Content Validity of Self-Assessment to Measure Technological Pedagogy Content Knowledge (TPACK) College Students S. Masfuah, F. Fakhriyah, F. Shoufika Hilyana
Primary Educational Teacher Department, Universitas Muria Kudus, Indonesia
Abstract
Technological Pedagogy Content Knowledge (TPACK) is an important framework that must be implemented by teachers. This study aims to measure the content validity of self-assessment instruments to measure college students^ TPACK abilities using Content Validity Ratio (CVR) and Content Validity Index (CVI) methods. This research is the validation stage which is part of development research that aims to develop TPACK-based Subject Specific Pedagogy (SSP) to strengthen the scientific literacy of college students at Primary Educational Teacher Department Universitas Muria Kudus. Before developing the SSP, measurements were made to analyze college students^ TPACK abilities. It is measured by a self-assessment instrument in the form of a questionnaire for college students consisting of components Pedagogical Knowledge, Technological Knowledge, Content Knowledge, Pedagogical Content Knowledge, Technological Pedagogical Knowledge, Technological Content Knowledge, and Technological Pedagogical Content Knowledge. The self-assessment was validated by 13 experts of assessment, physics material, biology material, pedagogy, and curriculum. Based on CVR method obtained results of 0.692 and CVI is 0.846. The results match the Lawshe criteria of 0.538, while the quantitative descriptive results obtained a score of 82.99%, very valid. Thus, it is concluded that self-assessment can measure students^ TPACK abilities that are very valid, relevant, and suitable for research
