Subject Matter Learning Research Articles

The Effectiveness of The Problem-Based Learning Model on Student Learning Achievement in Islamic Education Learning

Objective: This study aims to assess the effectiveness of the Problem-Based Learning (PBL) model on students' academic achievement in Islamic Education Learning in class VIII at MTs An-Nuur Trisono. Method: Using a pseudo-experimental design with a pretest-posttest control group design, the study involved two classes: one experimental group that followed Islamic Education Learning with PBL, and one control group with conventional models. Data was collected through tests covering Islamic Education Learning's subject matter. Results: Statistical analysis showed a significant increase in students' learning outcomes using PBL (65.6%) compared to the conventional model (41.2%). Novelty: Students who engaged in PBL learning showed better concept understanding, application of moral values, and problem-solving skills. This study provides empirical support for the effectiveness of PBL in improving Islamic Education Learning's learning outcomes. The implications of this study emphasize the importance of applying innovative learning models such as PBL to improve the quality of Islamic religious education in secondary schools. The findings will guide teachers, schools, and education stakeholders in developing more effective learning approaches.

The Effectiveness of English as a Science Medium Instruction in Higher Education

This research presents a comprehensive analysis of English as a Medium of Instruction (EMI) in higher education, drawing insights from seven studies involving 150 students. The investigation delves into various factors such as academic proficiency, TOEFL scores, and gender distribution. Findings reveal a clustering of TOEFL scores around the midpoint of the range, suggesting a normal distribution. However, gender distribution exhibits significant deviations from normalcy. Despite these variations, detailed statistical analyses offer valuable insights into student performance within EMI programs. Moving beyond data analysis, a systematic review explores the impact and effective practices of EMI in higher education. It acknowledges the ongoing debate regarding EMI's influence on language proficiency and academic achievement. While some studies suggest positive outcomes, others highlight challenges and discrepancies, emphasizing the complexity of evaluating EMI's success. The review underscores the importance of examining diverse linguistic and non-linguistic factors and calls for further research to inform instructional strategies. Furthermore, the study identifies effective practices in EMI implementation, emphasizing instructional techniques, curriculum design, language support services, assessment procedures, faculty development, and reflective practice. These approaches aim to create inclusive learning environments conducive to language acquisition, subject matter learning, and student success. Additionally, the review proposes solutions to address challenges and promote inclusivity in EMI contexts, including cultural orientation programs, academic assistance, institutional regulations, social justice initiatives, intercultural competencies, and student-centered teaching approaches. This holistic approach seeks to enhance the long-term success and well-being of students within the EMI framework in higher education.

ANALYZING THE EFFECTIVENESS OF CONTENT-BASED LANGUAGE TEACHING (CBLT) APPROACHES IN INTEGRATING LANGUAGE LEARNING WITH SUBJECT MATTER INSTRUCTION IN TEFL CONTEXTS

This study examines the effectiveness of content-based language teaching (CBLT) in teaching English as a foreign language (TEFL) contexts, focusing on its impact on language proficiency and subject matter learning. CBLT integrates language instruction with academic content, aiming to enhance both linguistic skills and cognitive abilities simultaneously. The research employed a mixed-methods approach across multiple TEFL settings, including primary and secondary schools, to evaluate CBLTs efficacy. Quantitative data from pre-tests and post-tests, supplemented by surveys, measured improvements in language proficiency and academic achievement among students exposed to CBLT compared to traditional methods. Qualitative methods, such as classroom observations, teacher interviews, and student focus groups, provided deeper insights into instructional processes and learner experiences. Findings indicate significant enhancements in students language proficiency across speaking, listening, reading, and writing skills in CBLT classrooms. Academic achievement in subjects like science, mathematics, and social studies also showed improvements, demonstrating the effectiveness of integrating language and content learning. Moreover, CBLT fostered higher levels of learner engagement and motivation by linking language skills with practical applications in academic contexts. Teacher perspectives highlighted the benefits of CBLT in promoting interdisciplinary learning and addressing diverse student needs, albeit with challenges related to curriculum integration and varying language proficiency levels. The study underscores the potential of CBLT to promote inclusive education by providing equitable access to language and content learning for all students. These findings contribute valuable insights to educational practices, emphasizing the importance of integrating language instruction with subject matter learning to enhance educational outcomes in TEFL contexts globally.

