Perceptions of teachers towards TPACK (technological pedagogical content knowledge) ability in developing engineering design skill through integrated STEM learning Devi Aulia Rachmayati
Sekolah Pascasarjana (SPs), Pendidikan IPA, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
Abstract
Abstract. Science learning with the STEM approach that integrates four disciplines science, technology, engineering, and mathematics into a cohesive whole is expected to help students develop their 21st century skills and technology literacy. The core of STEM learning lies in engineering design skill, therefore this study was conducted with the aim to obtain the perceptions of teachers towards TPACK abilitiy in developing engineering design skill through integrated STEM learning. The research method used in this study is qualitative case study, where data obtained through observation, direct interview, document analysis, field notes, and audio recording. Developing engineering design skill of student in science learning will not be effective if it is not supported by the ability and skill of teachers in preparing and implementing STEM-based learning, a STEM teacher must have ability of TPACK that consists of seven components: content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), technological content knowledge (TCK), pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), and technological pedagogical content knowedge (TPACK). Ability of TPACK possessed by a STEM teacher has an important role to the success and effectiveness of science learning in developing engineering design skill of students.
