Preservice Teacher Self Assessment Of Based Course TPACK Model of Development Susanti Kurniawati, Kinanti Geminastiti Hilmiatussadiah, Rosa Ariani Sukamto
Universitas Pendidikan Indonesia
Abstract
This research is motivated by the low competence of TPACK and the difficulty in determining the right strategy in developing the TPACK competence of economics teachers and measuring their success. One of the TPACK competency development strategies for economics teachers is a based course development model that can be assessed by self-assessment. This study aims to analyze the level of competence of TPACK and determine the correlation between TPACK components as domain information that increases with the TPACK Based Course strategy. This study uses a quantitative approach with a survey method by adapting Schmidt^s self-assessment instrument, et al (2009). The results of this study reveal that a based course development strategy can improve the ability of Pedagogy Content and pedagogy technology, and there is a strong correlation between several TPACK components.