Perbandingan Pendekatan Computer Science Unplugged dan Plugged-In Learning pada Pembelajaran Informatika

Currently, informatics learning at Al-Islam Abidin Junior High School in Surakarta is often faced with the challenge of choosing effective and interesting learning methods for students, so that it causes teachers and students to find it difficult to determine which methods are more suitable to be applied in the classroom. There are several kinds of approaches to learning in informatics subject matter, namely by using CS unplugged and plugged-in learning. This study aims to analyze the comparison of CS unplugged and plugged-in learning approaches applied at Al-Islam Abidin Junior High School in Surakarta. The method used in this study is to use a quantitative approach. The participants involved totaled 40 people who would be divided into 2 classes, namely the control class and the experimental class, each class consisting of 20 people. Data collection in this study used pre-test and post-test. The results of pre-test and post-test testing show that learning using computer media (plugged learning) gets higher scores so it can be concluded that the plugged learning method is more suitable for use in informatics subjects. The impact of plugged-in learning method is that students can play and learn using technology, meanwhile unplugged learning makes the student can learn dependence on technology.

Enhancing Learning Outcomes in Social Sciences through the Integration of Research-Based Teaching Strategies

In the dynamic landscape of social sciences education, the integration of research-based teaching strategies stands as a transformative approach to enriching learning outcomes and cultivating critical thinking skills among students. This abstract elucidates the profound impact of infusing research-based methodologies into social sciences pedagogy, highlighting the multifaceted benefits and implications for educators and learners alike. Research-based teaching strategies epitomize a pedagogical paradigm rooted in empirical evidence and scholarly inquiry, aimed at facilitating deeper understanding and engagement with course content. Within the realm of social sciences, where complex societal phenomena and interdisciplinary perspectives abound, the integration of such strategies offers a strategic pathway to navigate the intricacies of the discipline and foster intellectual curiosity among students. Central to the efficacy of research-based teaching strategies is their ability to stimulate active learning and student-centred exploration of subject matter. By incorporating experiential learning activities, inquiry-based projects, and collaborative research endeavors, educators empower students to construct knowledge collaboratively and apply theoretical frameworks to real-world contexts. Through hands-on engagement with primary sources, data analysis, and critical reflection, students develop the analytical acumen and problem-solving skills essential for navigating the complexities of contemporary social issues. Furthermore, research-based teaching strategies serve as catalysts for cultivating a culture of inquiry and intellectual rigor within the classroom environment. By encouraging students to critically evaluate evidence, interrogate assumptions, and engage in disciplined inquiry, educators foster a spirit of intellectual curiosity and scholarly inquiry among learners. Through exposure to diverse methodological approaches and research methodologies, students gain insight into the nuances of social scientific inquiry and develop the capacity to formulate evidence-based arguments and perspectives. Moreover, empirical research underscores the positive impact of integrating research-based teaching strategies on learning outcomes and student engagement in social sciences education. By aligning instructional practices with evidence-based principles of effective teaching and learning, educators can optimize student retention, mastery of content, and academic achievement.

