The Implementation TPACK in Elementary School
DOI:
https://doi.org/10.23887/ijee.v7i4.62435Keywords:
TPACK, Technology, Education QualityAbstract
Industrial Revolution 4.0 requires teachers to master technology to be integrated into learning. This research aims to analyze the application of Technology, Pedagogy, and Content Knowledge (TPACK) in the post-online learning process. This research is classified as descriptive qualitative research using mixed methods with a sequential exploratory strategy. The subjects involved in this research were 20 class teachers. The data collection used in this research is data collection through interviews, observation, and documentation. The instrument used to collect data for this research is a questionnaire. The data obtained from this research will be analyzed using inductive model analysis techniques. The research results show that in implementing TPACK, many teachers, especially older ones, still need help operating technology well. Apart from that, teachers have yet to be able to utilize technology to create new representations. The teacher only provides learning content based on students' books and several examples from Google and YouTube. Therefore, teachers need to understand aspects of TPACK. This research implies that all stakeholders will be able to realize the importance of ICT because using learning media using technology aims to develop a curriculum in schools to improve the quality of education.
References
Absari, N., Priyanto, P., & Muslikhin, M. (2020). The effectiveness of technology, pedagogy and content knowledge (TPACK) in learning. Jurnal Pendidikan Teknologi dan Kejuruan, 26(1), 43–51. https://doi.org/10.21831/jptk.v26i1.24012. DOI: https://doi.org/10.21831/jptk.v26i1.24012
Alsawaier, R. S. (2018). The effect of Gamification on Motivation and Engagement. International Journal of Information and Learning Technology, 35(1), 56–79. https://doi.org/10.1108/IJILT-02-2017-0009. DOI: https://doi.org/10.1108/IJILT-02-2017-0009
Antony, M. K., & Paidi. (2019). TPACK Observation Instrument: Development, Validation, and Reliability. SocietyJournal of Physics: Conference Series, 2(1), 1–19. https://doi.org/10.1088/1742- 6596/1241/1/012029. DOI: https://doi.org/10.1088/1742-6596/1241/1/012029
Arici, F., Yildirim, P., Caliklar, Ş., & Yilmaz, R. M. (2019). Research trends in the use of augmented reality in science education: Content and bibliometric mapping analysis. Computers & Education, 142, 103647. https://doi.org/10.1016/j.compedu.2019.103647. DOI: https://doi.org/10.1016/j.compedu.2019.103647
Ayu, N., Suharno, & Chrysti Suryandari, K. (2023). Exploration: Creative Thinking Skills in Writing Essays Media-Based Image Series. International Journal of Elementary Education, 7(1), 1–7. https://doi.org/10.23887/ijee.v7i1.54095. DOI: https://doi.org/10.23887/ijee.v7i1.54095
Barzilai, S., Mor-Hagani, S., Abed, F., Tal-Savir, D., Goldik, N., Talmon, I., & Davidow, O. (2023). Misinformation Is Contagious: Middle school students learn how to evaluate and share information responsibly through a digital game. Computers & Education, 202, 104832. https://doi.org/10.1016/j.compedu.2023.104832. DOI: https://doi.org/10.1016/j.compedu.2023.104832
Çam, Ş. S., & Erdamar Koç, G. (2021). Technological Pedagogical Content Knowledge Practices in Higher Education: First Impressions of Preservice Teachers. Technology, Knowledge and Learning, 26(1), 123–153. https://doi.org/10.1007/s10758-019-09430-9. DOI: https://doi.org/10.1007/s10758-019-09430-9
Cheng, L., Antonenko, P. D., Ritzhaupt, A. D., Dawson, K., Miller, D., MacFadden, B. J., Grant, C., Sheppard, T. D., & Ziegler, M. (2020). Exploring the influence of teachers’ beliefs and 3D printing integrated STEM instruction on students’ STEM motivation. Computers & Education, 158, 103983. https://doi.org/10.1016/j.compedu.2020.103983. DOI: https://doi.org/10.1016/j.compedu.2020.103983
Churchill, N. (2020). Development of Students’ Digital Literacy Skills through Digital Storytelling with Mobile Devices. Educational Media International, 57(3), 271–284. https://doi.org/10.1080/09523987.2020.1833680. DOI: https://doi.org/10.1080/09523987.2020.1833680
Dabbagh, N., Fake, H., & Zhang, Z. (2019). Student Perspectives of Technology use for Learning in Higher Education. RIED. Revista Iberoamericana de Educación a Distancia, 22(1), 127. https://doi.org/10.5944/ried.22.1.22102. DOI: https://doi.org/10.5944/ried.22.1.22102
de Pietri, É., de Araújo Donnini Rodrigues, L., & Sanchez, H. S. (2019). Construction of the professional identity of portuguese language teachers during their initial teacher education. Revista Brasileira de Educacao, 24, 1–24. https://doi.org/10.1590/S1413-24782019240062. DOI: https://doi.org/10.1590/s1413-24782019240062
Fikri, M. R., Rosyidi, U., & Zulaikha, S. (2021). Technology and Pedagogic Trend of Education Process for Teachers in PGRI Organization. AL-ISHLAH: Jurnal Pendidikan, 13(2), 848–854. https://doi.org/10.35445/alishlah.v13i2.635. DOI: https://doi.org/10.35445/alishlah.v13i2.635
Flegr, S., Kuhn, J., & Scheiter, K. (2023). When the whole is greater than the sum of its parts: Combining real and virtual experiments in science education. Computers & Education, 197, 104745. https://doi.org/10.1016/j.compedu.2023.104745. DOI: https://doi.org/10.1016/j.compedu.2023.104745
Gupta, M. M., Jankie, S., Pancholi, S. S., Talukdar, D., Sahu, P. K., & Sa, B. (2020). Asynchronous Environment Assessment: A Pertinent Option for Medical and Allied Health Profession Education During the COVID-19 Pandemic. Education Sciences, 10(12), 352. https://doi.org/10.3390/educsci10120352. DOI: https://doi.org/10.3390/educsci10120352
Hanik, E. U., Puspitasari, D., Safitri, E., Firdaus, H. R., Pratiwi, M., & Inayah, R. N. (2022). Integrasi Pendekatan TPACK (Technological, Pedagogical, Content Knowledge) Guru Sekolah Dasar SIKL dalam Melaksanakan Pembelajaran Era Digital. JEID: Journal of Educational Integration and Development, 2(1), 15–27. https://doi.org/10.55868/jeid.v2i1.97. DOI: https://doi.org/10.55868/jeid.v2i1.97
Hatmiah. (2023). Metode Pembelajaran Sejarah Kebudayaan Islam Di Madrasah Tsanawiyah Nurhidayah Hantakan Kabupaten Hulu Sungai Tengah. Adiba: Journal of Education, 3(1), 48–54.
