[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-id-113":3,"doc-seo-179358-113":53,"doc-detail-179358-id":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,17,21,25,29,33,37,41,45,49],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},55,"Document","Agama & Spiritualitas",60,"religion-spirituality",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":11,"slug":16},48,"Cerita & Novel","story-novel",{"id":18,"doc_module":4,"doc_module_name":9,"category_name":19,"show_sort_weight":11,"slug":20},56,"Gaya Hidup","lifestyle",{"id":22,"doc_module":4,"doc_module_name":9,"category_name":23,"show_sort_weight":11,"slug":24},51,"Komik","comic",{"id":26,"doc_module":4,"doc_module_name":9,"category_name":27,"show_sort_weight":11,"slug":28},53,"Layanan Kesehatan","healthcare",{"id":30,"doc_module":4,"doc_module_name":9,"category_name":31,"show_sort_weight":11,"slug":32},54,"Penelitian & Laporan","research-report",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":11,"slug":36},49,"Sastra","literature",{"id":38,"doc_module":4,"doc_module_name":9,"category_name":39,"show_sort_weight":11,"slug":40},52,"Teknologi","technology",{"id":42,"doc_module":4,"doc_module_name":9,"category_name":43,"show_sort_weight":11,"slug":44},50,"Ujian","exam",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":47,"show_sort_weight":11,"slug":48},57,"Umum","general",{"id":50,"doc_module":4,"doc_module_name":9,"category_name":51,"show_sort_weight":4,"slug":52},181,"Formulir","formulir",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},113,"id","rural-primary-school-teacher-ppg-based-on-tpack-3-level-scaffolding-model-to-improve-professionalism","PPG Guru SD Daerah Pedesaan Berbasis TPACK - Model Scaffolding 3 Tingkat untuk Peningkatan Profesionalisme","","Penelitian ini mengembangkan profesionalisme guru sekolah dasar di daerah pedesaan melalui pendekatan TPACK pada program Teacher Professional Education (PPG). Subjeknya adalah peserta PPG Universitas Lampung tahun 2020 dengan jumlah sampel 49 orang yang ditentukan secara purposif. Metode yang digunakan kualitatif dengan Narrative Study. Hasil menunjukkan hambatan utama sinyal internet lemah dan kurangnya penguasaan teknologi yang berdampak pada ketidaksiapan saat mengikuti PPG dari sisi teknologi dan konten, sehingga dirumuskan model hipotetik tiga level scaffolding.",{"@graph":63,"@context":123},[64,81,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,72,75,78],{"item":68,"name":69,"@type":70,"position":71},"https://docshare.wps.com","Home","ListItem",1,{"item":73,"name":9,"@type":70,"position":74},"https://docshare.wps.com/id/document/",2,{"item":76,"name":31,"@type":70,"position":77},"https://docshare.wps.com/id/document/penelitian-laporan/",3,{"item":79,"name":59,"@type":70,"position":80},"https://docshare.wps.com/id/document/rural-primary-school-teacher-ppg-based-on-tpack-3-level-scaffolding-model-to-improve-professionalism/179358/",4,{"url":79,"name":59,"@type":82,"image":83,"author":88,"headline":59,"publisher":91,"fileFormat":94,"inLanguage":57,"description":61,"dateModified":95,"datePublished":96,"encodingFormat":94,"isAccessibleForFree":97,"interactionStatistic":98},"DigitalDocument",{"url":84,"@type":85,"width":86,"height":87},"https://docshare.wps.com/thumbnails/rural-primary-school-teacher-ppg-based-on-tpack-3-level-scaffolding-model-to-improve-professionalism/179358.png","ImageObject",300,407,{"name":89,"@type":90},"วิน","Person",{"url":68,"name":92,"@type":93},"DocShare","Organization","application/pdf","2026-09-28","2026-09-02",true,{"@type":99,"interactionType":100,"userInteractionCount":77},"InteractionCounter",{"@type":101},"ViewAction",{"@type":103,"mainEntity":104},"FAQPage",[105,111,115,119],{"name":106,"@type":107,"acceptedAnswer":108},"Apa tujuan utama penelitian ini?","Question",{"text":109,"@type":110},"Mengembangkan profesionalisme guru sekolah dasar di daerah pedesaan melalui pendekatan TPACK dan menghasilkan model hipotetik untuk mengatasi hambatan peserta PPG.