PERBANDINGAN HASIL BELAJAR FISIKA SISWA MATERI POKOK GELOMBANG DENGAN MENGGUNAKAN METODE RESTASI DAN METODE DISKUSI DI KELAS VIII SMP NEGERI 3 PADANGSIDIMPUAN

This study aims to look at the picture of the results of learning subject matter wave physics using a method in a class recitation SMP Negeri 3 Padangsidimpuan , to describe the learning outcomes of the subject matter wave physics using a method in a class discussion SMP Negeri 3 Padangsidimpuan , and to see whether there differences in learning outcomes physics subject matter waves using the method of recitation and discussion in class VIII SMP Negeri 3 Padangsidimpuan . This research was carried out by using the experimental method to see the difference of implementation measures . The population in this study were all students of Class VIII SMP Negeri 3 Padangsidimpuan which consists of 8 classes totaling 304 people . The sampling technique used was cluster random sampling technique , so that the sample obtained in class VIII1 = 38 and = 38 VIII2 class numbered 76 people .
 The data collected was analyzed in two ways : first descriptive analysis to see the general description of the two variables , and then to determine whether there is a difference between the two variables we used t - tests to test Sudjana . Meanwhile, to capture the necessary data is done with the test . In order to obtain data on the outcomes of learning subject matter wave physics using recitation methods and discussion methods. Learning outcomes of the research subject matter wave physics using the recitation obtained an average of 76.33 in the category of " Good " . If consultation with the criteria in Table 4 Chapter III . While the value of the subject matter wave physics learning using discussion method obtained an average of 72.89 in the category of " Good " . If consulted in Table 4 Chapter III .
 Based on calculations performed obtained values ​​" of t " at 2.11 , while the 5 % significance level and df = n1 + n2 - 2 = 38 + 38-2 = 74 . Ttable value at 5 % significance level of 74 is 1.66 . Based on the calculation above it can be concluded that of t greater than ttable ( tcount > ttable = 2.11 > 1.66 ) . Means hypothesis upheld in this study can be accepted or approved . That is There a Difference Physics Learning Outcomes Topic Wave Method using recitation and Methods Discussion in class VIII SMP Negeri 3 Padangsidimpuan.

Elementary teachers' self‐regulated learning of science subject matter through teaching experience

AbstractElementary teachers likely have many opportunities to improve their science subject matter knowledge in the context of their everyday work. However, this has not been sufficiently explored in the literature. The purpose of this exploratory study is to investigate teachers' self‐regulated learning of science subject matter knowledge as a result of teaching experience. All teachers in this study recognized and described moments where they determined their subject matter knowledge was inadequate, an important step of self‐regulated learning. Findings also indicate that teachers' recognition of gaps in their knowledge may be influenced by teachers' perceptions of the complexity of their students' questions. In response to recognizing gaps in their knowledge, teachers drew on online resources. They were, however, generally not critical about the quality of these resources. We discuss these observations in relation to teachers' self‐regulated learning of science subject matter through teaching experience.

The effect of reciprocal learning and self-efficacy on students learning outcomes at the University of Muhammadiyah Jember

Every learning activity must involve students so that they can experience what they are learning. In order to achieve the best learning results, students must be actively involved in learning activities. Reciprocal learning is an independent learning activity in learning subject matter as well as an active and creative role as an educator in conveying all information to his friends. The existence of student confidence in active and independent learning will have a positive effect on student learning outcomes. Instruments used in the form of questionnaires and tests. The questionnaire is in the form of a number of written questions used to obtain information from the respondent, while the test is in the form of a list of questions or items. The analysis in this study uses multiple linear regression tests. The results of the study show that: (1) there is a significant influence between the use of reciprocal learning and the learning outcomes of IT students at the Muhammadiyah University of Jember; (2) there is a significant influence between self-efficacy and the learning outcomes of IT students at the Muhammadiyah University of Jember; and (3) there is an effect of the use of reciprocal learning and self-efficacy simultaneously or together on the learning outcomes of IT students at the Muhammadiyah University of Jember.

Pengembangan Lembar Kerja Peserta Didik Pada Pembelajaran Tematik Subtema Pentingnya Udara Bersih Bagi Pernapasan Kelas V

The purpose of this study was to produce student worksheets in accordance with the needs of students in understanding the material presented in thematic learning. This study aims to identify the feasibility of student worksheet products with the method used, namely the ADDIE method with the stages of Analysis, Design, Development, Implementation, and Evaluation. The feasibility of this product is assessed from the aspects of content, design and language. The data source for this research was 30 students in class V A of Elementary School 26 Pontianak Tenggara, totaling 30 people with two stages of research implementation. The difference in assessment at the two stages of the research is that students like questions or assignments that vary with illustrated pictures that attract attention so that it makes it easier to understand the material for each subject contained in each learning that takes place. Thus the use of illustrated pictures and varied forms of questions can attract students' interest in learning along with the subject matter of learning in each activity on the worksheet helping students understand the material presented by the teacher.

