Guru abad 21 harus memiliki pengetahuan sekaligus keterampilan dalam menggunakan berbagai perangkat teknologi baik yang tradisional maupun modern untuk memfasilitasi belajar dan meningkatkan hasil pembelajaran. Artikel ini bertujuan untuk mendefinisikan, menjelaskan tentang pengukuran, dan menjelaskan tentang pengembangan technological pedagogical content knowledge (TPACK). Penulisan artikel menggunakan metode kajian pustaka dari buku, artikel jurnal, dan dokumen lain yang berkaitan dengan topik pembahasan. Hasil kajian mendapati bahwa, TPACK merupakan salah suatu jenis pengetahuan baru yang harus dikuasi guru untuk dapat mengintegrasikan teknologi dengan baik dalam pembelajaran, pengukuran TPACK merupakan aktivitas penilaian tingkat penguasaan TPACK yang dilakukan menggunakan TPACK framework, dan pengembangan TPACK merupakan kelanjutan dari proses pengukuran yang dilakukan untuk meningkatkan penguasaan TPACK. TPACK dapat dijadikan sebagai kerangka kerja untuk mendesain kurikulum pendidikan guru yang lebih sesuai dengan era dan tuntutan pembelajaran Abad 21.
All of a sudden, teachers and students around the globe have to deal with distance learning amidst the coronavirus disease 2019 (COVID-19) crisis. It is becoming increasingly important to understand teachers' technology integration and distance learning adoption after a sudden implementation of the working-fromhome policy as a precaution towards the further transmission of the virus. The present study examines the issues particularly regarding the used technologies, the process of distance learning, and the teachers' distance learning adoption levels. This study was conducted using an online survey involving 572 teachers in Indonesia. The results reveal that teachers tend to use devices and applications for remote instruction that already they used for daily life, and global applications are more likely chosen by teachers for managing virtual classrooms rather than the local ones. The teachers stand on an enhancement level of technology integration thus yet integrate technology as a transformation of learning. Most teachers have immediately prepared for teaching remotely when the working-from-home policy has been implemented so that they can be categorised as early adopters of distance learning. Teachers' agility in adopting distance learning during the crisis raises an optimistic signal to effectively adapt and adopt remote instruction to formal school environments in the future. Since the current study has only examined teachers in one country regardless of teaching subjects and school levels, a cross-national study on a specific subject and school level is needed in the next study.
Integrating technology into learning and instruction processes is inevitable in this modern world, so it is of pivotal importance that all teachers should master TPACK confidently. Unfortunately, the approaches toward teacher education programs in many countries, specifically in Indonesia, do not yet integrate TPACK in the curriculum. This study aimed at comparing pre-service civic education teachers’ TPACK confidence across three course modes—Regular A, B, and C—of a pre-service teacher education program in Indonesia. Involving 90 pre-service civic education teachers, a self-report measure survey is used as the research method. The result revealed that Regular A and C pre-service civic education teachers report an almost equal level of TPACK confidence while the Regular B pre-service civic education teachers report a lower level of TPACK confidence. Academic and practical implications of these findings are discussed, and insights for future teacher education programs are provided.
Technology plays a pivotal role in today’s teaching and learning process in terms of facilitating learning and improving students’ performance. Exploring an avant-garde technology to be integrated into the classroom is critical for finding new ways of learning. This study aimed at investigating university students’ usage, perception, attitude, and readiness towards the WhatsApp group as a teaching and learning platform. This is an exploratory study engaged in one class of university students after joining a course conducting by integrating a WhatsApp group for teaching and learning platform. The result revealed that students actively use WhatsApp in daily life, but unfortunately passively use it for learning in a group. Students recognise that the WhatsApp group is of potential for ubiquitous learning, and they have a good attitude to this app as a teaching and learning platform. However, it found that students are not ready yet to learn actively, collaboratively, and independently through the WhatsApp group. The academic and practical implications of these findings are discussed, and avenues for future research outlined.
This study is aimed at gathering information about the tendency of learning resources needed by the students of Universitas Negeri Jakarta (UNJ) that support ICT based learning. The study is conducted using the survey method applying questionnaires that randomly distributed to the students. The questionnaires filled in by 580 students of 22 different study programmes covering six faculties of UNJ. Every faculty tends to have different learning resources. However, videos are the most essential learning resources needed by students. The development of learning resources in higher education must consider the need of learning resources of students of each faculty, not the university as a whole.
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