Inovasi pembelajaran era digital: integrasi TPACK dan deep learning dalam rancangan instruksional mahasiswa calon guru matematika
Abstract
This study aims to analyze the TPACK (Technological Pedagogical Content Knowledge) competencies of prospective mathematics educator students in designing technology-based and deep learning in the digital era in microteaching courses. TPACK competencies are an important foundation in preparing 21st-century educators who are able to integrate content, pedagogy, and technology in a balanced manner. The research method used a quantitative and qualitative descriptive approach, with a case study of 80 sixth-semester students of the Mathematics Education Study Program. The instruments used included a Likert-scale TPACK questionnaire, a rubric for analyzing teaching devices and videos, and in-depth interview guidelines. The results showed a significant increase in TPACK competencies after the implementation of microteaching, particularly in the aspects of TK, PK, and deep learning integration. These findings indicate the importance of increasing TPACK-based integrative training in the microteaching curriculum, as well as the need for reflective mentoring to foster learning that is adaptive to the demands of the digital era.
Penelitian ini bertujuan untuk menganalisis kompetensi TPACK (Technological Pedagogical Content Knowledge) mahasiswa calon pendidik matematika dalam merancang pembelajaran berbasis teknologi dan deep learning di era digital pada mata kuliah micro teaching. Kompetensi TPACK menjadi fondasi penting dalam menyiapkan pendidik abad ke-21 yang mampu mengintegrasikan konten, pedagogi, dan teknologi secara seimbang. Metode penelitian menggunakan pendekatan deskriptif kuantitatif dan kualitatif, dengan studi kasus pada 80 mahasiswa semester 6 Program Studi Pendidikan Matematika. Instrumen yang digunakan meliputi angket TPACK berskala Likert, rubrik analisis perangkat dan video pengajaran, serta pedoman wawancara mendalam. Hasil penelitian menunjukkan bahwa terjadi peningkatan signifikan pada kompetensi TPACK setelah pelaksanaan micro teaching, khususnya pada aspek TK, PK, dan integrasi deep learning. Temuan ini menunjukkan pentingnya peningkatan pelatihan integratif berbasis TPACK dalam kurikulum micro teaching, serta perlunya pendampingan reflektif untuk menumbuhkan pembelajaran yang adaptif terhadap tuntutan era digital.
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