Comparing mathematics teachers’ technological pedagogical knowledge (TPK) and their readiness in organizing online learning

The rapid development of communication and information tools in this era has an impact on the learning process. There is a theoretical framework that discuss about teachers’ knowledge in integrating technology in education. One of the components of this framework is Technological Pedagogical Knowledge (TPK). This study aims to compare between the mathematics teachers’ TPK level and their readiness in organizing online learning. A survey to the total 48 mathematics teachers was done. This survey consists of five statements as the media for teacher to doing self-assessment of their TPK and five question about their readiness in organizing online learning. From the survey results it appears that the teacher’s TPK level obtained from self-assessment is not in accordance with the teacher’s statement related to their readiness in implementing online learning. There are 18.75% of teachers whose self-assessment results are at a low level, but more than 64% of teachers have not mastered various applications to facilitate online learning. Furthermore, the forms of effort made by teachers in perfecting the online learning process are also very limited, as evidenced by the existence of 80% of teachers who interpret online learning by sharing material online without adequate discussion facilities.