Eksplorasi TPACK dalam Mendukung Keterampilan Berpikir Tingkat Tinggi
DOI:
https://doi.org/10.36709/jpm.v13i2.15Kata Kunci:
efikasi diri, HOTS , TPACKAbstrak
Peserta didik saat ini dituntut untuk memiliki keterampilan berpikir tingkat tinggi. Untuk itu, guru harus berperan penting untuk menanamkan HOTS kepada peserta didik. Namun literatur yang ada dalam konteks pengetahuan guru di Indonesia menunjukkan guru masih kesulitan mengembangkan pembelajaran berorientasi HOTS. Oleh karena itu, penelitian ini bertujuan untuk mengetahui tingkat pengetahuan TPACK guru, serta faktor-faktornya yang mempengaruhi TPACK guru dalam pembelajaran berorientasi HOTS. Penelitian ini menggunakan metode survei untuk mengumpulkan data. Enam belas guru dari sekolah menengah pertama dan sekolah menengah atas di Sulawesi Tenggara berpartisipasi dalam penelitian ini. Data dikumpulkan melalui kuesioner. Analisis deskriptif dan tematik dilakukan untuk menganalisis data. Hasil penelitian menunjukkan bahwa; teknologi yang digunakan untuk pembelajaran berorientasi HOTS adalah Google classroom (83,3%) dan whatsapp (83,3%); secara umum tingkat pengetahuan TPACK guru berkategori baik; (3) secara umum guru belum mengintegrasikan unsur HOTS dalam mata pelajarannya; semua responden mengintegrasikan TPACK di kelas dan setuju bahwa TPACK dapat mendukung pembelajaran berorientasi HOTS. Temuan juga menunjukkan bahwa faktor guru seperti sikap terhadap teknologi, efikasi diri sangat mempengaruhi pengetahuan TPACK guru. Penelitian ini dapat berkontribusi dalam memperluas pemahaman pembaca tentang tingkat pengetahuan TPACK guru serta faktor-faktor yang dapat berkontribusi untuk mendukung pembelajaran berorientasi HOTS di kelas
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