Analyzing Madrasah Ibtidaiyah Teacher Candidates Skill of Technological Pedagogical Content Knowledge on Natural Science Learning

This study aims to determine the ability of Technological and Pedagogical Content Knowledge of prospective teachers of primary school at science subject. Respondents of this study were prospective teachers of the primary school in UIN Sultan Maulana Hasanuddin Banten in the academic year 2018/2019 which took the Practice Program Course of Employment in the semester VII. The method used in this study is a type of survey cross-sectional design. The research instruments include a closed questionnaire, analysis of lesson plans, and observation sheet. The data obtained in this study is the description of Technological Pedagogical Content Knowledge at Science Subject. The results showed that the mean skill score technological knowledge prospective teachers primary school of 2.94 (good category), average skill score pedagogical knowledge for prospective teachers primary school is 2.86 (good category), average skill score content knowledge for prospective teachers of primary school is 2.66 (good category), average skill score pedagogical content knowledge prospective teachers of primary school are 3.02 (good category), average skill score technological content knowledge prospective teachers of primary school of 2.41 (a quite good category), average skill score of technological pedagogical knowledge prospective teachers of primary school is 2.65 (good category), average skill score of TPCK prospective teachers of primary school is 2.38 (category pretty good). Thus, it can be concluded that the ability of Technological Pedagogical Content Knowledge Prospective Teachers of Primary School in Science Subjects has a pretty good category.


