Structural Relationships between Technological Knowledge, Content Knowledge and Pedagogical Knowledge

The relationships between technological knowledge (TK), content knowledge (CK) and pedagogical knowledge (PK) are still considered inconsistent and are still debated among the learning experts. The current research aims to examine the empirical structure in the relationships between Technological Knowledge, Content Knowledge and Pedagogical Knowledge specifically on the economic education learning. The research was conducted on several Economic Education students in two universities in Surakarta and Yogyakarta. The variables were assessed based on the scale adapted from Graham et al. (2009) and Scherer et al. (2017). The relationships among variables analyzed with Structural Equation Model using Lisrel program. The result shows that the relationships between Pedagogical Knowledge and Content Knowledge toward the Pedagogical Content Knowledge (PCK) are significant. These relationships tend to be stronger than the relationships between Content Knowledge and Technological Knowledge to Technological Content Knowledge (TCK) or the relationship between Technological Knowledge and Pedagogical Knowledge to Technological Pedagogical Knowledge (TPK). These results open new directions and implications toward the curriculae and learning methods in the economic educations. Limitation and suggestions for the future research also provided.