Measurement of Content Validity of School Field Introduction Applications based on Technological Pedagogical and Content Knowledge (TPACK) for Teacher Professionalism Artha Mahindra Diputera, Anita Yus *, Peny Husna Handayani
Faculty of Education, Universitas Negeri Medan, Medan 20221 Indonesia
*anitayus.dikdas[at]gmail.com
Abstract
Research to measure the level of content validity of the Technological Pedagogical and Content Knowledge (TPACK)-based School Field Introduction Application for students of the Early Childhood Education Teacher Education study program. The research method uses a development research approach. Applications are tested by experts to judge applications based on expert test instruments. The analytical technique used is using Aikens V Analysis to determine whether the application is content-worthy to use. The results of the content validity test the application was declared content valid, construction valid and linguistically valid by the experts with a v value of 0.80 with high criteria. In addition, the measurement suitability test by the experts obtained an ICC reliability value of 0.550, which can be stated that the experts have measured it is appropriate when compared to other experts. The conclusion of the research is that the application of Technological Pedagogical and Content Knowledge (TPACK)-based School Field Introduction for Early Childhood Education Teacher Education study program students is feasible to use.
