Exploration of The Tpack Ability of Pre-Service Teacher Professional Education Students in The Perspective of Mastery of 21st Century Skills
Bibliographic record
Abstract
The government's action to improve the quality of education is carried out by initiating an independent learning curriculum. The 21st century skills are skills related to critical thinking, creative thinking, innovation, problem solving, communicative and collaborative. These abilities can be trained and developed in teaching and learning activities at school. To train and develop these abilities, a big role is needed from educators. Educators should master four competencies which include professional, personality, pedagogical and social competencies. The framework that can facilitate the four competencies, especially pedagogical and professional competencies, is Technological, Pedagogical and Content Knowledge (TPACK). Mastery of TPACK is very important to be owned by educators and prospective educators, including pre-service teacher professional education students of the UNESA PGSD Study Program, who are prospective elementary school teachers. The aim to be achieved in this study is to describe the Technological, pedagogical and content knowledge (TPACK) abilities of pre-service teacher professional education students of PGSD Study Program in the Perspective of Mastery of 21st Century Skills. The urgency of this research is as a reference for developing a professional elementary school teacher candidate program. This research is descriptive which is exploratory in nature to explore the TPACK knowledge of pre-service teacher professional education students who are prospective elementary school teachers. Data collection techniques were carried out using test and FGD methods. The data analysis technique uses the Miles and Huberman model. which includes data collection, data condensation, data presentation and conclusion drawing. Triangulation of data using triangulation of sources and techniques
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.006 |
| Science and technology studies | 0.000 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".