Learning Design Education Religion Islam In School

Structure content learning without considering learning models or methods so that the information presented by the teacher is forgotten quickly. The object of the paper: This article examines the procedures for planning, defining, and creating an organizing strategy for subject-matter learning in the context of professional Islamic religious education. Temporary, as in the theory applied to the issue This design model theory learning is in reference to the Kemp, Dick, and Carey approach system as well as the Dageng model. All three address the formation of learning strategies, the development of process measurement learning, and analysis condition learning. Inductive reasoning, descriptive-analytical thinking, and characteristic libraries are all topics covered in this essay. The analysis of data from characteristic facts, facts specific to directions, and general information about design development in Islamic religious education learning form the basis of the debate. Review the report of outcomes. This demonstrates that: (1) Kemp's model may be used to construct Islamic religious education based on the four planning learning elements of participant students, objectives, methods, and evaluation. Dick and Carey's term "design models development" refers to the approach systems and design models development of Degeng based on the following influencing variables: learning form goals and characteristics field study, source learning and constraints, characteristics participant educate, purpose study and content learning, organizing strategy content learning, delivery strategy content learning, management strategy learning, development procedure measurement results learning. (2) Procedures for planning and implementing Islamic religious instruction in schools, such as standard competency analysis, content learning, participant characteristics, approach selection and determination, and learning evaluation standards.

THE USE OF THE QUANTUM TEACHING MODEL ON STUDENT LEARNING OUTCOMES IN MATHEMATICS CLASS II SDN 158/VIII RIMBO MULYO

The use of learning models that are not appropriate during the learning process causes students to get bored and bored so that students are less active when learning activities take place so that students do not understand the material because there is too much material and most of them take notes, and the impact on learning outcomes is very low. The Quantum Teaching Model This researcher aims to improve learning outcomes with the Quantum Teaching model for Class II SDN 158/VIII Rimbo Mulyo. This type of research is class action research (Classroom Action Research). This study aims to determine learning in mathematics subject matter of time measurement. The research subjects were class II students at SDN 158/VIII Rimbo Mulyo. Methods of data collection is done through documentation, observation and tests. The work procedure in this study is an activity cycle consisting of two cycles. Where each - each cycle through the stages - the stages that must be taken namely planning, implementation of action, observation, reflection. The completeness criterion is 70 where the learning outcomes of students are said to be complete if they meet these criteria. The results of the research show that the Quantum Teaching model can improve student learning outcomes. This can be seen from the average pre-cycle score of 61.21, the first cycle is 67.88 and the second cycle is 73.03. While the percentage in the pre-cycle was 42.42%, the first cycle was 60.61% and the second cycle was 81.81%. This means that research at this stage is sufficient because students have met the specified KKM, namely 70.

Model Kooperatif Tipe Teams Games Tournaments (TGT) pada Pembelajaran Materi Trigonometri untuk Meningkatkan Aktifitas dan Prestasi Belajar Siswa SMAN 3 Selong

This study aims to determine the application of the TGT type learning model in increasing student activity and learning achievement on the subject matter of trigonometry in class X MIPA-3 SMAN 3 Selong. with 36 students. This type of research is Classroom Action Research which consists of planning, implementing, observing, evaluating and reflecting. The results showed that students were more active in the teaching and learning process and there was an increase in mathematics learning achievement of class X MIPA-3 students of SMAN 3 Selong by applying a TGT-type cooperative model to learning the subject mattertrigonometry. This increase in achievement is seen from the increase in the percentage of student learning completion classically in cycle I with classical completeness of 65.71%, cycle II with classical completeness of 76.47% and in cycle III with classical completeness of 90.09%. In addition, after implementing with the TGT-type cooperative model, student learning activities increase each cycle with active, active, and very active criteria. From the results of this study, it can be concluded that the application of the TGT type cooperative model to the learning of trigonometric subject matter can increase the activity and learning achievement of class X MIPA-3 students of SMAN 3 Selong.

