Hasna Athaya Rifa, - and Nahadi, - and Sjaeful Anwar, - (2025) PENGEMBANGAN INSTRUMEN TES TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) BERBASIS DIGITAL UNTUK MAHASISWA CALON GURU KIMIA PADA MATA KULIAH MICROTEACHING. S2 thesis, Universitas Pendidikan Indonesia.
Abstract
Dalam era pembelajaran abad 21, guru dituntut tidak hanya menguasai kompetensi pedagogi, kepribadian, sosial, dan profesional, tetapi juga mampu mengintegrasikan teknologi ke dalam pembelajaran untuk meningkatkan mutu pendidikan dan memenuhi kebutuhan peserta didik. Namun, hingga kini belum tersedia instrumen tes TPACK yang terstandar dan terstruktur untuk mengukur kompetensi mahasiswa calon guru kimia secara menyeluruh. Penelitian ini bertujuan menghasilkan instrumen tes yang dapat mengukur kompetensi Technological Pedagogical Content Knowledge (TPACK) pada mahasiswa calon guru kimia dalam mata kuliah Microteaching yang telah teruji kualitasnya. Metode yang digunakan adalah Design and Development Research (DDR) menurut Richey & Klein (2014), dengan melibatkan enam validator (lima dosen pendidikan kimia dan satu dosen kimia) serta 31 mahasiswa pendidikan kimia tingkat tiga. Data dikumpulkan melalui angket kebutuhan, lembar validasi, butir soal, dan angket kepraktisan. Pengembangan dilakukan melalui tiga tahap: analisis kebutuhan, desain dan pengembangan, serta evaluasi. Tahap analisis menunjukkan belum adanya instrumen TPACK yang menyeluruh. Tahap desain dan pengembangan mencakup penyusunan kisi-kisi berdasarkan kerangka TPACK, Capaian Pembelajaran Mata Kuliah, dan topik microteaching, serta validasi konten menggunakan Content Validity Ratio (CVR) dan Item Content Validity Index (i-CVI), yang menyatakan seluruh butir soal valid setelah revisi. Instrumen mencakup soal pilihan ganda, kompleks, uraian, mencocokkan, dan benar/salah dengan level kognitif bervariasi, lengkap dengan rubrik penskoran. Hasil evaluasi melalui uji coba terbatas menunjukkan validitas konstruk baik berdasarkan analisis model Rasch (infit dan outfit 0,70–1,30; point-measure correlation 0,30–0,56), meskipun terdapat empat butir misfit. Reliabilitas instrumen kurang baik (item reliability = 0,91; Cronbach’s Alpha = 0,55), tetapi kepraktisan dinilai sangat baik. Butir soal memiliki tingkat kesukaran kurang seimbang namun daya pembeda sangat baik. Hasil tes menunjukkan penguasaan tertinggi pada Technological Content Knowledge (TCK) dan terendah pada Content Knowledge (CK), dengan kompetensi keseluruhan kategori “cukup”. Instrumen ini layak digunakan sebagai asesmen digital untuk mengukur kompetensi TPACK mahasiswa calon guru kimia. In the 21st-century learning era, teachers are required not only to master pedagogical, personality, social, and professional competencies but also to integrate technology into instruction to improve educational quality and meet students’ needs. However, there is currently no standardized and structured TPACK test instrument to comprehensively measure the competence of prospective chemistry teachers. This study aims to develop a test instrument that can measure the Technological Pedagogical Content Knowledge (TPACK) competency of prospective chemistry teachers in the Microteaching course, the quality of which has been tested. The study employed a Design and Development Research (DDR) method according to Richey & Klein (2014), involving six validators (five chemistry education lecturers and one chemistry lecturer) and 31 third-year chemistry education students. Data were collected through needs questionnaires, validation sheets, test items, and practicality questionnaires. Development was conducted in three stages: needs analysis, design and development, and evaluation. Needs analysis confirmed the absence of a comprehensive TPACK instrument. Design and development included constructing a test blueprint based on the TPACK framework, course learning outcomes, and microteaching topics, as well as content validation using the Content Validity Ratio (CVR) and Item Content Validity Index (i-CVI), showing all items were valid after revision. The instrument consisted of multiple-choice, complex multiple-choice, matching, true/false, and essay questions with varying cognitive levels and scoring rubrics. Evaluation through limited trials indicated good construct validity based on Rasch model analysis (infit and outfit 0.70–1.30; point-measure correlation 0.30–0.56), although four items were misfit. Reliability was moderate (item reliability = 0.91; Cronbach’s Alpha = 0.55), and practicality was rated very good. Items had slightly uneven difficulty levels but very good discrimination. Test results showed the highest mastery in Technological Content Knowledge (TCK) and the lowest in Content Knowledge (CK), with overall competence categorized as “adequate.” The instrument is suitable for use as a digital assessment of TPACK competence in prospective chemistry teachers.
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| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?user=CtjD25YAAAAJ&hl=id&oi=ao ID SINTA Dosen Pembimbing: Nahadi: 5978998 Sjaeful Anwar: 6094907 |
| Uncontrolled Keywords: | Tes TPACK, Calon Guru Kimia, Pendidikan Kimia, Asesmen Digital TPACK Test, Pre-service Chemistry Teacher, Chemistry Education, Digital Assessment |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education Q Science > QD Chemistry |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Kimia - S2 |
| Depositing User: | Hasna Athaya Rifa |
| Date Deposited: | 11 Sep 2025 02:04 |
| Last Modified: | 11 Sep 2025 02:04 |
| URI: | http://repository.upi.edu/id/eprint/138403 |
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