INTRODUCTION
A teacher is the figure associated with students. The task belongs to a teacher is not just to transfer knowledge from teacher to learner (transfer of knowledge). Moreover, the teacher has some tasks, including planning and implementing the learning process that has been designed in lesson plans, assessing the results of learning, conducting guidance and training, conducting research and assessment of the problems found in learning. However, in some places there are still teachers who have not been optimal in carrying out their duties, such as not making lesson plans due to: 1) teacher lesson plans designed by others, 2) focused teacher attention to student graduation, 3) limited hours of study, 4) depending on the situation and conditions of the supervisor, 5) curriculum changes, 6) learning media is lacking, and 7) learning resources are lacking (Arna, 2014). Accordingly, it can be stated that the teachers are not optimal in carrying out their duties and functions.
In the process of learning and teaching in the madrasa, the teacher must be able to convey the material well because learning is essentially a process of developing new knowledge, skills, and behavior in an individual as a result of his interaction with various information and environment. Therefore, the teacher should be able to convey the message he knows correctly, through good pedagogical activities. However, there are still teachers who have not mastered the concept or teaching material correctly. This is indicated by the average score of the results of competency tests for elementary, junior high school, senior high school and/or vocational school teachers in 2017 in Banten Province as follows:  (UKG) in Banten Province for pedagogical competence is still far below the minimum standard of the targeted national teacher competency test (52.17 <55.00). The average of national teacher competency test (50.43) is also below the minimum standard of the national teacher competency test that has been targeted even though the average score of professional competency has reached the minimum standard of the national teacher competency test. From these data, it can be assumed that mastery of content has not been comprehensively controlled. Thus, mastery of content or material is very important for a teacher so there is no misconception. The research conducted by Murtiningsih, Susilaningsih, & Sohidin (2014) revealed that there was a positive contribution of mastery of material to the readiness to become a teacher Shulman as cited by Kocoglu (2009) highlights that teaching content knowledge and knowledge of pedagogic content identified specific parts of a knowledge concept to teaching activities. Pedagogical Content Knowledge or PCK is a form of content and pedagogic integration in understanding how certain concepts can be represented and adapted to the interests and abilities of diverse students. Content and pedagogical knowledge is the easiest category to distinguish understanding of specialist content from an educator (Koçoğlu, 2009 (Cox & Graham, 2009). TPCK was considered as a framework that has the potential to be able to provide solutions for teachers in solving learning problems related to the integration of technology, information and computers into the learning process carried out both in the classroom and outside the classroom. TPCK in science learning is the use of technology by science teachers in teaching material or concepts of science learning. The integration of technology in teaching is important as an answer to the challenges of the globalization era which is characterized by the rapid development of Information and Communication Technology (ICT) (Sumintono, Wibowo, Mislan, & Tiawa, 2012). Technology can also help teachers in their professional development, such as with the internet the teacher can search for the latest information or issues regarding the world of education, learning strategies, and the development of science in accordance with the fields that they have (Yaumi, 2011). The development of fundamental information and science in the era of globalization has become a challenge that must be addressed by teachers by promoting professionalism.
The teacher is the spearhead of education, meaning that the success of an educational institution can be determined by the teacher. There are several teacher functions that relate to their duties as educators, among them are as informants, organizers, motivators, directors, initiators, facilitators, and so forth. To carry out this function, the teacher must have several competencies. According to Government Regulation of the Republic of Indonesia Number 74 of 2008 Article 3 concerning Teachers explains that there are 4 (four) competencies that must be possessed by a teacher, namely pedagogic competence, personality competence, social competence, and professional competence (PP No. 74 of 2008).
In pedagogic competence, it contains points which are abilities that must be possessed by a teacher, namely the use of learning technology. This is stated in PP No. 74 of 2008 concerning Teachers article 3 paragraph 4 (f) which states that the ability of teachers in the management of learning of students includes: (a) understanding of insights or educational basis, (b) understanding of students, (c ) development of curriculum or syllabus, (d) learning planning, (e) implementation of educational and dialogical learning, (f) utilization of learning technology, (g) evaluation of learning outcomes, and (h) development of students to actualize their various potentials (PP No. 74 of 2008). Referring to these rules, the use and mastery of Information and Communication Technology (ICT) is a necessity and a very important requirement in the industrial era 4.0. If someone wants to advance, one of them must master technology. Therefore, it is only natural for a teacher to be required to have competence in the use of learning technology as stated in the teacher's competence.
The use of information and communication technology in learning is a must. The development of learning by integrating information and communication technology makes a real contribution to pedagogical practices towards the development of students. Mastery of information and technology literacy in science learning in madrasas or schools with various methods and approaches to learning in the classroom is a must. Teachers must be able to integrate technology into their teaching in the classroom. Therefore, it takes an approach or method that imposes teaching as an interaction between what teachers know and how they apply what they know in interesting circumstances or contexts in their classrooms. There is no "one best way" to integrate technology into the curriculum. Instead, integration efforts must be designed creatively or structured for specific learning and important ideas in the context of a class ).
Some research results indicate that the application of digital technology in the learning process can help improve students 'understanding of the content in the curriculum (Rau, Gao, & Wu, 2008). Also, it can increase learners' motivation and their interest in the subject matter taught in the curriculum (Owusu, Monney, Appiah, & Wilmot, 2010). This study aims to describe the ability technological pedagogical content knowledge of prospective madrasah ibtidaiyah teachers in science learning. This research is expected to provide theoretical benefits, namely to support scientific development in the field of education of Madrasah Ibtidaiyah teachers and to add to the repertoire of scientific studies in developing mastery of technology, pedagogy, and content of science materials in Madrasah Ibtidaiyah.

METHODS
This research is descriptive exploratory research. The method used is a survey with a cross sectional design type (Creswell, 2009). The data obtained in this study is a description of data for The total population is 98 students spread in three classes namely class A as many as 34 students, class B as many as 32 students, and class C as many as 32 students. The determination of sample size in this study is based on a formula developed by Isaac and Michael (Sugiyono, 2017).
The requirements that must be met by students to be able to take PPLK courses are as follows: 1) registered as an active student in the semester PPLK is implemented, 2) has attended and obtained a minimum grade C in the skills and skills courses such as: Education  Giving scores on questionnaires has gradations ranging from the positive to the negative with the words Strongly Agree (SS), Agree (S), Disagree (TS), Strongly Disagree (STS) given a score of 4, 3, 2, and 1. While giving a score on the Learning Implementation Plan (RPP) using number 1 if the RPP made by the respondent has met the variables TK, PK, CK, PCK, TCK, TPK, and TPCK. While the number 0 if the RPP made by the respondent does not meet the variables TK, PK, CK, PCK, TCK, TPK, and TPCK. The questionnaire data from the results of the research collected were then analyzed descriptively by looking for averages, standard deviations, percentage of questionnaire results, and consulted with the criteria that had been set.
The criteria referred to were adopted from (Sugiyono, 2013).

