Analysis of Teacher Competence from the Perspective of TPACK in Elementary Schools
Analisis Kompetensi Guru Ditinjau dari Aspek TPACK di Sekolah Dasar
DOI:
https://doi.org/10.21070/ups.12479Keywords:
Teacher Competence, Technological Pedagogical Content Knowledge (TPACK), Educational Technology, Elementary School, LearningAbstract
The advancement of information and communication technology requires teachers to integrate technology, pedagogy, and content knowledge through the Technological Pedagogical Content Knowledge (TPACK) framework. This study examines teachers’ TPACK competence and challenges in its implementation at SD Negeri Anggaswangi 1. A qualitative case study approach was employed. Data were collected through observation, interviews, and documentation involving a first-grade teacher and analyzed using the Miles and Huberman model with source triangulation. The findings show that teachers generally demonstrate good TPACK competence through the integration of subject matter, instructional strategies, and technology. However, some teachers have not fully optimized technology use. Limited facilities, particularly LCD projectors that must be shared, remain a challenge. Continuous professional development and adequate facilities are needed to optimize TPACK implementation.
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