Developing an Interactive Mathematical Learning Media Based on the TPACK Framework Using the Hawgent Dynamic Mathematics Software

Wijaya, Tommy Tanu; Tang, Jianlan; Purnama, Aditya

doi:10.1007/978-3-030-60036-5_24

Cited by 28 publications

(25 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This knowledge requires a deep understanding of the representation of concepts using technological and pedagogical techniques (Mishra & Koehler, 2006). TPACK is widely known by scholars and administrators and it is discussed in numerous studies (Hosseini 2015a(Hosseini , 2015b(Hosseini , 2016Sintawati & Abdurrahman, 2020;Wijaya, 2020). Nevertheless, utilizing the TPACK framework for integrating pedagogy into technology, in order to design digital services, is a new paradigm.…”

Section: Integrating Pedagogy Into Technologymentioning

confidence: 99%

Integration of Pedagogy Into Technology: A Practical Paradigm

Hosseini¹,

Kinnunen²

2021

Education and New Developments 2021

View full text Add to dashboard Cite

Technology, with its rapid growth and vast impacts on all areas of human life, has increased well-being and facilitated daily tasks in our private life as well as in business and marketing, medical and healthcare services, and education. The global Covid-19 pandemic has shown the importance of Internet and technology to keep businesses running and reduce the problems emerging from social distancing and even saving lives through healthcare systems; likewise, educational systems speeded their technological facilities to run and develop normal educational activities. Although many studies had already acknowledged the necessity of using technology in education, the lack of facilities and knowledge of using technology in educational systems was reported in the beginning of the pandemic. The pandemic pushed educational systems to integrate technology into pedagogy by facilitating information transfer and communication. However, the challenge of enhancing the quality of information is still prevalent. This paper focuses on a bilateral necessity of integration of pedagogy and technology: while the potential of technology in educational systems is widely acknowledged, the practical usage of learning theories and pedagogical principles in designing digital services is far from a completed mission. Many user-experience (UX) studies determine technological, behavioral, social, and motivational factors to promote user-centric design to enhance the quality of content, while limited attention is given to pedagogical factors. We introduce integration of pedagogy into technology as a new paradigm in user-centric design, not only in the educational system but also in a general context. Mishra and Koehler (2006) introduced integration of technology into pedagogy (TP) through the Technological Pedagogical Content (TPACK) framework as required knowledge for teachers. This paper employs the TP concept in a broader context of Technological Pedagogical Content Design (TPCD), which utilizes the pedagogical element in the user-experience based practice to develop a user-centric design approach.

show abstract

Section: Integrating Pedagogy Into Technologymentioning

confidence: 99%

Integration of Pedagogy Into Technology: A Practical Paradigm

Hosseini¹,

Kinnunen²

2021

Education and New Developments 2021

View full text Add to dashboard Cite

show abstract

“…This research is a further study of development from previous research. Many previous studies have developed learning media with Hawgent, but there is less research on students' attitudes towards using Hawgent software (Cunhua,Ying, Qunzhuang, & Wijaya, 2019;Wijaya & Tang, 2020). Based on this background, this research focuses on analyzing how middle school students respond to the application of Hawgent Dynamic Mathematics on the curved surface material.…”

Section: Figure 1 Hawgent Dynamic Mathematics Softwarementioning

confidence: 99%

Students' Attitudes Towards Implementation of Hawgent Dynamic Mathematics Software on Curved Surface

et al. 2021

View full text Add to dashboard Cite

Along with the development of the world of science, it is getting faster ICT in education. The objectives to be achieved in this study are to find out how the student's response to the utilization of the Hawgent Dynamic Mathematics application on the material of the curved side of the learning room in the teaching and learning process took place in the classroom. The main object in this study was the 9th-grade junior high school student who was 96 students at Gusui Middle School in Guangxi Zhuang Autonomous Region. Data collection in this study was a questionnaire containing indicators that have to measure the student's response to the use of learning media using Hawgent Dynamic Mathematics and the primary tool processing research data, namely Ms. Excel and SPSS statistical. The study results were related to the student's response that students agreed, were happy, and were assisted by the Hawgent Dynamic application. The perception or student response results concluded that learning using Hawgent Dynamic software could help in mathematics. It was easier and satisfying for students to understand the material about building a curved side space. However, the use of Hawgent software was only limited to trials, so it was recommended that it be able to use and utilize this software for other discussions on mathematics lessons.

show abstract

“…Technology helps students understand a mathematical concept, and it also significantly improves their mathematical ability [1]- [6]. Its use also makes them more active in class [7], [8], thereby improving their ability to ask unique and creative questions. There has been much research in China on using technology in teaching and learning activities [4], [9]- [11].…”

Section: Introductionmentioning

confidence: 99%

Helping Junior High School Student to Learn Fibonacci Sequence with Video-Based Learning

Wijaya

Hermita

et al. 2021

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

In the 21st century, a teacher must be able to make teaching and learning activities conductive, fun That can improve students’ learning interest. Fibonacci sequence material is one of the materials that is difficult for Junior High school students to master. Based on this problem, the focus of this research is to create video learning on Fibonacci sequence material using Hawgent. This research is developed in Guangxi Normal University, China. This research is a research and development (RnD) using 4D model. 4D model consists of Defining, Design, Development, Dissemination. Video learning is made using interesting animations that are easy for students to understand. The results of this study indicate that the video learning has passed validation and can be sent to schools to help students understand Fibonacci sequence

show abstract

Developing an Interactive Mathematical Learning Media Based on the TPACK Framework Using the Hawgent Dynamic Mathematics Software

Cited by 28 publications

References 24 publications

Integration of Pedagogy Into Technology: A Practical Paradigm

Integration of Pedagogy Into Technology: A Practical Paradigm

Students' Attitudes Towards Implementation of Hawgent Dynamic Mathematics Software on Curved Surface

Helping Junior High School Student to Learn Fibonacci Sequence with Video-Based Learning

Contact Info

Product

Resources

About