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https://doi.org/10.35706/sjme.v10i2.13505Kata Kunci:
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Penelitian ini mengkaji Technological Pedagogical Content Knowledge (TPACK) guru matematika di tengah meningkatnya digitalisasi dalam pendidikan. Penelitian menggunakan desain deskriptif kualitatif dengan melibatkan enam guru sebagai partisipan. Data dikumpulkan melalui angket dan observasi langsung di kelas. Hasil penelitian menunjukkan bahwa guru secara umum memiliki kompetensi pedagogis dan teknologi yang baik. Aspek Technological Knowledge (TK), Pedagogical Knowledge (PK), dan Technological Pedagogical Knowledge (TPK) sebagian besar berada pada kategori “baik” hingga “sangat baik”, yang menunjukkan kemampuan guru dalam menggunakan perangkat digital dan strategi pembelajaran secara efektif. Namun, integrasi teknologi dengan konten matematika, khususnya pada aspek Technological Content Knowledge (TCK) dan Technological Pedagogical Content Knowledge (TPACK), masih berada pada kategori “baik”. Hal ini menunjukkan bahwa meskipun guru telah memahami teknologi dan pedagogi, mereka masih memerlukan dukungan dalam menyelaraskan penggunaan teknologi dengan konsep matematika dan tujuan pembelajaran tertentu. Secara umum, skor TPACK mencapai 81,67% dan termasuk kategori “sangat baik”. Penelitian ini menegaskan pentingnya pengembangan profesional berkelanjutan untuk memperkuat integrasi teknologi secara bermakna dalam pembelajaran matematika.
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Hak Cipta (c) 2026 Lussy Midani Rizki, Yaya Sukjaya Kusumah, Al Jupri, Bambang Avip Priatna Martadiputra, Amelia Defrianti Putri, Verra Wulandary, Febrian Virijai
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