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"Siapa subjek dan berapa jumlah sampel penelitian?",{"text":114,"@type":110},"Subjek penelitian adalah peserta Teacher Professional Education (PPG) Universitas Lampung tahun 2020 untuk guru sekolah dasar dari daerah pedesaan, dengan sampel 49 peserta yang ditentukan secara purposif.",{"name":116,"@type":107,"acceptedAnswer":117},"Apa masalah yang paling memengaruhi ketidaksiapan peserta PPG?",{"text":118,"@type":110},"Peserta menghadapi masalah sinyal internet yang lemah dan kurangnya penguasaan teknologi, sehingga tidak siap mengikuti PPG dari sisi teknologi dan konten.",{"name":120,"@type":107,"acceptedAnswer":121},"Bagaimana rancangan model hipotetik yang diusulkan?",{"text":122,"@type":110},"Model hipotetik mencakup tiga level scaffolding untuk mendukung peningkatan profesionalisme guru secara teoritis.","https://schema.org",{"og:url":79,"og:type":125,"og:title":59,"og:site_name":92,"og:description":61},"article",{"robots":127,"canonical":79},"index,follow",{"doc_id":129,"site_id":56},179358,1788336548,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":89,"user_avatar":134,"doc_module":4,"category_id":30,"category_name":31,"doc_title":59,"doc_description":61,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":77,"is_deleted":4,"is_public":71,"is_downloadable":71,"audit_status":71,"page_count":140,"language":141,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":61,"update_tm":130,"read_time":145},2336475104736,"https://ap-avatar.wpscdn.com/avatar/22000c4c5e0e5b17e70?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786591360781797222","| A R T I C L E I N F O | A B S T R A C T |\n| --- | --- |\n| \u003Cbr>Artikel History:\u003Cbr>Received: 24 October 2022\u003Cbr>Revised: 30 December 2022\u003Cbr>Published: 13 January 2023\u003Cbr>Keywords:\u003Cbr>Teacher professional education Rural areas\u003Cbr>Scaffolding | This study aims to develop the professionalism of rural area elementary schoolteachers based on TPACK. The subject of this research is the Teacher Professional Education (PPG) Participants at the University of Lampung in 2020 in the field of study for elementary school teachers from rural areas in Lampung Province. The research sample amounted to 49 , which were determined purposively. This study uses qualitative research with a Narrative Study Approach. The focus of this research is to produce a hypothetical model that can overcome the obstacles of PPG participants from rural areas so that it can be a solution to increase professionalism while supporting UKMPPG Graduation. Data collection techniques are used in the form of questionnaires, interviews and documents. The results showed that PPG participants were proven to have problems in the form of weak internet signals and a lack of mastery of technology, which impacted their unpreparedness to participate in PPG in terms of technology and content. Based on these conditions, the hypothetical model includes three scaffolding levels. Thus, theoretically, scaffolding can develop teacher professionalism.\u003Cbr>\u003Cbr>© 2023 @author.