Technological Knowledge (TK) of Prospective Madrasah Ibtidaiyah Teachers
Knowledge Technologies (Technological Knowledge) is a knowledge of the different types of technologies ranging from software (software), hard ware (hardware) down to how to use it. Knowledge of technology as knowledge of a wide variety of technologies ranging from simple technologies such as paper, pencils, rulers to more complex technologies such as the internet, digital video, and computers (Wiguna, Fitri, & Erlidawati, 2017).
Based on the analysis, obtained data scores for Technological Knowledge Prospective 7 Madrasah Ibtidaiyah teachers in science learning are listed in table 2. There are categorical indicators that are not good, namely the second indicator (knowing about the website learning). This is possible because there are not many madrasa teacher students who know a number of websites that can be used in the learning process in the classroom. The introduction of several websites learning can be included in research and scientific writing courses as embodied in the KKNI curriculum documents of Sultan Maulana Hasanuddin Banten's PGMI UIN study program on the achievement of 4th learning which is able to build knowledge, technology, and or art in the field of basic education or practice basic education professionals through innovative and tested research.
Ling Koh, Chai, & Tay (2014) emphasize that the integration of technology into the learning process carried out by teachers is very important, although some teachers assume that the availability of computers in the classroom is one reason why teachers do not use the technology. But for teachers who are highly motivated, they will adapt to technological developments because new technologies are very important.
From table 2, it can be concluded that the technology knowledge (TK) of prospective MI teacher students is in a good category (2.94). The use of technology in the learning process in the class will be the greatly affect the learning outcomes of students. As Valanides (2014)  can affect the learning process of students. The results of the study by Edy (2012) also found that the application of information and communication technology or ICT in learning would be able to improve student learning outcomes, as well as the results of research by Yusri (2016) who found that the use of Information and Communication Technology (ICT) in the learning process done by the teacher can provide benefits in increasing the enthusiasm, passion, and desire of students in learning.

Pedagogical Knowledge (PK) of Prospective Madrasah Ibtidaiyah Teachers
Pedagogical Knowledge refers to the teacher's knowledge of the methods and the learning process including about classroom management (management class), assessment (evaluation), the development of learning tools, the management of learners, and an understanding of the learning process teaching done by students (Schmidt et al., 2009). Planning, implementation, and assessment in the learning process carried out by the teacher becomes the main foundation in understanding whether the teacher has good pedagogical knowledge or not. This knowledge becomes an important part that must be mastered by the teacher because one of the main tasks of the teacher is to design learning marked by making a Learning Implementation Plan (RPP), implementing learning in accordance with the plans that have been made, and assessing the results of the learning done authentically.
The same definition of pedagogical knowledge is also conveyed by Koehler, Mishra, Kereluik, Shin, & Graham (2014), namely the teacher's knowledge of various implementations, strategies, and methods to support student learning. This understanding emphasizes the meaning that pedagogical knowledge is comprehensive (comprehensive) knowledge of the process and practice in teaching which includes various knowledge about classroom management, management of students, planning of learning, implementation of learning, and assessment or evaluation of learning. Pedagogical knowledge includes the use of methods, models, approaches to media knowledge, types of media, and media development, selection of domains and evaluation tools, and improvement of learning strategies.
The score of data for pedagogical knowledge prospective Madrasah Ibtidaiyah teachers in science learning can be seen in table 3 below.  Based on table 3, it can be concluded that pedagogical knowledge of prospective MI teacher students is in a good category (2.86). Pedagogic knowledge of prospective teachers will influence the learning outcomes of students when they are directly involved in the learning process in the classroom. This is in line with the results of research conducted by Sari who found that the pedagogical competence of the teacher influences the learning outcomes of students. This is indicated by the price of t count of 13,279 which is greater than t table of 12.706 at the significance level of less than 5% (Sari, 2013). Likewise, the results of the research conducted by Andriawati, Mashudi, & Utomo (2013) found that 43.3% of students' learning outcomes were influenced by teacher's competency or pedagogical skills. Therefore, pedagogical knowledge for teachers is knowledge that must be mastered and possessed so that the learning outcomes of students both in attitudes, knowledge, and skills can increase significantly.

