts to prepare prospective vocational teachers are carried out by increasing the
understanding of TPACK. TPACK consists of Content Knowledge (CK), Pedagogical knowledge (PK), Technological Knowledge (TK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content knowledge (PCK). This study aims to measure the perceptions of TPACK understanding of students of the Electrical Engineering Education Study Program who are prospective vocational teachers. Measurements were carried out using a questionnaire containing statements about Content Knowledge (CK), Pedagogical knowledge (PK), Technological Knowledge (TK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content knowledge (PCK) and Technological Pedagogical. Content Knowledge (TPACK). The subjects of this study were 6thsemester students who had attended the Schooling Field Practice course consisting of 19 people. The measurement results show that the understanding of CK is in a good category, PK is in a good category, TK is in the very good category, TPK is in a good category, TCK is in a good category, PCK is in a good category and TPACK is in a good category.