| Summary: | Abstrak: TPACK (Technological Pedagogical and Content Knowledge) Salah satu komponen TPACK, yakni Pedagogical Knowledge (PK). Sekolah yang digunakan dalam penelitian ini merupakan sekolah dasar yang berada pada wilayah Suburban. Tujuan dari penelitian ini yakni mengetahui penerapan Pedagogical Knowledge (PK) guru dalam merencanakan pembelajaran dan implementasinya. Penelitian ini menggunakan metode kualitatif studi kasus dengan teknik pengumpulan data wawancara, observasi, dan dokumentasi. Sumber data primer diperoleh dari wawancara guru, siswa, dan kepala sekolah. Sedangkan sumber data sekunder diperoleh dari observasi dan dokumentasi. Hasil penelitian menemukan bahwa guru selalu memiliki rencana pembelajaran sebelum melakukan pembelajaran. Guru mengetahui dua teori belajar, dua model pembelajaran dan empat metode pembelajaran, namun masih belum memiliki pengetahuan mengenai strategi pembelajaran. Langkah-langkah pengembangan rencana pembelajaran yang dilakukan oleh guru sesuai dengan pengembangan desain pembelajaran model ADDIE, namun masih belum terdapat evaluasi. Rencana pembelajaran diterapkan pada pelaksanaan pembelajaran, hanya saja terdapat improvisasi.
Abstract: TPACK (Technological Pedagogical and Content Knowledge) is a teacher framework that combines technological knowledge, pedagogical knowledge, and content knowledge into learning. The one components of the tpack are Pedagogical Knowledge (PK). The school used in this study is an elementary school in the Suburban area. The purpose of this study is to determine the application of teacher Pedagogical Knowledge (PK) in planning learning and its implementation. This study uses a qualitative case study method with the interview, observation, and documentation data collection techniques. Primary data sources were obtained from the teacher, student, and school principal interviews. While secondary data sources obtained from observation and documentation. The results of the study found that teachers always have a learning plan before learning. The teacher knows two learning theories, two learning models and four learning methods, but still does not have knowledge about learning strategies. The steps in developing the learning plan undertaken by the teacher are in accordance with the development of the ADDIE learning design model, but there is still no evaluation. Learning plans are applied to the implementation of learning, it's just that there is improvisation.
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