Islamic Religious Education Strategy in Instilling Character Moral Values in Adolescents

Islamic religious education (PAI), in its implementation, requires appropriate strategies and methods to deliver educational activities towards the desired goals, including inculcating moral values in the form of speech, attitude and behavior. Inaccuracy in the practical application of the method will hamper the teaching and learning process, wasting time and energy. This study aims to determine the strategy of Islamic Religious Education in instilling the character of moral values. The type of research used is phenomenology with a qualitative approach. There are two types of data used, namely primary data and secondary data. The analytical method used is qualitative analysis. The results of research through appropriate learning strategies can improve the quality of learning well so that it can adapt to the differences of students, the ability to achieve tendencies, as well as the interests and intelligence of students well. Teachers can develop learning theme material and convey it through demonstration methods, inviting methods, modeling, and ignoring students if they do things that deviate beyond moral values in the learning process, also presented by demonstrating or demonstrating learning material. Apart from that, giving students the opportunity to develop character in Islamic religious education subjects will automatically affect the pattern of PAI learning strategies in schools/madrasas. By providing opportunities to develop the character of Islamic religious education students, it will automatically affect the pattern of PAI learning strategies in schools/madrasas. So that the management of learning in PAI subject matter must get a comprehensive study both in terms of material content, to the learning model used, including strengthening strategies so that they can be harmonious in responding to the character development of students.

Professional Reflexivity in Thai Teachers’ Understanding of Asperger’s Syndrome

Introduction. The aim of this research is to investigate changes in Thai educators’ attitudes towards their understanding of Asperger’s Syndrome before and after a teacher-training session. Currently, opportunities for professional training regarding Asperger’s Syndrome are very scarce in Thai educational communities. Educators may not be able to provide optimum education and guidance for their students with Asperger’s Syndrome. Meanwhile, these students’ learning outcomes are significantly affected by their educators lacking knowledge of evidence-based intervention methods. Therefore, based on a needs assessment, a teacher-training session was developed to minimize the gaps in pedagogical knowledge and practice. Materials and Methods. A quasi-experimental, embedded mixed-methods design was used to obtain data. This study employed a one-group, pre-test/post-test design, as there were no control groups involved due to the novel learning subject matter. The limitations of the current study – its structure and participant recruitment – were identified and discussed. An availability sampling method was used for this study, resulting in the recruitment of 12 in-service teachers and 32 pre-service teachers from the northeastern region of Thailand. Questionnaires and interviews were used as measurement tools to comprehensively capture participants’ learning experiences. For the statistical analysis, the paired sample t-test (alpha = .05) was used. Meanwhile, for the descriptive analysis, the deductive approach was used. Results. Our results corroborate our sequential hypotheses regarding a teacher-training session and educators’ perceived levels of understanding of Asperger’s Syndrome. The training session was developed with a hypothesis that teachers needed educational opportunities to acquire proper knowledge of Asperger’s Syndrome, so that their students could be fully benefited from the pedagogy. As a result of attending the session, a statistically significant increase in correct response rates was indicated. Indeed, this increase in knowledge fulfilled the second hypothesis that by having proper knowledge of Asperger’s Syndrome, teachers’ professional reflexivity can be improved. Discussion and Conclusion. The outcomes of this study indicate that a teacher-training session has played a crucial role in cultivating Thai educators’ understanding of Asperger’s Syndrome. The outcomes present an interesting correlation between teachers’ knowledge acquisition and their increased professional and personal reflections. Simultaneously, the findings of this study suggest the potential benefits of improving research methodology, including an employment of randomized control trial, a larger sample size, and diversity within the sample population.

