ANALISIS KOMPETENSI TPACK GURU PJOK SMP NEGERI DALAM PELAKSANAAN PEMBELAJARAN BERBASIS DARING

TPACK COMPETENCY ANALYSIS OF STATE JUNIOR HIGH SCHOOL PHYSICAL EDUCATION TEACHERS IN THE IMPLEMENTATION OF ONLINE-BASED LEARNING

Technological, Pedagogical, and Content Knowledge (TPACK) merupakan suatu kerangka kerja yang dapat mengintegrasikan tiga komponen utama yaitu Technological Knowledge (TK), Pedagogical Knowledge (PK), dan Content Knowledge (CK) serta empat komponen lanjutan yaitu Technological Pedagogical Knowledge (TPK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), dan TPACK ke dalam proses pembelajaran. Tujuan penelitian ini adalah menganalisis tingkat kompetensi TPACK guru PJOK SMP Negeri se-Kabupaten Sidoarjo dalam pelaksanaan pembelajaran berbasis daring. Penelitian ini merupakan jenis penelitian deskriptif dengan pendekatan kuantitatif. Instrumen yang digunakan berupa angket dengan skala likert dan terdapat bobot skor 1-5 berisikan jenis pertanyaan tertutup. Teknik pengambilan data dilakukan menggunakan google form dan dibagikan melalui whatsapp grup. Populasi penelitian ini adalah guru PJOK SMP Negeri se-Kabupaten Sidoarjo berjumlah 110 guru dari 44 sekolah. Sampel yang digunakan sebanyak 64 guru dari 42 sekolah dengan menggunakan teknik convenience sampling sesuai jumlah guru yang mengisi angket. Analisis data menggunakan microsoft excel untuk menghitung jumlah skor hasil rerata dan nilai persentase. Hasil penelitian menunjukkan setiap komponen dari TK (27 dan 18%), PK (29 dan 20%), CK (20 dan 13%), TPK (21 dan 14%), PCK (16 dan 11%), TCK (16 dan 11%), serta TPACK (20 dan 13%), sehingga memperoleh nilai rata-rata 21 atau berada pada kategori “sedang” di keseluruhan komponen. Dapat disimpulkan bahwa tingkat kompetensi TPACK guru PJOK masih belum optimal terlebih pada kompetensi pengetahuan teknologi (TK), dikarenakan masih banyak guru PJOK yang belum menguasai secara mendalam pengetahuan tentang teknologi.

Technological, Pedagogical, and Content Knowledge (TPACK) is a framework that is able to integrate three main components, including Technological Knowledge (TK), Pedagogical Knowledge (PK), and Content Knowledge (CK) as well as four advanced components, including Technological Pedagogical Knowledge (TPK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), and TPACK into the learning process. The objective of this study was to analyze the level of TPACK competencies of PJOK teachers of State Junior High Schools in Sidoarjo Regency in implementing online learning. This study was a descriptive study with a quantitative approach. The instrument used was a questionnaire with a Likert scale and there was a score of 1-5 which contained closed questions. The data collection technique was carried out using Google Form and shared via the WhatsApp group. The population of this research were 110 PJOK Teachers at 44 State Junior High Schools in Sidoarjo Regency. While the sample were 64 Teachers from 42 schools taken by convenience sampling technique based on the teachers who filled the questionnaire. The data analysis used Microsoft Excel to calculate the total scores of mean and percentage value. The results of the study showed each component, including TK (27 and 18%), PK (29 and 19%), CK (20 and 14%), TPK (21 and 14%), PCK (16 and 11%), TCK (16 and 11%). 11%), as well as TPACK (20 and 13%), thus obtaining a mean of 21 or being in the “moderate” category across all components. It can be concluded that the level of TPACK competencies of PJOK teachers was still not optimal, especially in the competency of technology knowledge (TK), because there were still many PJOK teachers who had not mastered in-depth knowledge of technology.