PENGARUH TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK ) TERHADAP KESIAPAN MENJADI GURU (TEACHER READINESS) : STUDI PADA MAHASISWA PLP PROGRAM STUDI PENDIDIKAN ADMINISTRASI PERKANTORAN UNIVERSITAS NEGERI SURABAYA

THE INFLUENCE OF TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) ON TEACHER READINESS: A STUDY OF PLP STUDENTS IN THE OFFICE ADMINISTRATION EDUCATION STUDY PROGRAM, STATE UNIVERSITY OF SURABAYA

Penelitian ini bertujuan untuk mengetahui bagaimana pengaruh TPACK (TK, CK, PK, РСК, ТРК, ТСК, TPCK) terhadap kesiapan menjadi guru (teacher readiness) mahasiswa S1 Pendidikan Administrasi Perkantoran UNESA. Jenis penelitian yang digunakan yaitu penelian suvei, yang menggunakan pendekatan kuantitatif dengan metode analisis regresi linier berganda software berbantuan SPSS 25. Populasi penelitian menggunakan teknik sampel jenuh dengan pengumpulan data melalui penyebaran kuesioner kepada 83 mahasiswa S1 program studi Pendidikan Administrasi Perkantoran angkatan 2021 yang telah selesai melaksanakan PLP. Hasil analisis menunjukkan bahwa secara parsial (TK, CK, PK, PCK, TPCK) berpengaruh negatif dan (TPK, TCK) berpengaruh positif. Secara simultan TPACK berpengaruh positif dan signifikan terhadapkesiapan menjadi guru.

Kata kunci: TPACK, Kesiapan Menjadi Guru, Kuantitatif

This study aims to determine the influence of TPACK (TK, CK, PK, RPK, TPK, TPCK) on teacher readiness among undergraduate students in Office Administration Education at UNESA. This study used a survey method, employing a quantitative approach with multiple linear regression analysis using SPSS 25 software. The study population utilized a saturated sampling technique, with data collected through questionnaires distributed to 83 undergraduate students in the Office Administration Education program, class of 2021, who had completed the PLP (Professional Learning Outcome). The analysis showed that partially (TK, CK, PK, PCK, TPCK) had a negative effect, while (TPK, TCK) had a positive effect. Simultaneously, TPACK had a positive and significant effect on teacher readiness.

Keywords: TPACK, Teacher Readiness, Quantitative