The profile of science teachers’ competence in learning practices using technological devices

Abstract Teacher assessment is part of the evaluation and improvement process of teacher competence. Accurate assessment will be an appropriate basis for developing competency improvement programs. This research is aimed at getting a picture of the knowledge of science teachers in applying learning using technological devices. A descriptive analysis research method was used. The test result data were obtained from 100 science teachers in Banten Province who answered the questions online as the sample. The research instruments consisted of 10 essay questions and a scoring rubric for the assessment. Test questions cover aspects of the application of learning methods, learning media, learning resources, assessments, and student learning outcomes. The Cronbach’s instrument reliability coefficient value is 0.7. The average score of the test-takers in this research was 29.90 with a standard deviation of 17.31. Based on the categorization of the assessment results, the scores of the subjects were distributed as follows: 1% of the good category, 10% of the fair category, 40% of the poor category, and 49% of the very poor category. The analysis of the items indicates that the most difficult problems to be answered are the questions about learning methods and student learning outcomes.