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

Sojanah, Janah; Suwatno, Suwatno; Kodri, Kodri; Machmud, Amir

doi:10.21831/cp.v40i1.31035

Cited by 22 publications

(22 citation statements)

References 35 publications

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“…Since the prior work relied primarily on correlational data and/or knowledge assessments of prospective teachers, this study examines the influence of integrating information and communication technology (ICT) into the creation of TPACK on educators. Research conducted by Sojanah et al (2021) discovered a statistically significant association between teacher preparation and the perception of prospective teachers engaging in the teacher preparation program. Apart from the use of various research designs, previous literature studies concentrated on developing pre-service teachers' technological proficiency and critical thinking skills without connecting them to other important issues, such as ICT integration and the assessment of RPP during the Covid-19 pandemic (Sumeyra, et.…”

Section: Introductionmentioning

confidence: 99%

Impact of ICT integration on the development of vocational high school teacher TPACK in the digital age 4.0.

Istiningsih

2022

WJET

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To investigate the impact of the integration of information and communication technology (ICT) on the development of the Technological Pedagogical Content Knowledge (TPACK) framework for Vocational High School teachers in the Digital Era 4.0, this research will look at the integration of ICT. The evaluation of the Online Learning Implementation Plan (RPP) of the Computer and Network Engineering Department in the even semester of the 2020/2021 academic year revealed the impact of ICT on instructors' TPACK. The research design that was used was a qualitative case study. The study included 20 teacher participants from Private Vocational Schools who were majoring in Computer and Network Engineering in order to explore the influence of ICT adoption on their classrooms. Findings from this study reveal that integrating ICT into the TPACK framework, as measured by this research project, has a positive impact on teachers. Teachers are capable of resolving issues that arise during online learning activities and providing learning assessment values that are appropriate for their students' skills and learning performance. Schools must provide more effective and professionally targeted ICT support and training in order to improve teacher competence in order to educate vocational students for a digital future, as a result of these consequences. Considering the demands for the integration of ICT into the design of educational curricula in order to develop the TPACK abilities of teachers in the face of the digital revolution is something that the government can consider. Keywords: vocational, ICT, TPACK, secondary school, engineering, educational curricula.

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Section: Introductionmentioning

confidence: 99%

Impact of ICT integration on the development of vocational high school teacher TPACK in the digital age 4.0.

Istiningsih

2022

WJET

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“…The millennial generation is very close and familiar with the rapid development of technology [18,19]. In addition to these factors, as the study of the results of previous research, Syarifuddin stated that there are also factors that influence teacher competence, namely professional competence, skill competence, work motivation, leadership where teachers work, and teacher attitudes towards their profession [20][21][22][23]. The factors that support the TPACK ability of madrasah teachers the most are facilities, infrastructure in schools, and training in making learning videos.…”

Section: Discussionmentioning

confidence: 99%

Madrasah Teachers’ TPACK: To What Extent It Facilitates Students’ Learning for Literacy?

Huriyah¹,

Alwi²,

Segara³

et al. 2022

Proceedings of the International Conference on Madrasah Reform 2021 (ICMR 2021)

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Teachers must be proficient not only in subject matter and pedagogy, but also in technology expertise, in order to design lessons holistically in this time of pandemic. This study looked at 80 teachers from 65 madrasahs (Islamic school) in East Java who took part in PPG (Teacher Professional Education Program) at the LPTK (Institute of Teachers' Education) UIN Sunan Ampel Surabaya in 2021. In this study, the data were analyzed by data reduction, data visualization, and drawing conclusions. The results of the research discussion indicate that madrasah teachers' ability to use Technological Pedagogical and Content Knowledge (TPACK) is still limited to 18.75 percent. Meanwhile, good TPACK ability reached 60%, while quiet TPACK ability reached 21.25 percent. Many variables influence this, including rapid technology advancements, the availability of numerous applications, support from school leaders, school infrastructures, and teachers who are still in their early years of teaching.

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“…Successfully integrating technology in learning not only rests on information and communication technology (ICT) facilities, but the increase in teacher compatibility in training activities needs to be supported through teacher training (Karolčík & Čipková, 2017). Teaching experience, training, facilities and infrastructure, self-efficacy, and motivation positively affect TPACK teachers (Sojanah, Suwatno, Kodri, &Machmud, 2021).…”

Section: Discussionmentioning

confidence: 99%

E-Course Design of Middle/MTs Teacher Training Using Google Classroom

Yuliani

Heru

2021

International j.of Elementary Education

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The ability to design online learning was a skill that teachers in integrating ICT in Learning must possess. The problems faced by teachers in implementing online learning were complex, starting from internet access to the use of applications/software that can be used in online learning. This study aimed to produce an e-course for teacher training for SMP/MTs using the open-source google classroom. This research used a development research method with media evaluation using formative Evaluation Tessmer. As developed in this study was a teacher training media using google classroom. The research subjects were junior high school and MTS teachers, with 28 people involved during the training process activities. The instrument used in this research was a questionnaire. The questionnaire was given to the experts, and the participants of the small group trial were questionnaires to assess the e-course google classroom. The questionnaire given to the field test participants was to see the potential effect of learning using e-courses on the teacher's TPACK ability. The data analysis method used was descriptive qualitative. Based on the research results that have been done, it can be concluded that the e-course teacher training using google classroom was categorized as valid and practical. Validity was obtained from the assessment of the material, media, and language experts and was one-to-one. Practicality was obtained from the results of the small group trial by analyzing the results of the questionnaire distributed to the small group trial participants so that the average percentage of teacher assessment through the questionnaire was 92.5%. E-course had a potential effect on teacher TPACK with an average rate of 82.46%, classified as good. Based on the results obtained, it can be concluded that the developed training e-course was valid, practical, and had a potential effect on the achievement of TPACK. That was, the e-course that has been designed was effective.

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

Cited by 22 publications

References 35 publications

Impact of ICT integration on the development of vocational high school teacher TPACK in the digital age 4.0.

Impact of ICT integration on the development of vocational high school teacher TPACK in the digital age 4.0.

Madrasah Teachers’ TPACK: To What Extent It Facilitates Students’ Learning for Literacy?

E-Course Design of Middle/MTs Teacher Training Using Google Classroom

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