Fauziah, L. F., Hariyadi, S., & Narulita, E. (2019). Analysis of developing technological pedagogical and content knowledge of science teachers: A review. International Journal of Advanced Research, 7, 345-350. http://dx.doi.org/10.21474/IJAR01/9367

Abstract:

“This article discusses the importance of Technological, Pedagogical and Content Knowledge (TPACK) in science learning in the 21st century. Technological Pedagogical Content and Knowledge (TPACK) is currently considered as an important knowledge for highly qualified teachers . TPACK describes the knowledge synthesized from each field of knowledge with a focus on how technology can be tailored to be faced with pedagogical needs to teach the right content in a particular context. Teachers ‘ pedagogy thinking skills affect the basic knowledge of teachers needed to develop TPACK. The writing of this article was conducted through a systematic review of the articles relating to the Use of the Pedagogical Content and Knowledge (TPACK) problem in science teachers. Sorting articles used in this review was by reading abstract and content. The result of sorting, obtained 16 best articles. There were three phases in conducting qualitative data analysis, namely: (1) data reduction, (2) The data feed, and (3) the withdrawal of conclusions. The TPACK on contextual factors and pedagogical reasoning of the teacher affects the ability of teachers to enact their classes and what they learn in school. Teachers ‘ pedagogy thinking skills affect the basic knowledge of teachers needed to develop TPACK. A teacher educator should be more stressed on how teachers integrate technology in their teaching practice rather than emphasizing what teachers integrate in teaching practice Their. In summary, it is important to integrate TPACK to improve the professionalism of science teachers.”