Kesiapan Guru PJOK SD dalam Integrasi Teknologi pada Pendekatan Deep Learning (Versi Mendikdasmen) Model TPACK

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Abstract

The integration of technology in elementary school physical education learning through a deep learning approach still faces challenges, especially regarding teachers' readiness to master technology, pedagogy, and content in an integrated manner. This study aims to describe the readiness of elementary school PJOK teachers in integrating technology based on the TPACK framework, and analyze the direct and indirect effects of factors in the TPACK model on this readiness. This quantitative research using a survey approach involved all 57 teacher. Data were collected using a TPACK questionnaire (36 items, Likert scale 1-4) and analyzed using descriptive statistics and SEM-PLS using R software. The results showed that 77% of teachers were in the ready to very ready category, but 23% were still not ready. SEM-PLS analysis revealed that Pedagogical Knowledge had the strongest influence on Pedagogical Content Knowledge (β=0.542), while Technological Knowledge had no significant influence on Technological Pedagogical Knowledge (β=0.022). The formation of TPACK was most influenced by the integration of technology and pedagogy (β=0.348) and technology and content (β=0.265). The conclusion of this study emphasizes that teachers' TPACK competence is more determined by the holistic integration of technology, pedagogy, and content, rather than mastery of each aspect separately.