Developing Self-Assessment Instrument for Measuring Pre-Service Teachers’ Technological Pedagogical Vocational Knowledge

Abstract

Purpose of the study: This study aims to develop a self-assessment instrument for measuring pre-service teachers' Technological Pedagogical Vocational Knowledge (TPVK). The developed instrument reviewed by experts and analyzed for the reliability and the internal consistency. TPVK, as the expansion of Technological Pedagogical Content Knowledge (TPACK), is the basis of effective teaching vocational knowledge with technology. TPVK’s instrument needed to assess the profile of TPVK among pre-service teachers. Assessing current TPVK’s profile among pre-service teachers is needed to formulate the appropriate efforts for the improvement in the teacher training program.
 Methodology: Fifty-one survey questions were initially created based on literature and then reviewed by some experts to do the content and face validity of the instrument. The item analysis to determine the criterion of internal consistency used Pearson Product Moment regarding the data collected from two hundred and sixteen pre-service vocational teachers. The reliability of the instrument is determined by using Cronbach’s alpha coefficient.
 Principal Findings: The criterion of internal consistency from each TPVK component is relatively high. The lowest mean degree was 0.736 for PK, and the highest mean degree was 0.857 in the TPK component. The Cronbach's alpha coefficient for the reliability test was 0.883 in the TK component as the lowest degree and 0.937 in the PVK component as the highest degree.
 Practical Implication: The results revealed that the TPVK instrument was a valid and reliable tool for assessing pre-service vocational teacher's technology, pedagogy, and vocational knowledge, especially in Indonesia, due to the language used in this instrument.
 Novelty/Originality of this study: This article based on the development study to measure Technological Pedagogical Vocational Knowledge pre-service teachers' instrument as the expansion of TPACK, whereas the content knowledge focused on vocational knowledge.

Collaborative Problem Based Learning Integrated with Online Learning

“…The National Qualification Framework curriculum that applies in Indonesia also has the essence of the need for higher education graduates to have collaborative and problem-solving skills and is expected to apply and utilize science and technology in their fields [9], [10]. However, based on the PISA evaluation, it was found that students' collaborative skills in Indonesia were at the bottom of the list [11], [12].…”