Lampung Language Online Learning during the Covid-19 Outbreak: How are the Teacher’s TPACK Skills?

Abstract

The implementation of online learning at the beginning of the covid-19 outbreak brought up some interference for most teachers and students. Technological Pedagogical Content Knowledge (TPACK) is thought to be the answer for teachers in dealing with current online learning problems. This study aims to explore the TPACK skills of Lampung language teachers and the advantages and problems of online Lampung language classes. A survey method was employed to conduct this study in which a questionnaire consisting of 33 statements and 5 open-ended questions was administrated to 138 Lampung language teachers in Lampung, Indonesia. The data were analyzed quantitatively and qualitatively by using factor analysis and the descriptions of teacher explanations. The results showed that Lampung language teachers, in general, have mastered TPACK in their online classes such as the use of various learning media and educational platforms. Giving assignments in creative forms such as making videos of folk songs during the learning process amid the pandemic using local languages can be used by Lampung language teachers to create non-boring learning. This study provides an overview of Lampung language teachers' TPACK skills and some information related to the problems and advantages faced in online Lampung language learning during the covid-19 pandemic. As a consequence, it can be the reference for policymakers to make the best Lampung language learning system.

Teachers' TPACK during the Covid-19 crisis: an ecological perspective on Arab and Jewish teachers in Israel

“…The findings can be understood in light of previous research, which indicated that the sudden and rapid transition in the educational environment to an online system forced teachers, especially those who did not have time to prepare properly, to try to develop their TPACK by employing OT (Murphy, 2020). The frequency of OT using synchronous and asynchronous teaching, provided teachers with sufficient opportunity to integrate various virtual means in the learning process, such as video files, links and tutorials, that support social interaction and collaboration in the classroom (Ariyani et al ., 2023; Engelbertink et al ., 2020; Masry-Herzallah, 2022; Shamir-Inbal and Blau, 2021).…”

“…Regardless of whether teachers are ready or not to move to OT, they have no alternative but to adapt to the new work environment created by the COVID-19 crisis that directly and permanently changes future education (Cheng et al ., 2022). This adaptation can be carried out by improving the teachers' TPACK to use online learning technology (Ariyani et al ., 2023). The current research aimed to discover how a year of OT during the Covid-19 crisis affected the TPACK of both Arab teachers (AT) and Jewish teachers (JT) in Israel.…”

“…Among the factors specified in the current literature as improving teachers' TPACK are micro-factors such as frequency of OT. Very few studies have been conducted to specifically examine the impact of the transition to OT due to the outbreak of the COVID-19 crisis, and the consequent increased use of synchronous and asynchronous teaching and their impact on the cultivation of TPACK among teachers (Ariyani et al ., 2023; Boonsue, 2021; Engelbertink et al ., 2020). Therefore, this research is expected to fill this gap in the literature.…”

“…Previous studies indicated that the transition to online learning during Covid-19 involved both challenges and opportunities. For example, the Covid-19 crisis offered an opportunity for change and innovation in teaching and learning (Vlachopoulos, 2020), empowerment of the teachers and development of technological skills, and TPACK compatible with the needs of twenty-first century education (Engelbertink et al ., 2020), and the instructional and pedagogical practices needed to improve students' outcomes during and after the pandemic (Ariyani et al ., 2023; Masry-Herzallah, 2022).…”

“…Studies have shown that TPACK has played an essential role in teaching, and in OT in regular times and during the Covid-19 crisis (Boonsue, 2021; Juwait et al ., 2022; Luo and Zou, 2022; Morrison, 2022). Effective OT requires a transactional relationship and complex interaction between the three components of the TPACK framework: technology; pedagogy and content knowledge (Ariyani et al ., 2023; DeCoito and Estaiteyeh, 2022). However, the majority of studies that examined the conceptualization and application of TPACK, showed that TPACK were mainly evaluated through self-reporting scales, and two issues have raised concerns and sparked discussions in recent years: It is unclear how the different knowledge components are exactly interrelated and how they can measured (Schmid et al ., 2020).…”