Abstract
This study was conducted to examine whether teachers have Technological, Pedagogical, Content Knowledge (TPACK) readiness in online learning in the era of the covid-19 pandemic so that the method used is descriptive qualitative. A total of 101 teachers from 43 schools at the SD, MI, SMP, MTS, SMA/SMK, and MA levels, both public and private schools in Belu district, NTT were used as the subjects of this research after responding by filling out a survey in the form of a Google Form. After analyzing the collected data, it was found that the teachers in Belu Regency were not ready with TPACK. This can be seen from the dominance of one learning media, namely Whatsapp. Learning outcomes also illustrate the lack of readiness where 62, 38% said that students were less active and 50,49% reported that students' learning outcomes had decreased. Moreover, 81.19% delegated the responsibility for this lack of learning outcomes to parents. Therefore, cooperation between the Ministry of Education and Culture through the Provincial and District Education Offices, schools and parents needs to be improved to support the readiness of teachers' TPACK before implementing online learning.
ABSTRAKPenelitian ini dilakukan untuk menelaah apakah para guru memiliki kesiapan Technological, Pedagogical, Content Knowledge (TPACK) dalam pembelajaran daring di era pandemi covid-19 sehingga metode yang dipakai adalah deskriptif kualitatif. Sebanyak 101 guru dari 43 sekolah pada tingkat SD, MI, SMP, MTS, SMA/SMK, dan MA baik sekolah negeri maupun swasta di kabupaten Belu, NTT dijadikan sebagai subjek penelitian ini setelah memberi respons dengan mengisi survei dalam bentuk Google Form. Setelah dilakukan analisis terhadap data yang dikumpulkan, diperoleh hasil bahwa para guru di Kabupaten Belu belum siap dengan TPACK. Hal ini terlihat dari dominasi satu media pembelajaran yaitu Whatsapp. Hasil pembelajaran juga turut memberi gambaran kurangnya kesiapan yang mana 62, 38% mengatakan bahwa siswa kurang aktif dan 50,49% melaporkan jika hasil belajar peserta didik menurun. Lebih dari itu, 81,19% melimpahkan tanggung jawab atas kurangnya hasil belajar ini kepada orang tua. Oleh karena itu, kerja sama antara Kementerian Pendidikan dan Kebudayaan melalui Dinas Pendidikan Provinsi maupun Kabupaten, pihak sekolah dan orang tua perlu ditingkatkan untuk mendukung kesiapan TPACK guru sebelum melaksanakan pembelajaran online.