Analysis of TPACK (Technological Pedagogical Content Knowledge) ability Physical Education teacher’s

Introduction: Lifestyle changes in the 21st century will certainly affect the use of technology, requiring teachers to be able to develop learning with the use of ICT. In the subject of physical education integrating technology meaningfully is not easy, physical education teachers must master the material to be taught, so that they can choose technology according to the character of the material. Objective: The objective of this study is to examine the analysis of TPACK ability in physical education teachers in terms of age, length of service and type of educational unit. Methodology: The type of research is comparative. Sampling technique with purposive sampling in teacher professional program participants, with a total sample of 256 people. Research instrument using TPACK questionnaire. Data analysis techniques using Kruskal-wallis test with a significant level of 5%. Results: 1) Physical education teacher's TPACK ability for TK variables belongs to the moderate category (48.8%), PK belongs to the moderate category (59.7%), CK belongs to the moderate category (58.9%), TCK belongs to the good category (72.3%), TPK belongs to the moderate category (58.9%), PCK belongs to the good category (71.8%), and TPACK belongs to the moderate category (71.8%). 2) TPACK ability based on age, only the PK variable has significant differences and the PK ability is best at the age of 21- 40 years, while other variables have no significant difference. 3) TPACK ability based on educational units, from all educational units of each TPACK variable there is no significant difference. 4) TPACK ability based on service life, only the PK variable has a significant difference, with the best PK ability being in the working period of < 5 years, while the other variables do not have a significant difference, and 5) Analysis of factors that affect TPACK ability, age is the factor that most affects kindergarten ability, while for other variables each factor does not have a significant effect. Conclusions: The average TPACK ability of physical education teachers including the moderate category and there are significant differences for the PK variables on age and length of service.