DOI: 10.36347/sjahss.2022.v10i02.002

Pages: 39-51

The teacher as a component in the learning process has an important role in integrating technology in learning activities carried out in schools. The phenomenon that occurs when many teachers still have low competence is evidenced by the competency test scores that are still below standard. On the other hand, the demands of the 21st century require teachers to be able to combine learning with technology, therefore the application of TPACK in learning is considered relevant to the developments and demands of the times. This study aims to determine the effect of teacher training and supervision on teacher competence mediated by the TPACK variable. This research is a quantitative study with the required data in the form of numerical data. Data were collected through a questionnaire distributed to 100 teachers who were selected by simple random sampling technique. The data were analyzed using the structural technique Equation Model (SEM) assisted by the smart PLS application. The results showed that teacher training had a significant positive effect on teacher performance with a p value of 0.000 (p <0.05). Teacher supervision has no significant positive effect on teacher performance with a p value of 0.329 (p> 0.05). Teacher training has a significant positive effect on TPACK competency with a p value of 0.000 (p <0.05). Teacher supervision has a significant positive effect on TPACK with a p value of 0.000 (p <0.05). TPACK is able to mediate the effect of training on teacher performance. with a p-value score of 0.000 (p <0.05). TPACK is able to mediate the effect of supervision on teacher performance with a p-value of 0.004 (p <0.05). In facing the development of science and technology, therefore teachers must be able to prepare themselves to develop teaching activities with science and technology.