ANALISIS KEGIATAN PEMBELAJARAN KOMUNITAS HARAPAN PADA ANAK-ANAK USIA SEKOLAH DASAR DI KAWASAN KAMPUNG SUMENEBAN, PASAR JOHAR SEMARANG

Marginal environments such as in the market area which is a slum area in which deviant behaviors are often found violating social norms. The Komunitas Harapan is here to provide improvements to the surrounding environment, namely by providing various positive activities for children. This study aims to analyze the process of learning activities for elementary school-aged children, volunteers who participate in the Komunitas Harapan, the obstacles and benefits of learning activities in the Komunitas Harapan. This research method uses a qualitative descriptive approach. The subjects in this study were elementary school-age children in the Komunitas Harapan, volunteers from the Komunitas Harapan, their parents, and the founder of the Komunitas Harapan. Data collection techniques through observation, interviews, and documentation. The validity of the data in this study used a triangulation method. The results of this study are learning activities are carried out every Thursday, Friday, Saturday, and Sunday. For Thursdays and Sundays are subject matter learning, Friday reading activities, and Saturday learning English. This learning activity is carried out by volunteers or speakers from outside the Komunitas Harapan. Volunteers consist of students from various universities and the community who are already working. The benefits of this learning activity are to make children more active, increase knowledge, and increase experience. The obstacle is that there are fewer volunteers because they do not experience adequate regeneration and problems with learning places.

PENERAPAN REALISTICS MATHEMATICS EDUCATION (RME) UNTUK MENINGKATKAN KETEKUNAN DAN PRESTASI BELAJAR SISWA

This study aims to improve student persistence and learning achievement using the application of Realistic Mathematics Education (RME) learning in mathematics subject matter in class V SD Negeri 72 Pagaralam. The research design used was classroom action research in the form of an action cycle consisting of planning, implementing the action, observing (observing) and reflecting, the design of this study also used a quasi-experimental study. The research subjects were students of class V.A (class PTK) even semester of the 2020/2021 school year SD Negeri 72 Pagaralam. The quasi-experimental sample was class V.B and class V SD Negeri 58 Pagaralam as the control class. The research instrument used observation sheets and tests. The research data were analyzed using descriptive statistics, mean, percentage, and t-test. The results showed that the application of Realistic Mathematics Education (RME) learning can improve the persistence and learning achievement of grade V students of SD Negeri 72 Pagaralam.

Synchronous Display and Whiteboard-Like Freehand Writing App as Teaching Tool for Virtual Classroom amidst the Pandemic

Purpose:The research evaluates if teachers can achieve better teaching outcomes by using a proposed mobile interactive system (MIS) developed for this study as an additional approachtoenhancingteachers'proficiencyinTechnologicalPedagogical and ContentKnowledge (TPACK)in the virtual classroom. Background:According to previous studies,teachers'self-assessmenton TPACKmight be affected by their ego because they have autonomy over the students in the classroom. Some studies suggest that utilisation ofaninteractive whiteboard (IWB) promotes creativity in teaching and learning butthat itisunsuitablefor a virtual environment due to itslargesize andthehigh maintenance costsassociated with owning one in a teacher'sresidence. Besides, some studies also reveal thatallowing the students toassesstheirteachers throughTPACKisable toreduce potential errorswhich might resultfromtheTPACK self-assessmentdone by teachers. Methods:Pre-andpost-experimentswere conductedwith the developed MIS integrated into teaching process. Synchronous display (SD) and whiteboard-like freehand writing (WFW)werefeatures of the MIS integrated into the experimental group. Questionnaires were distributed to the students,and a reflective measurement model was formed usingSmartPLSand IBM SPSS Statistics. Findings:Based onourfindings,teachers'Technological Content Knowledgehad a significant positive effect on TPACK with the inclusion of MIS in online teaching.Predictive relevance wasalsoevaluated throughaQ 2value to predict the endogenous construct of the constructed model. The Q 2valuewasgreater than zero, indicating that the model possesses a predictive relevance. Conclusion:The integration of the developed MIS in the virtual classroom has a significant positive impact on thestudents'academic performance relating to conceptlearningand knowledge acquisition of subject matter.

