Konsep dan Implementasi TPACK pada Pembelajaran di Sekolah Dasar

Janah, Eka Fajriatul

doi:10.20961/jkc.v10i2.65655

Cited by 6 publications

(5 citation statements)

References 3 publications

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“…Based on the research results of Paidi et al (2021), biology teachers have not mastered TPACK and do not meet good teacher performance standards, especially in the technology knowledge component. Furthermore, additional research also states that biology teachers continue to utilize media and learning methods that are not well aligned with students' needs and do not maximize the use of technology to achieve learning outcomes (Janah, 2022;Rahayu et al, 2023).…”

Section: Volume 8 Issue 2 January 2024mentioning

confidence: 99%

The potential of TPACK-based biology learning to improve students' habits of mind

Bariroh,

Surtikanti

2024

mangiferaedu

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The significance of habits of mind in achieving student success was contrasted with the low level of students' habits of mind in biology learning. TPACK is a 21st-century learning approach that has the potential to improve students' habits of mind. However, this was not followed by biology teachers' mastery of TPACK, which was relatively low. So far, there has been no research that examines the role of TPACK on students' habits of mind in biology learning. This paper aims to find out the potential and implementation of TPACK-based biology learning in improving students' habits of mind. The method used was a Systematic literature review with 20 sample international and national articles. Access to digital resources enriches students' ideas and supports the development of critical thinking, creativity, and self-regulation skills. In this way, teachers are expected to not only increase their knowledge of content and pedagogy but also integrate technology into learning, allowing students to gain more meaningful knowledge. The form of implementing this technology integration can be in the form of learning media or learning assessments. What was found in this writing is that students' habits of mind can be formed through classroom learning, one of which is the TPACK approach. Recommendations for choosing more diverse biological material were also proposed in this paper so that learning becomes more dynamic, contextual, and then students' habits of mind are achieved.

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Section: Volume 8 Issue 2 January 2024mentioning

confidence: 99%

The potential of TPACK-based biology learning to improve students' habits of mind

Bariroh,

Surtikanti

2024

mangiferaedu

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“…Technological Pedagogical Content Knowledge pengetahuan pedagogik dan konten teknologi (TPACK) mengacu pada seperangkat konsep yang saling terkait yang dimaksudkan untuk bekerja sama untuk meningkatkan pendidikan melalui penggunaan teknologi ketiganya tersusun dalam rancangan pembelajaran atau RPP. Implementasi dan penerapan TPACK pada pembelajaran diharapkan dapat memberikan solusi bagi guru untuk mengatasi masalah dalam proses pembelajaran dengan memanfaatkan teknologi digital untuk kegiatan belajar mengajar yang dapat menciptakan kegiatan pembelajaran yang bermakna bagi siswa (Janah, 2022).…”

Section: Hasil Dan Pembahasanunclassified

Modernisasi Pembelajaran IPS Berbasis TPACK Di Era 4.0 Kelas Tinggi Sekolah Dasar

Putri

Harinaredi

2023

JEE

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The development of science and progress in the field of technology. This advancement in the field of technology can be used as a way to improve learning activity and the quality of learning that can be done by a teacher. To be able to realize this, a teacher needs to understand and have the ability of Technological Pedagogical Content Knowledge (TPACK). TPACK is a skill that every teacher must have in the industrial revolution 4.0 era to ensure technology and data can be used. The method used is descriptive qualitative. The data sources of this research are primary data and secondary data. Data was collected using the interview method. The purpose of this study was to determine the TPACK competence of social studies teachers in grades IV, V, and VI at SD AL-Azhar Syifa Budi Cibinong. The results showed that SD AL-Azhar Syifa Budi Cibinong has integrated technology in learning such as the preparation of teaching materials which include powerpoints and digital-based learning videos. The teacher's ability to master technology during learning can be seen through the application of TPACK. The implication in this research is the utilization of TPACK-based learning in the 4.0 era. So that it helps educators and students to understand the material easily with the use of technology.

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“…Kehadiran guru dalam abad 21 sangat diperlukan untuk menjamin terjadinya proses pembelajaran yang bermakna, berkarakter, dan berorientasi pada pengembangan keterampilan abad 21 (Fauzi et al, 2019) Pembelajaran abad 21 menuntut pendidik untuk mampu mengajar dan melakukan pengelolaan kegiatan kelas secara efektif, dan juga mampu membangun hubungan efektif dengan murid dan komunitas di sekolahnya, mampu menggunakan teknologi untuk mendukung pembelajaran, dan melakukan refleksi pembelajaran secara berkelanjutan (Wuarlela et al, 2022). Beberapa pembelajaran inovatif yang dapat digunakan guru meliputi Discovery Learning, Project Based Learning (PjBL), Problem Based Learning (PBL), Self Directed Learning (SDL), pembelajaran kontekstual, pembelajaran kooperatif dan kolaboratif (Janah, 2022). Dengan harapan, melalui pembelajaran yang dilakukan dapat menyelesaikan permasalahan pembelajaran yang dialami di sekolah.…”

Section: Latar Belakangunclassified

Penerapan Model Project Based Learning Dengan Pendekatan Tpack Pada Pembelajaran Ipa

Ningsih,

Alkhasanah,

Isnaini

et al. 2023

JIPCB

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Model pembelajaran PJBL dan konsep TPACK serta penerapannya pada pembelajaran di sekolah akan memberikan dampak positif terhadap pembelajaran IPA di Sekolah Dasar. Dalam penerapannya guru belum terbiasamenggunakan metode ini tetapi terbiasa menggunakan pembelajaran tradisional student centered. Penelitian ini bertujuan untuk mendiskripsikan penerapan PJBL dengan pendekatan TPACK dalam pembelajaran IPA kelas VI SD Negeri sidorejo 02. Dalam penerapan ini, guru berperan sebagai fasilitator dan pendamping siswa dalam menjalankan proyek, sementara siswa berperan sebagai pembelajar aktif yang mencari solusi atas tantangan yang diberikan. Dalam hal ini peneliti menggunakan metode penelitian kualitatif deskriptif, dengan jenis peneltian fenomenologi yang akan mendeskripsikan proses penerapan pembelajaran. Teknik pengumpulan data dengan observasi, wawancara, pemberian tes dan dokumentasi. Hasil penelitian menunujukan bahwa penerapan Model Project Based Learning dengan pendekatan TPACK pada pembelajaran IPA di kelas VI SD Negeri Sidorejo 02 sudah berjalan dengan baik dan sesuai dengan visi misi sekolah. Dampak yang positifnya adalah pembelajaran semakin menarik, meningkatkan prestasi akademik maupun non akademik murid, pembelajaran tidak menjenuhkan, guru lebih kreatif.

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Konsep dan Implementasi TPACK pada Pembelajaran di Sekolah Dasar

Cited by 6 publications

References 3 publications

The potential of TPACK-based biology learning to improve students' habits of mind

The potential of TPACK-based biology learning to improve students' habits of mind

Modernisasi Pembelajaran IPS Berbasis TPACK Di Era 4.0 Kelas Tinggi Sekolah Dasar

Penerapan Model Project Based Learning Dengan Pendekatan Tpack Pada Pembelajaran Ipa

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