Chemistry Teacher’s Perception About Their Technology, Pedagogical, and Content Knowledge (TPACK)

Abstract

Education is currently facing the challenges of 21st-century learning. Moreover, covid-19 pandemic has caused all face-to-face learning activities in schools to be replaced with online learning. This phenomenon requires teachers to understand and have competency in technological, pedagogical and content knowledge (TPACK). The aim of this research is to describe the perceptions of TPACK high school chemistry teachers. This research was conducted on 32 chemistry teachers in the province of East Nusa Tenggara using the TPACK questionnaire instrument with seven components. TPACK perception data were analyzed using a descriptive quantitative approach, while the difference in teacher TPACK based on gender and teaching experience was analyzed using the Mann-Whitney U test with SPSS.25 because the sample was small. In accordance with the data analysis carried out states that the chemistry teacher s perception of TPACK is in the good category in general and the highest average score is in the PK component. The components that have a strong positive correlation are PK, TPK, TCK, and TPCK which have a significant effect on the perception of TPACK for SMA chemistry teachers. Also, based on gender and teaching experience did not have a significant effect on TPACK perception.