ABSTRACT
This research is aimed to identify the competencies of Technological Pedagogical Content Knowledge (TPACK) toward self-efficacy for pre-service chemical teachers. The research method used is the descriptive qualitative method. The sample consisted of 30 pre-service chemical teachers in semester 6. TPACK’s measured competency consists of seven components, namely: (1) Technological Knowledge (TK); 2) Pedagogical Knowledge (PK); 3) Content Knowledge (CK); 4) Technological Content Knowledge (TCK); 5) Pedagogical Content Knowledge (PCK); 6) Technological Pedagogical Knowledge (TPK); 7) Technological Pedagogical Content Knowledge (TPCK). In addition, some aspects also will also be provided to measure the self-efficacy, such as Science Aspect (SA), Higher-Order Thinking (HOT), Laboratory Usage (LU), Everyday Application (EA), Science Communication (SCM) and Scientific Literacy (SL). Moreover, the writers use questionnaires based on the Likert scale as the instrument of the research. After collecting the data of the research, the data will be analyzed using descriptive qualitative. The result shows that the average percentage score of Technological Pedagogical Content Knowledge (TPACK) is about 76.1% (good) and the self-efficacy score is about 74.1% (good). Based on the result, it can be concluded that the TPACK ability of the pre-service chemical teachers is comparable to the self-efficacy.
