The TPACK Analysis of High School Biology Teachers in Sragen Regency, Central Java Based on Teacher Certification Status

机译：基于教师认证状态的中爪哇省中爪哇省萨格伦丽晶高中生物学教师的TPACK分析

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Technological Pedagogical and Content Knowledge (TPACK) is the combination of knowledge about PK, CK and TK. The purposes of this study were to find out how the TPACK of high school biology teachers in Sragen Regency and to find out whether there were differences in the TPACK between certified biology teachers and those who were not certified. The type of this research was descriptive research with survey methods. The population in this study was a hypothetical population (the forecast of the population, what the population is expected to be) and the sample representing the population was taken using convenience sampling techniques which included 17 biology teachers spread across 13 high schools in Sragen Regency. Based on the research that has been carried out, the results showed that the knowledge of PCK is very good (85.0%), TCK is poor (47.6%), TPK is fair (64.2%), and TPACK teachers were in a fairly poor category (51.3%). The results also showed that there was no significant difference between the TPACK of certified biology teachers and non-certified biology teachers with a significance value greater than 0.05.

机译：技术教育和内容知识（TPACK）是关于PK，CK和TK的知识的结合。本研究的目的是了解萨格伦丽晶高中生物教师TPACK如何以及了解经过认证的生物教师与未经认证的人之间存在差异。该研究的类型是调查方法的描述性研究。本研究中的人口是一个假设的人口（人口预测，预计人口的预测）以及代表人口的样本是使用便利抽样技术采取的，其中包括17个生物教师在萨格伦丽晶的13名高中传播。基于已经进行的研究，结果表明，PCK的知识非常好（85.0％），TCK差（47.6％），TPK公平（64.2％），TPACK教师处于相当贫困类别（51.3％）。结果还表明，经认证的生物教师和非认证生物教师的TPACK之间没有显着差异，其具有大于0.05的重要性值。

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《International Conference on Research, Implementation, and Education Mathematics and Science》|2020年|709p|共8页
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S. P. Pradana; Paidi; B. Subali; M. K. Antony; N. Hapsari; F. E. C. Astuti;
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The TPACK Analysis of High School Biology Teachers in Sragen Regency, Central Java Based on Teacher Certification Status

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