Social studies preservice teachers’ experience of technology integration (Qualitative research in UPI Campus Sumedang)

Abstract

This research examined preservice teacher’s experiences of technology integration in social studies as a subjects in curriculum. We recognize school-based technology integration and implementation processes are influenced by a complex ecology of people. There are abundant ways social studies students can make social studies enjoyable and meaningful to students. As an interdisciplinary subject, social studies draws upon multiple curricular contents related to the social sciences. With increased innovation and technological developments, access becomes a concern. Campuses expecting technological fluency and seamless integration into the classroom must also admit that there are students with limited skills and exposure. This study will explore which students as preservice teachers are using technology and how technology is shaping their college experiences, also able to use technology creatively to facilitate their work, expand their instructional strategies, and improve social studies teaching. This study suggests that technology indeed offered social studies student a unique opportunity to enhance social studies instruction. Further, they can have incorporated technology into the social studies curricula in many and varied ways. Use of technology made it possible for them to conduct learning activities that both increased students’ interest in social studies and improved their problem solving ability and higher order thinking skills.

Penerapan Model Pembelajaran M-APOS untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis

“…(Istikomah & Jana, 2019;Saefudin & Kintoko, 2018) Hal ini sejalan dengan pernyataan Suryadi dalam Hanifah bahwa proses terbentuknya pengetahuan baru (khususnya dalam matematika) diyakini sebagai proses dari serangkaian action, proceses, object, dan schema seperti yang di perkenalkan oleh Dubinsky. Dengan adanya action mampu menstimulus keluarnya object yaitu pengetahuan yang telah dimiliki siswa sebelumnya untuk selanjutnya diproses (Hanifah, 2016). Proses ini sangat membantu dalam menciptakan atau membentuk pemahaman siswa terhadap suatu yang mereka pelajari.…”

“…Pada saat latihan seharusnya siswa sudah mampu menggabungkan semua pengetahuan yang telah didapatkan dalam pembelajaran bukan mencari pengetahuan. Karena pembelajaran yang sesuai adalah sebuah pembelajaran yang mampu memberikan pengalaman belajar kepada siswa agar siswa dapat menyadari potensi dirinya serta dapat menginternalisasikan pengetahuan yang telah dimiliki dengan pengetahan baru yang ditemuinya( (Hanifah, 2016)) Dengan demikian pembelajaran matematika yang dilakukan seharusnya membantu siswa agar dapat melakukan aktivitas -aktivitas belajarnya. Bukan hanya memberikan materi atau mendikte materi untuk didengarkan oleh siswa seperti yang dilakukan pada pembelajaran konvensional.…”

The Effect of Students Social Interaction on Their Learning Motivation During Distance Learning to Modeling and Building Information Design Program (Mbid) Students at Public Vocational High School (Pvhs) in Bandung

“…According to KBBI, social interaction is a dynamic social relation between individuals and individuals, between individuals and groups, and between groups and groups. Nurdinah Hanifah (2016) defines social interaction (Permana et al, 2020) is dynamically social relations between a person, between their participants and other groups and between one group and another group. It can be inferred, social interaction can be interpreted with dynamic social communication relationships that occur between individuals, between individuals and their group, between groups and other groups.…”