data quistionnare

The data of this study was collected through a questionnaire designed to measure teachers' ability to integrate technology, pedagogy, and content knowledge (TPCK) in teaching green energy topics. The questionnaire consisted of 25 items of statements based on a 5-point Likert scale, ranging from "Strongly Disagree" to "Strongly Agree". This instrument includes three main components of TPCK, namely:
1. Technological Knowledge (TK): Measuring teachers' ability to understand and use technology to support learning.
2. Technological Pedagogical Knowledge (TPK): Assesses teachers' ability to integrate technology into effective learning strategies.
3. Technological Content Knowledge (TCK): Examines teachers' ability to relate technology to learning materials, especially green energy topics.
This questionnaire was distributed online through the Google Forms platform, allowing participation from teachers in various regions. Prior to deployment, the validity and reliability of the instrument were tested using the Rasch analysis approach to ensure the accuracy and consistency of the measurements.
The respondents in this study consisted of 225 science teachers in Indonesia who were randomly selected. The data collected includes demographic information such as gender, age, teaching experience, and recent education level. This data was analyzed to assess the validity, reliability, and distribution of teachers' abilities in integrating technology into green energy learning.

本研究的数据采集是通过设计用以衡量教师在教授绿色能源主题时整合技术、教学法与内容知识（TPCK）能力之问卷调查获得的。该问卷包含基于五点李克特量表（从“强烈反对”至“强烈同意”）的25项陈述。该工具涵盖了TPCK的三个主要组成部分，具体如下：
1. 技术知识（TK）：衡量教师理解并运用技术以支持学习的本领。
2. 技术教学法知识（TPK）：评估教师将技术融入有效学习策略的能力。
3. 技术内容知识（TCK）：考察教师将技术与学习材料，尤其是绿色能源主题相关联的能力。
此问卷通过Google Forms平台在线分发，允许多地区教师参与。在实施前，通过Rasch分析法对该工具的有效性和可靠性进行了测试，以确保测量的准确性和一致性。
本研究的受访者包括225名在印度尼西亚随机选取的科学教师。收集的数据包括人口统计学信息，如性别、年龄、教学经验和最近的教育水平。这些数据被分析以评估教师将技术整合至绿色能源学习中的能力之有效性、可靠性和分布情况。