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Abstrak Teknologi informasi dan komunikasi (TIK) telah berkembang begitu pesat dalam satu dekade terakhir ini. Perkembangan tersebut mengakibatkan banyak perubahan hampir di segala bidang, tak terkecuali bidang pendidikan. Pemanfaatan TIK dalam bidang pendidikan, salah satunya dibutuhkan sebagai upaya efisiensi dan efektifitas proses pembelajaran. Akan tetapi, ada banyak hambatan yang dihadapi dalam penerapannya, diantaranya kurangnya pemahaman guru terhadap teknologi. Penelitian ini berupaya mendeskripsikan pemahaman guru tersebut, ditinjau dari kerangka kerja TPACK ( Technological, Pedagogical and Content Knowledge ). Penelitian ini dilakukan terhadap 24 guru matematika SMA di daerah tertinggal di propinsi Banten. Penelitian ini menggunakan pendekatan deskriptif kuantitatif. Pengaruh usia, jenis kelamin, dan lama mengajar guru terhadap konstruksi TPACK dianalisis menggunakan analysis of variance (ANOVA). Hasil penelitian ini menunjukkan bahwa: 1) Di antara komponen TPACK, hanya TK ( Technological Knowledge ) dan TCK ( Technological Content Knowledge ) yang berkorelasi signifikan terhadap pengetahuan TPACK guru; 2) Persepsi guru terhadap TPACK dipengaruhi secara signifikan oleh faktor usia, sedangkan jenis kelamin dan lama mengajar guru tidak berpengaruh signifikan. Measuring Technological Pedagogical Content Knowledge for Mathematic Teacher at Senior High School in Underdeveloped Region Abstract Information and Communication Technology (ICT) has growth for the last decade. Consequently, it influences on all areas include education. Education needs ICT to make learning process more effective and dynamic. However, there are many barriers to implement of ICT. One of barriers is about teachers’ perception on ICT. This research describes teachers’ perception on ICT teachers using TPACK framework . This research conducted at senior high school mathematics teachers in underdeveloped region of Banten. Furthermore, the relative impact of age, gender, duration of teaching on the TPACK is analysed using analysis of variance (ANOVA). The results of this research are: among the TPACK component, only TK (Technological Knowledge) and TCK (technological content knowledge) were significant correlation with teacher’s TPACK perception; 2) variable of age is significant influenced on teachers’ TPACK perceptions, while the gender and duration of teaching are not significant.

Pengukuran Technological Pedagogical Content Knowledge untuk Guru Matematika SMA di Daerah Tertinggal