BIOLOGY EDUCATION PRE-SERVICE TEACHER PERCEPTION AND UNDERSTANDING ON TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) FRAMEWORK

The purpose of this study is to determine the perceptions and understanding
of pre-service biology teachers regarding the Technological Pedagogical and
Content Knowledge (TPACK) framework, and to evaluate the implementation of
TPACK in their lesson plans. This study uses a descriptive method with a
quantitative approach. The population consisted of all students in the 2022 Biology
Education study program at Universitas Negeri Medan, with a sample size of 112
students chosen using purposive sampling. The instruments used were
questionnaires and multiple-choice tests, supplemented by a document study of
lesson plans. The results showed that 78% of students had basic technological
knowledge, but 65% struggled to integrate this knowledge with pedagogical and
content strategies. Only 40% of the students adequately incorporated TPACK into
their lesson plans. Despite 85% of students having a positive perception of TPACK,
this did not consistently translate into practice. The document study revealed that
while 45% of the lesson plans demonstrated technological content knowledge, only
30% effectively combined all TPACK components. Furthermore, significant
correlations were found between students' perceptions and their implementation of
TPACK. Students with higher TPACK understanding were more likely to integrate
it effectively into their lesson plans. These findings highlight the need for enhanced
training and professional development focused on practical applications of TPACK.
This research underscores the importance of a robust TPACK framework in teacher
education programs and advocates for curriculum improvements to ensure preservice
teachers are well-prepared to integrate technology in their teaching,
ultimately improving the quality of education in Indonesia.