Students’ perceptions concerning the learning environment based on biology teachers’ TPACK

Cut Intan Evtia Nurina,Hendra Yulisman,R Riandi,Ari Widodo

doi:10.22219/jpbi.v5i3.7819

Cut Intan Evtia Nurina, Hendra Yulisman + Show 2 more

Open Access

https://doi.org/10.22219/jpbi.v5i3.7819

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Abstract

Research about students’ perceptions concerning the learning environment based on biology teachers’ TPACK still limited. The purpose of this study was to obtain information about the impact of biology teachers’ TPACK on students’ perceptions concerning their learning environment. TPACK scores were obtained from instrument in the form of multiple-choice test questions. Furthermore, students’ perceptions of their learning environment were obtained using a Likert scale questionnaire. Two biology teachers were used as research samples determined by purposive sampling, which is referring to their TPACK score. Furthermore, students who became the research sample were students from those two teachers that consists of 64 students. The analysis results show that teachers have different TPACK ability at the level of TPACK forming components. Furthermore, there are differences in students' perceptions based on their teachers' TPACK ability. The results were indicated teacher professionalism, in this case, TPACK has the impact on learning environment. Therefore, teachers, schools, government, and education providers are expected to give special attention to teacher professionalism.

Highlights

Technology use in Indonesia is growing rapidly in all aspects of society (Salam et al, 2018), for example, the increasing use of social media activities (Das, Gryseels, Sudhir, & Tan, 2016; McKemmish, Anwar, & Ardianto, 2017; Poushter, Bishop, & Chwe, 2018)
Two biology teachers were used as research samples determined by purposive sampling, which is referring to their Technological Pedagogical And Content Knowledge (TPACK) score
The results of the analysis are displayed in the form of a percentage table (Table 2), which is the answer or response based on the components and aspects of forming variables

Summary

Introduction

Technology use in Indonesia is growing rapidly in all aspects of society (Salam et al, 2018), for example, the increasing use of social media activities (Das, Gryseels, Sudhir, & Tan, 2016; McKemmish, Anwar, & Ardianto, 2017; Poushter, Bishop, & Chwe, 2018). In the education aspect, the use of technology still not effective because of problems faced by teachers, students, schools, and the government. The education ministry has made policies regarding the importance of integrating technology into learning, there are some factors that inhibit technology integration, such as teachers’ beliefs in using technology and the availability of supporting facilities. The use of technology in learning known as the strategy to enhance the learning environment to become more positive. The teachers’ ability to integrate technology determines how technology affects the learning environment (Sulisworo, Kusumaningtyas, Nursulistiyo, & Handayani, 2019).

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