Analysis of technological pedagogical content knowledge (TPACK) of biology teachers in classification of living things learning

Abstract

Technological Pedagogical Content Knowledge (TPACK) is defined as a competence in integrating knowledge of content, pedagogy, and technology into a learning practice that needs to be possessed by teachers to face the era of 21st century education. TPACK competence is inseparable from specific content that is going to be taught, in this case is classification of lving things, a distinctive content on biology learning. This study was aimed at analyzing TPACK competence of biology teachers in classification of living things learning. The study was set as a descriptive study and involved five biology teachers from senior high school level, grade X. The data about teachers' TPACK was gained from CoReS, and teachers' prespective on TPACK in classification of living things learning was gained from teachers' responses toward questionnaires. As the result, analysis of CoRes reveals that all (100%) of biology teachers' TPACK is on the pre TPACK category. The study eventually shows that biology teachers still face some difficulties in integrating content knowledge, pedagogy, and technology in teaching classification of living things that discusses numerical taxonomy to the students.