The difference in the effect of teacher’s learning model in TPACK approach

Abstract

The learning model is certainly very helpful in the guiding teachers to choose the right techniques, strategies, and methods to be effectively used in situations and learning materials to achieve optimal learning goals. Obstacles faced by the writer in applying this learning model are included in the process of planning and implementing learning. The teachers doesn’t understand the learning steps according to the syntax, so that they disable to stimulate to their students to find their own problems faced in learning material. Thus, the learning model will be packaged with the Technological Pedagogical Content Knowledge (TPACK) approach, which is new knowledge that teachers in the 21st century must master to integrate technology well in learning. However, teachers do not understand that TPACK is the basis of effectiveteaching with three core components (content, pedagogy, and technology) that can be interacted with through a learning model. This study aims to see the difference effect of teacher’s learning models with Contextual Teaching and Learning (CTL), Cooperative Learning, and Conventional Learning model. The method used in this research is descriptivequalitative. Samples that being used in this study are three teachers in the elementary school in 5th grade SDN Mangkubumen Kidul No. 16 Surakarta. The findings were 1) The application of the Contextual Teaching and Learning (CTL) model to the TPACK approach in elementary schools average is 79% (good). 2) The application of the Cooperative Learning model to the TPACK approach in elementary schools averages is 89% (very good). 3) The application of the Conventional Learning model in the TPACK approach in elementary schools averages is 69% (fair).