Content Knowledge (CK) of Prospective Madrasah Ibtidaiyah Teachers
Content Knowledge according to Shulman (1986), namely knowledge of concepts, theories, ideas, frameworks, knowledge of evidence, practicum, and various approaches to developing that knowledge. This understanding illustrates that all forms of knowledge related to the concept or material that will be taught to students is knowledge of content including proof of a theory through practical work in the laboratory or in the classroom and outside the classroom.  (2014) revealed that there was a positive contribution to mastery of the material to readiness to become a teacher. Thus, mastery of concepts, content, subject matter for teachers is a necessity that must be possessed as professional teacher accountability.

Pedagogical Content Knowledge (PCK) of Prospective Madrasah Ibtidaiyah Teachers
PCK is the result of integration between CK and PK in understanding how a concept or material can be taught and adapted to the heterogeneous interests and abilities of students.
Content and pedagogic knowledge is the easiest category to be able to distinguish understanding of certain content from an educator. Scores of data for Pedagogical Content Knowledge of Prospective Madrasah Ibtidaiyah teachers in science learning can be seen in table 5 below. developing the curriculum is in a fairly good category. This is possible because respondents did not yet know how to integrate curriculum content or learning into pedagogical knowledge.
In contrast to the second indicator, which is to make the implementation of the learning plan in a very good category, while the third indicator is to carry out educational and dialogical learning in the good category. This is possible because respondents already have good knowledge in preparing Learning Implementation Plans (RPP) and practicing them in several subjects such as social studies learning courses, Mathematics learning, Indonesian language learning, and science learning where the course teaches students how to plan a good implementation of learning (RPP) and teaching it in the classroom.
Content and pedagogic knowledge (PCK) is one of the knowledge that must be possessed by a teacher. PCK in a more comprehensive perspective provides an understanding of how teachers do teaching and learning well. PCK indicators include curriculum development, learning planning, and learning implementation. A study of PCK has been reviewed by several previous researchers such as in the Journal of Teacher Education (Ashton, 1990;  Gudmundsdottir, 1990;Cochran, DeRuiter, & King, 1993). PCK can distinguish expert teachers in teaching content or material with teachers who are experts in learning concepts or learning materials, because PCK involves how teachers relate knowledge of content or subject matter to how knowledge content or subject matter can be delivered in a pedagogical learning process. indicators of the process learning with media technology such as multimedia, LCD, and laptops. characteristics of TCK can construct geometric shapes (Listiawan & Baskoro, 2015). From the results of previous studies, it was seen that there was an influence of TCK on geometry material, but it had not been seen in other science materials.

Teachers
The data score of Technological Pedagogical Knowledge for prospective Madrasah Ibtidaiyah teachers in Science Learning can be seen in table 7 below.    This means that prospective MI teacher students have sufficient knowledge in the TPCK. The integration of technology into material learning or certain content is a whole conceptual framework. Teachers and prospective teachers are required to have knowledge and a comprehensive understanding of the interactions between the three basic components of knowledge, namely PK, CK, and TK by teaching and learning certain science concepts in accordance with pedagogical and technological methods that are appropriate for students (Schmidt et al., 2009).

CONCLUSION
Based on the description of the results of the research presented, it can be concluded that the skills of Technological Pedagogical Content Knowledge (TPCK) candidates for Madrasah Ibtidaiyah on Science Learning are in a fairly good category. Good TPCK knowledge will greatly influence the learning process carried out by prospective teacher and teacher students, how it teaches and teaches educative concepts with the help of existing technology both simple technology and modern technology. Integration of technology into learning material, content, or certain concepts is a whole conceptual framework that is interconnected with other knowledge, namely technology, pedagogics, and content. Teachers and teacher candidates are required to have comprehensive knowledge and understanding of the interactions between the three basic components of knowledge, namely PK, CK, and TK by teaching and learning certain science concepts in accordance with methods that educate and use appropriate technology to students.
Thus, hoping to become a professional teacher who has four competencies, two competencies will be fulfilled, namely pedagogic competence and professional competence.