THE INFLUENCE OF TECHNOLOGICAL, PEDAGOGICAL, AND CONTENT KNOWLEDGE (TPACK) OF ECONOMICS TEACHERS ON LEARNING MOTIVATION THAT IMPACTS LEARNING CREATIVITY IN ECONOMICS SUBJECT AT SMA NEGERI 59 JAKARTA
Main Article Content
Dewi Yuliana*
Siti Nurjanah
Siti Fatimah Zahra
This study aims to examine the impact of technological, pedagogical, and content knowledge (TPACK) of economics teachers on students' learning motivation and its subsequent influence on learning creativity in economic subjects at SMA Negeri 59 Jakarta. The research employs a quantitative approach with data collected through questionnaires from a sample of 107 students from class XI economics. The data analysis is conducted using SEM-PLS with SmartPLS software. The findings reveal significant direct effects of the teacher's TPACK ability on both student learning creativity (path coefficient: 0.335, t-statistic: 4.316, p-value: 0.000 < 0.05) and learning motivation (path coefficient: 0.378, t-statistic: 4.739, p-value: 0.000 < 0.05). Additionally, a significant direct effect of learning motivation on student learning creativity is observed (path coefficient: 0.315, t-statistic: 2.161, p-value: 0.031 < 0.05). Furthermore, the study also identifies an indirect effect of TPACK Ability on Learning Creativity through Learning Motivation, indicating a considerable influence (path coefficient: 0.119, t-statistic: 2.041, p-value: 0.042 < 0.05). Overall, these findings highlight the importance of economics teachers' TPACK in fostering students' learning motivation and creativity in economic subjects. The study provides valuable insights into the interplay between teacher knowledge, student motivation, and learning outcomes, contributing to the enhancement of educational practices and student engagement in the economics curriculum.
Abdullah, M. (2015). Metode penelitian kuantitatif. Aswaja pressindo.
Angeli, R. D. (2021). Hubungan Motivasi Belajar Peserta Didik Dengan Kreativitas Mengajar Guru Pada Pembelajaran Kimia.
Emda, A. (2018). Kedudukan motivasi belajar siswa dalam pembelajaran. Lantanida Journal, 5(2), 172–182.
Hamid, R. S., & Anwar, S. M. (2019). Structural equation modeling (SEM) berbasis varian: Konsep dasar dan aplikasi dengan program SmartPLS 3.2. 8 dalam riset bisnis. PT Inkubator Penulis Indonesia.
Irwan, I., & Adam, K. (2015). Metode partial least square (PLS) dan terapannya (Studi kasus: analisis kepuasan pelanggan terhadap layanan PDAM unit camming kab. Bone). Teknosains: Media Informasi Sains Dan Teknologi, 9(1), 53–68.
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152.
Sardiman, A. M. (2011). Interaksi Dan Motivasi Belajar Mengajar/Sardiman AM.
Sari, A. R., Suryadi, D., Ahmadi, R., Santoso, E., & Susilowati, E. M. (2023). Training in Data Processing using Smart PLS Software. SAFARI: Jurnal Pengabdian Masyarakat Indonesia, 3(3), 172–182.
Schmidt, D. A., Thompson, A. D., Koehler, M. J., & Shin, T. S. (2014). CIE 2014-44th International Conference on Computers and Industrial Engineering and IMSS 2014-9th International Symposium on Intelligent Manufacturing and Service Systems. Joint International Symposium on" The Social Impacts of Developments in Informat. CIE.
Setyowati, D., & Widana, I. W. (2016). Pengaruh minat, kepercayaan diri, dan kreativitas belajar terhadap hasil belajar matematika. Emasains: Jurnal Edukasi Matematika Dan Sains, 5(1), 66–72.
Shulman, L. S. (1986). Those who understand: A conception of teacher knowledge. American Educator, 10(1).
Slameto. (1988). Belajar dan Faktor-faktor yang Mempengaruhinya. Bina Aksara.
Sugiyono, M. (2012). Metode Penelitian Kuantitatif, Kualitatif, dan Kombinasi. Bandung: Alfabeta.
Usman, M. U., & Setiawati, L. (1993). Upaya optimalisasi kegiatan belajar mengajar. Bandung: Remaja Rosdakarya.
Wahyuni, F. T. (2019). Hubungan antara Technological Pedagogical Content Knowledge (TPACK) dengan Technology Integration Self Efficacy (TISE) Guru Matematika di Madrasah Ibtidaiyah. Jurnal Pendidikan Matematika (Kudus), 2(2), 109–122.
Willermark, S. (2018). Technological pedagogical and content knowledge: A review of empirical studies published from 2011 to 2016. Journal of Educational Computing Research, 56(3), 315–343.