Learning in and through classroom interaction: On the convergence of language and content learning opportunities in subject-matter learning

AbstractThis study uses an interdisciplinary approach to explore the interplay of linguistic and subject-matter learning. Drawing on previous linguistic work on discourse and genre acquisition, subject-matter teaching as well as the convergence of linguistic and content learning in multilingual classrooms, the study seeks to examine the following questions: (1) How can patterns of classroom talk support or hinder the acquisition of academic discourse competence and subject-matter learning? (2) How are these two learning domains related? The analyses of 120 video-recorded mathematics and German lessons in five classes (n=149 students, 10 teachers) in different German school types revealed two patterns of teacher-student-interaction, which differ in the participatory roles and the (language) learning opportunities they assign to the students. Two larger excerpts from mathematics-lessons are analyzed to illustrate the ways in which linguistic and content learning merge in the two patterns.

Synchronous Display and Whiteboard-Like Freehand Writing App as Teaching Tool for Virtual Classroom amidst the Pandemic

Purpose: The research evaluates if teachers can achieve better teaching outcomes by using a proposed mobile interactive system (MIS) developed for this study as an additional approach to enhancing teachers’ proficiency in Technological Pedagogical and Content Knowledge (TPACK) in the virtual classroom. Background: According to previous studies, teachers’ self-assessment on TPACK might be affected by their ego because they have autonomy over the students in the classroom. Some studies suggest that utilisation of an interactive whiteboard (IWB) promotes creativity in teaching and learning but that it is unsuitable for a virtual environment due to its large size and the high maintenance costs associated with owning one in a teacher’s residence. Besides, some studies also reveal that allowing the students to assess their teachers through TPACK is able to reduce potential errors which might result from the TPACK self-assessment done by teachers. Methods: Pre- and post- experiments were conducted with the developed MIS integrated into teaching process. Synchronous display (SD) and whiteboard-like freehand writing (WFW) were features of the MIS integrated into the experimental group. Questionnaires were distributed to the students, and a reflective measurement model was formed using SmartPLS and IBM SPSS Statistics. Findings: Based on our findings, teachers’ Technological Content Knowledge had a significant positive effect on TPACK with the inclusion of MIS in online teaching. Predictive relevance was also evaluated through a Q 2 value to predict the endogenous construct of the constructed model. The Q 2 value was greater than zero, indicating that the model possesses a predictive relevance. Conclusion: The integration of the developed MIS in the virtual classroom has a significant positive impact on the students’ academic performance relating to concept learning and knowledge acquisition of subject matter.

A critical review of studies using the pedagogical content knowledge map approach

Pedagogical content knowledge (PCK) refers to the content-specific knowledge that teachers use to promote students’ learning of specific subject matter. PCK comprises multiple knowledge components that interact with each other when enacted in teachers’ instructional practices. For many years, researchers lacked a robust methodological approach to unpack the structure and organisation of science teachers’ PCK. In 2012, Park and Chen developed the PCK map approach to identify, quantify and visualise the complex interactions between PCK components that shape the instructional practices of science teachers. After a systematic literature search, we identified 22 studies from eleven geographical regions that used the PCK map approach to analyse the integration of science teachers’ PCK components. An in-depth analysis of how the PCK map approach has been used, adapted and refined in these studies was performed. Findings reveal that some studies modified this approach in ways that did not retain the methodological strengths and robustness inherent in its original formulation. Some conflicting findings about the nature of the integration between PCK components are evident in the studies reviewed as well as in the broader literature on science teachers’ knowledge. Issues related to the use of the PCK map approach and recommendations on how to use this approach to investigate science teachers’ PCK are discussed.