PENGARUH TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) TERHADAP KESIAPAN MENJADI GURU (TEACHER READINESS) PADA MAHASISWA PENDIDIKAN ADMINISTRASI PERKANTORAN DI JAWA TIMUR

THE EFFECT OF TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) ON TEACHER READINESS IN OFFICE ADMINISTRATION EDUCATION STUDENTS IN EAST JAVA

Penelitian ini bertujuan untuk mengetahui pengaruh Technological Knowlodge (TK), Content Knowlodge (CK), Pedagogical Knowlodge (PK), Pedagogical Content Knowlodge (PCK), Technological Pedagogical Knowlodge (TPK), Technological Content Knowlodge (TCK), Technological Pedagogical and Content Knowlodge (TPACK) secara parsial terhadap kesiapan menjadi guru dan mengetahuii pengaruh TK, CK, PK, PCK, TPK, TCK, TPCK secara bersama- sama terhadap kesiapan menjadi guru. Penelitian ini dilakukan dengan menggunakan kuantitatif deskriptif. Populasi penelitian ini adalah mahasiswa S1 Program Studi Pendidikan Administrasi

 Perkantoran 2019 di Jawa Timur dengan metode sampling yakni proportional random sampling dengan menggunakan rumus Slovin dengan hasil 37 mahasiswa dari Universitas Negeri Surabaya dan 101 mahasiswa dari Universitas Negeri Malang. Data dikumpulkan melalui google form diukur dengan skala likert menggunakan software SPSS versi IBM 23.0 dengan metode analisis regresi linier berganda. Hasil penelitian ini menunjukkan bahwa (1) terdapat pengaruh positif antara kemampuan TK terhadap kesiapan menjadi guru (2) terdapat pengaruh positif antara kemampuan CK terhadap kesiapan menjadi guru (3) terdapat pengaruh positif antara PK terhadap kesiapan menjadi guru (4) terdapat pengaruh positif antara kemampuan PCK terhadap kesiapan menjadi guru (5) terdapat pengaruh positif antara kemampuan TPK terhadap kesiapan menjadi guru (6)

 terdapat pengaruh positif antara kemampuan TCK terhadap kesiapan menjadi guru (7) terdapat pengaruh positif antara kemampuan TPCK terhadap kesiapan menjadi guru (8) terdapat pengaruh positif secara simultan antara kemampuan TPACK terhadap kesiapan menjadi guru.

Kata Kunci : Technological Pedagogical and Content Knowledge (TPACK), kesiapan menjadi guru

This study aims to determine the influence of Technological Knowledge (TK), Content Knowlodge (CK), Pedagogical Knowlodge (PK), Pedagogical Content Knowlodge (PCK), Technological Pedagogical Knowlodge (TPK), Technological Content Knowlodge (TCK), Technological Pedagogical and Content Knowlodge (TPACK) partially on readiness to become a teacher and to find out the effect of TK, CK, PK, PCK, TPK, TCK, TPCK together on readiness to become a teacher. This research was conducted using descriptive quantitative. The population of this study were undergraduate students of the 2019 Office Administration Education Study Program in East Java. The sampling method was proportional random sampling using the Slovin formula with the results of 37 students from Surabaya State University and 101 students from Malang State University. Data collected via google form was measured with a Likert scale using SPSS software version IBM 23.0 with multiple linear regression analysis method. The results of this study indicate that (1) there is a positive influence between the ability of Kindergarten on readiness to become a teacher (2) there is a positive influence between CK ability on readiness to become a teacher (3) there is a positive influence between PK on readiness to become a teacher (4) there is a positive influence between PCK ability on readiness to become a teacher (5) there is a positive influence between TPK ability on teacher readiness (6) there is a positive effect between TCK ability on teacher readiness (7) there is a positive effect between TPCK ability on teacher readiness (8) there is a simultaneous positive influence between the ability of TPACK on readiness to become a teacher.

Keywords: Technological Pedagogical and Content Knowledge (TPACK), readiness to become a teacher (Teacher Readiness)