Analysis of Technology Pedagogic Content Knowledge Ability for Junior High School Teacher: Viewed TPACK Framework

Aminah, Neneng; Waluya, St. Budi; Rochmad, Rochmad; Sukestiyarno, Sukestiyarno; Wardono, Wardono; Adiastuty, Nuranita

doi:10.2991/assehr.k.200402.060

Cited by 5 publications

(9 citation statements)

References 12 publications

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“…Teaching without written preparation will result in ineffective classroom learning [18] because teachers have not thought about what and how the learning process occurs [19]. The ability of teachers to develop lesson plans requires knowledge of learning theory [20], models, strategies, learning methods, and an understanding of evaluation tools [21].…”

Section: Literature Reviewmentioning

confidence: 99%

A Teaching Practice Design Based on a Computational Thinking Approach for Prospective Math Teachers Using Ed-tech Apps

Aminah

Sukestiyarno

Wardono

et al. 2022

Int. J. Interact. Mob. Technol.

Self Cite

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The pandemic situation forces us to use technology in learning. Likewise, prospective teachers who do field practice must prepare themselves to learn to use technology. So to overcome this, research was conducted to determine the validity, practicality, and responses of prospective teachers to the Computational Thinking (CT) based teaching practice model for mathematics teachers. This study uses Research and Development (R&D) with the ADDIE model, questionnaire validation, practicality questionnaire and teacher candidate response questionnaire used in the study. The results showed that the design of teaching practice based on the CT approach was very feasible to use, marked by the results of validation, practicality and positive responses from prospective teachers to the practice model used, as well as an increase in creativity of teaching practice. We recommend a CT-based teaching practice model using Ed-Tech on a hybrid learning system. This research is still limited to the mathematics department and for future researchers to carry out this practice in other majors in the university environment.

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Section: Literature Reviewmentioning

confidence: 99%

A Teaching Practice Design Based on a Computational Thinking Approach for Prospective Math Teachers Using Ed-tech Apps

Aminah

Sukestiyarno

Wardono

et al. 2022

Int. J. Interact. Mob. Technol.

Self Cite

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“…In addition, teachers' technological knowledge and academic content knowledge had a strong relationship in this study. This echoes Aminah et al [12], who suggest "inviting students to participate in learning to use technology" (p. 259). Similarly, Saubern et al [42] suggest that technologically proficient teachers will be more confident in using technology, and that this has a positive effect on their students.…”

Section: Discussionmentioning

confidence: 64%

“…In today's heavily digitized world, teachers' technological pedagogical content knowledge (TPACK) is a critical component of their ability to leverage educational technology and teach effectively [12]. This is because today's students' communication and learning styles are dramatically influenced by the increasingly digital environment in which they were brought up [13].…”

Section: Introductionmentioning

confidence: 99%

Understanding the Difference of Teachers’ TLPACK before and during the COVID-19 Pandemic: Evidence from Two Groups of Teachers

Chen

Hsu

2021

Sustainability

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The COVID-19 outbreak has suddenly changed the landscape of education worldwide. Many governments have moved education completely online, with the idea that although schools are shut, classes can continue; however, the question regarding whether teachers are prepared for this massive shift in educational practice remains unanswered. This study addresses this issue through the lens of teachers’ technology, learners, pedagogy, academic discipline content, and content knowledge (TLPACK). Two groups of 250 teachers (n = 500) who teach various levels of students participated in a two-phase survey. The phases of the survey took place in 2017 and 2020 (i.e., before and during the COVID-19 pandemic). Participants answered 38 reliable and valid questions about TLPACK to address three research questions, and the collected data were subjected to frequentist and Bayesian statistical analysis. The analysis indicated that teachers’ TLPACKs were significantly different before and during the COVID-19 pandemic. This study revealed significant correlations among teachers’ TLPACK constructs and found that, among these constructs, the strongest relationship was that between learner knowledge (i.e., knowledge about the learners) and pedagogy knowledge. The study ends by reflecting on our findings’ implications, especially since the COVID-19 pandemic continues to have significant altering effects on both education and society at large.

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“…Teachers need learning tools to support learning activities. The more complete and adequate the school learning facilities will make it easier for teachers to carry out their duties as educational personnel (Aminah, Waluya, Rochmad, Sukestiyarno, Wardono, & Adiastuty, 2020). Likewise with the atmosphere during learning activities.…”

Section: The Effect Of Facilities and Infrastructure On Tpackmentioning

confidence: 99%

Factors Affecting Teachers’ Technological Pedagogical and Content Knowledge (A Survey on Economics Teacher Knowledge)

Sojanah

Suwatno

Kodri

et al. 2021

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This study was conducted due to the lack of teachers’ Technological Pedagogical and Content Knowledge (TPACK). It examined the effects of teaching experience, training, facilities and infrastructure, self-efficacy, as well as motivation on teachers’ TPACK. The descriptive and explanatory methods with quantitative approaches were employed. The population of this study included 472 economics teachers in the Greater Bandung area, while the respondents were 217 economics teachers selected using the proportional probability sampling technique. The instrument used to collect the data was tried out to forty economics teachers. The instrument validity was measured using the CVR formula, and the instrument reliability was tested using construct reliability. The data were collected by means of questionnaires and then analyzed using descriptive analysis and Structural Equation Modeling (SEM). The results show that the teachers’ experience, training, facilities and infrastructure, self-efficacy, as well as motivation are at a low level. Likewise, the teachers’ TPACK seems to be low. Moreover, it is found that teaching experience, training, facilities and infrastructure, self-efficacy, as well as motivation have positive effects on teachers’ TPACK.

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Analysis of Technology Pedagogic Content Knowledge Ability for Junior High School Teacher: Viewed TPACK Framework

Cited by 5 publications

References 12 publications

A Teaching Practice Design Based on a Computational Thinking Approach for Prospective Math Teachers Using Ed-tech Apps

A Teaching Practice Design Based on a Computational Thinking Approach for Prospective Math Teachers Using Ed-tech Apps

Understanding the Difference of Teachers’ TLPACK before and during the COVID-19 Pandemic: Evidence from Two Groups of Teachers

Factors Affecting Teachers’ Technological Pedagogical and Content Knowledge (A Survey on Economics Teacher Knowledge)

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