Instructional Technology: Teacher’s Initial Perception of TPACK in Physics Learning

Warsono Warsono,Disa Hediansah,Jumadi Jumadi,Depi Oktasari

doi:10.21009/1.06115

Warsono Warsono, Disa Hediansah + Show 2 more

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https://doi.org/10.21009/1.06115

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Abstract

The demands of learning in the industrial era 4.0 currently have an impact on innovative learning, learning design with the Technology Pedagogic and Content Knowledge (TPACK) framework provides a useful framework for teachers and researchers to integrate technology in learning activities. The TPACK (Technological Pedagogic Content Knowledge) framework is the latest issue that is relevant to 21st Century learning concepts. This study aims to examine the extent of teacher responses in utilizing learning information sources using TPACK priority scales in encouraging student learning abilities. This study used a quasi-experimental study analytic test of the randomized design with questioner testing. The concept of the approach is through two methods, namely, qualitative and quantitative approaches. The research subjects were carried out randomly with a target sample of physics teachers in the category of new instructors from several provinces in Indonesia, with 33 active respondents in their fields. Based on the results of the study, TPACK is an essential point to give the powerful managing of educational learning and field studies show that the teacher states that some obstacles are experienced when integrating technology in learning physics at school to make sure instructional technology.

Highlights

Educational literacy that always demands development and innovation is part of the main focus of education practitioners today
As many as 11.4% of respondents stated that Content Knowledge is the most important part that must be owned by the teacher when learning takes place in class
Based on the results of preliminary studies obtained, as many as 82.9% of respondents stated that Technological Pedagogical and Content Knowledge is the most important part that must be owned by the teacher when learning in class takes place

Summary

Introduction

Educational literacy that always demands development and innovation is part of the main focus of education practitioners today. The teacher is an important instrument in finding new roles that are more contextual and relevant to the concept of 21st Century learning. The 21st Century learning concept offered requires the professionalism of a teacher in integrating technology, pedagogics, and content knowledge in learning. Current education must be able to describe a better meaning for students as students and teachers as educators. This is inversely proportional to the education situation, which has not been able to become an effective facilitator of the learning process. In the social, personal, and personal life, with a background that supports the things that will be needed, in the 21st century, it becomes essential for changes on global (Chalkiadaki 2018)

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