Arnelia Dwi Yasa, Supriyono Koes Handayanto
Technological, Pedagogical, Content Knowledge (TPACK)-based science learning assessment of elementary school teachers is essential to improving learning quality. This study aims to assess TPACK-based science learning, which consists of three aspects of Content knowledge (CK), Pedagogical Knowledge (PK), and Technology Pedagogical Knowledge (TPK). This research type is descriptive qualitative with the Analytical Hierarchy Process (AHP) and Simple Additive Weighting (SAW). This study used four elementary school teachers as a sample, and the research instrument was in a questionnaire filled by two educational experts through a Focus Group Discussion (FGD). They assessed the criteria, sub-criteria, and assessment of the learning of four elementary school teachers. The results showed that the AHP and SAW methods were accurate, objective, and scientific for assessing TPACK-based learning. The teacher's pedagogical ability can develop TPACK. Based on the SAW method, teacher 3 has the highest rating on the TPACK sub- criteria. Teacher 3 teaches by understanding the content of teaching materials, using various approaches to student learning styles, and using applications to design teaching materials. TPACK is a useful framework for integrating technology into the curriculum. © 2021 Author(s).
Universitas Negeri, Malang, Indonesia; Elementary School Teacher Education Study Program, Universitas Kanjuruhan, Malang, Indonesia
