ABSTRACT
In the 21st century, many teachers still lack sufficient knowledge to effectively use technology in the classroom. This fact underscores the importance for Educational Institutions and Educators to strive towards producing adaptable graduate outcomes for teachers. The integration of the Sustainable Development Goals (SDGs), especially SDG 4: Quality Education, emphasises the importance of equipping prospective teachers with the skills to foster a quality learning environment that is relevant to the times. Assessment instruments based on the Technological Pedagogical Content Knowledge (TPACK) framework can serve as tools to measure the connection of prospective teachers and teachers‘ understanding of content, pedagogy, and technology in an integrative manner. This study adopts the Research and Development (R&D) model ADDIE (Analyse, Design, Development, Implementation, and Evaluation). The sample used was 30 students. This instrument is designed to identify and measure the ability of prospective teachers to apply TPACK components, which include Pedagogical Content Knowledge (PCK), Pedagogical Knowledge of Technology (TPK), and Knowledge of Content Technology (TCK), in the planning and implementation of teaching activities. The instrument includes 51 indicators, allowing for a comprehensive assessment of the ability of prospective teachers to integrate knowledge, content, and pedagogical technology in teaching. Instrument Validity Analysis was conducted using Aiken's V. This instrument provides an authentic tool to evaluate the performance of prospective teachers in microteaching and can also be a reference for developing assessment instruments in other pedagogical programs.
