Description of Technological Pedagogical Content Knowledge Mathematics Teachers during the Covid-19 Pandemic

Abstract

This study aims to determine the description of mathematics teachers' technological pedagogical content knowledge (TPCK) in online learning. The type of research used is qualitative research with a descriptive approach. The research participant is the VIII grade mathematics teacher of SMPN 1 Baraka. The data collection instruments were self-assessment questionnaires, observation sheets, and interview guidelines. The results showed that the knowledge of TPCK of teachers was very good in developing lesson plans and learning evaluation, choosing the technology or learning media used, mastering teaching materials, and regarding combinations of technological, pedagogical, and content aspects. As for the realization of this knowledge, some aspects still need to be improved, such as components in the lesson plans that are incomplete, the learning process that is not fully in accordance with the lesson plans, methods, and strategies to make the learning process effective so that students understand statistical topic needs to be maximized. Participants need to explain a little material or make students find their understanding and must be more active in utilizing learning support tools and special software to understand statistics and probability material. Participants can use technology, pedagogy, and content separately, but combining pedagogy, content, and appropriate technology simultaneously needs to be improved.