\u003Cbr>This article is under the Creative Commons Attribution 4.0 license ([https://creativecommons.org/licenses/by/4.0/](https://creativecommons.org/licenses/by/4.0/)) |\n| Corresponding Author:\u003Cbr>Tiyas Abror Huda\u003Cbr>Universitas Lampung, Indonesia |  |\n| *email: [tiyas.abror@staff.unila.ac.id](tiyas.abror@staff.unila.ac.id) |  |\n\n\n|  Very easy  Easy  Difficult  Very difficult |  |\n| --- | --- |\n| Follow UP activities and Performance Tests\u003Cbr>Participate in PPL 1 and PPL 2 activities\u003Cbr>Participate in Comprehensive Test activities\u003Cbr>Participate in the activity of reviewing the development of learning tools\u003Cbr>Take part in the Making of Learning Videos\u003Cbr>Participating in learning device activities\u003Cbr>Upload bills for each KB or Module\u003Cbr>Do Formative Tests and Summative Tests for each Module\u003Cbr>Participate in discussion activities guided by the lecturer\u003Cbr>Following PPG when studying the material | 4.\u003Cbr>1 1\u003Cbr>0.\u003Cbr>8.\u003Cbr>0.\u003Cbr>0.\u003Cbr>8.\u003Cbr>2. 1\u003Cbr>1\u003Cbr>2.\u003Cbr>2.\u003Cbr>0\u003Cbr>2\u003Cbr>0\u003Cbr>1\u003Cbr>0\u003Cbr>2\u003Cbr>0 4.\u003Cbr>%\u003Cbr>2 2\u003Cbr>%\u003Cbr>%\u003Cbr>%\u003Cbr>4.\u003Cbr>%\u003Cbr>%\u003Cbr>% 3\u003Cbr>%%\u003Cbr>1\u003Cbr>3 1 % 2\u003Cbr>8\u003Cbr>% 8 0\u003Cbr>.4\u003Cbr>.4 .4\u003Cbr>%\u003Cbr>% % 3 0 .6 % 59 61\u003Cbr>.2% .2% 67 . 3% 73 75\u003Cbr>. .\u003Cbr>5% 5% 0.\u003Cbr>1\u003Cbr>0. 1 1\u003Cbr>0\u003Cbr>2.\u003Cbr>0 4.\u003Cbr>4.\u003Cbr>%\u003Cbr>2 1\u003Cbr>% 3 3\u003Cbr>%\u003Cbr>6. %%\u003Cbr>3 % 71\u003Cbr>71 .\u003Cbr>. 4%\u003Cbr>4% 10\u003Cbr>0. 0. 2%\u003Cbr>% 2 0 .4 % 69 . 4% 1\u003Cbr>0.\u003Cbr>0. 2.\u003Cbr>0\u003Cbr>1 0 2 1\u003Cbr>%\u003Cbr>1\u003Cbr>4.\u003Cbr>% %\u003Cbr>6.\u003Cbr>6.\u003Cbr>3 3\u003Cbr>3 % %\u003Cbr>% 69 71\u003Cbr>. .\u003Cbr>4% 4%\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>|\n| 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% |  |\n\n\n| 1 | During your career as a teacher, have you attended any professional teacher sessional? | ever | 44 | 89,80% |\n| --- | --- | --- | --- | --- |\n|  |  | never | 5 | 10,20% |\n| 2 | How many times have you attended teacher professionalism training during your career? | 5-10 x | 11 | 22,45% |\n|  |  | above 10x | 1 | 2,04% |\n|  |  | Less than 5 x | 37 | 75,51% |\n| 3 | Have you attended Information Technology-based Learning Training during your career as a teacher? | ever | 32 | 65,31% |\n|  |  | never | 17 | 34,69% |\n| 4 | Has your interest in a career been piqued due to your participation in the Teacher Professional Training? | Ever | 48 | 97,96% |\n|  |  | never | 1 | 2,04% |\n| 5 | Is there an impact on increasing enthusiasm for a career after participating in the LMS/TPACK-Based PPG? | Very No Increase | 0 | 0 % |\n|  ","cbCaiaJmWHYgVrBj","https://ap.wps.com/l/cbCaiaJmWHYgVrBj","pdf",567528,15,"Indonesian","# Pengembangan Profesionalisme Guru SD Pedesaan Berbasis TPACK\n## Tujuan dan Subjek Penelitian\n## Metode: Narrative Study\n## Temuan Masalah Peserta PPG\n## Model Hipotetik Scaffolding Tiga Tingkat\n## Teknik Pengumpulan Data","[{\"question\":\"Apa tujuan utama penelitian ini?\",\"answer\":\"Mengembangkan profesionalisme guru sekolah dasar di daerah pedesaan melalui pendekatan TPACK dan menghasilkan model hipotetik untuk mengatasi hambatan peserta PPG.\"},{\"question\":\"Siapa subjek dan berapa jumlah sampel penelitian?\",\"answer\":\"Subjek penelitian adalah peserta Teacher Professional Education (PPG) Universitas Lampung tahun 2020 untuk guru sekolah dasar dari daerah pedesaan, dengan sampel 49 peserta yang ditentukan secara purposif.\"},{\"question\":\"Apa masalah yang paling memengaruhi ketidaksiapan peserta PPG?\",\"answer\":\"Peserta menghadapi masalah sinyal internet yang lemah dan kurangnya penguasaan teknologi, sehingga tidak siap mengikuti PPG dari sisi teknologi dan konten.\"},{\"question\":\"Bagaimana rancangan model hipotetik yang diusulkan?\",\"answer\":\"Model hipotetik mencakup tiga level scaffolding untuk mendukung peningkatan profesionalisme guru secara teoritis.\"}]","PPG Guru SD Daerah Pedesaan Berbasis TPACK - Model Scaffolding 3 Tingkat untuk Peningkatan Profesionalisme | PDF",23]