Investigating the Competencies of Technological Pedagogical Content Knowledge and Self-Efficacy of Chemistry Teachers

Abstract

Technological Pedagogical Content Knowledge (TPACK) is an integration knowledge between technology, content of learning, and pedagogy which obtain to an integrated learning based on computer technology. Moreover, the pre-service teachers have a strengthen competencies of teachers integrating to knowledge, pedagogic, and technology. This research is aimed to investigate the Technological Pedagogical Content Knowledge competencies related to self-efficacy of chemistry teachers in Serang regency, Banten, Indonesia. Furthermore, the writers use a descriptive analysis as the research methodology. The sample of this research involves sixty-one chemistry teachers in the Senior High School level located at Serang city and Serang regency. To analyze the data, the writers provide a Likert scale. The result showed that the TPACK competencies scores in both Serang city and Serang regency raise up to 76.2 and 77.9 representatively. Whereas, the self-efficacy score in the two regions proved into 77.0 and 79.1 chronologically. Based on the data showed, it can be concluded that the relationship between TPACK and self-efficacy cannot be separated one another. Therefore, the Technological Pedagogical Content Knowledge (TPACK) and selfefficacy of the Chemistry teachers are comparable to the competencies of the Chemistry teachers.