Hung, C.-M., Huang, I., & Hwang, G.-J. (2014). Effects of digital game-based learning on students’ self-efficacy, motivation, anxiety, and achievements in learning mathematics. Journal of Computers in Education, 1(2–3), 151–166. https://doi.org/10.1007/s40692-014-0008-8. DOI: https://doi.org/10.1007/s40692-014-0008-8
Idrus, S. W. Al. (2022). Analisis Problematika Evaluasi Pembelajaran IPA Pada Masa Pandemi: Kajian Literatur. Jurnal Ilmiah Profesi Pendidikan, 7(3c), 1979–1983. https://doi.org/10.29303/jipp.v7i3c.880. DOI: https://doi.org/10.29303/jipp.v7i3c.880
Incedayı, N. (2018). The Impact of Using Multimedia Technologies on Students Academic Achievement in the Bakirköy Final College. International Journal of Humanities, Social Sciences and Education, 5(1), 40–47. https://doi.org/10.20431/2349-0381.0501007. DOI: https://doi.org/10.20431/2349-0381.0501007
Joo, Y., Park, S., & Lim, E. (2018). Factors influencing preservice teachers’ intention to use technology: TPACK, teacher self-efficacy, and technology acceptance model. Educational Technology & Society, 21, 48–59.
Juanda, A., Shidiq, A. S., & Nasrudin, D. (2021). Teacher learning management: Investigating biology teachers’ tpack to conduct learning during the covid-19 outbreak. Jurnal Pendidikan IPA Indonesia, 10(1), 48–59. https://doi.org/10.15294/jpii.v10i1.26499. DOI: https://doi.org/10.15294/jpii.v10i1.26499
Jung, J., & Ottenbreit-Leftwich, A. (2019). Course-level modeling of preservice teacher learning of technology integration: Technology integration learning. British Journal of Educational Technology, 51. https://doi.org/10.1111/bjet.12840. DOI: https://doi.org/10.1111/bjet.12840
Khlaif, Z., Gok, F., & Kouraïchi, B. (2019). How teachers in middle schools design technology integration activities. Teaching and Teacher Education, 78, 141–150. https://doi.org/10.1016/j.tate.2018.11.014. DOI: https://doi.org/10.1016/j.tate.2018.11.014
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303. DOI: https://doi.org/10.1177/002205741319300303
Kong, S.-C., Lai, M., & Li, Y. (2023). Scaling up a teacher development programme for sustainable computational thinking education: TPACK surveys, concept tests and primary school visits. Computers & Education, 194, 104707. https://doi.org/10.1016/j.compedu.2022.104707. DOI: https://doi.org/10.1016/j.compedu.2022.104707
Krieglstein, F., Schneider, S., Gröninger, J., Beege, M., Nebel, S., Wesenberg, L., Suren, M., & Rey, G. D. (2023). Exploring the effects of content-related segmentations and metacognitive prompts on learning with whiteboard animations. Computers & Education, 194, 104702. https://doi.org/10.1016/j.compedu.2022.104702. DOI: https://doi.org/10.1016/j.compedu.2022.104702
Lachner, A., Fabian, A., Franke, U., Preiß, J., Jacob, L., Führer, C., Küchler, U., Paravicini, W., Randler, C., & Thomas, P. (2021). Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study. Computers & Education, 174, 104304. https://doi.org/10.1016/j.compedu.2021.104304. DOI: https://doi.org/10.1016/j.compedu.2021.104304
Lee, J. Y., Lee, H. J., Masters, A. S., Fletcher, K. K., Suh, D. D., Golinkoff, R. M., & Hirsh-Pasek, K. (2023). Bringing playful learning to South Korea: An alternative pedagogical approach to promote children’s learning and success. International Journal of Educational Development, 97, 102710. https://doi.org/10.1016/j.ijedudev.2022.102710. DOI: https://doi.org/10.1016/j.ijedudev.2022.102710
Lestari, W., Saputro, S., Masykuri, M., Hastuti, B., Ulfa, M., Mulyani, S., & Yamtinah, S. (2020). Item analysis of teachnological pedagogical content knowledge (TPACK) in pre-service chemistry teachers using the Rasch Model application. Journal of Physics: Conference Series, 1511, 12043. https://doi.org/10.1088/1742-6596/1511/1/012043. DOI: https://doi.org/10.1088/1742-6596/1511/1/012043
Lian, B. (2020). SCHOOL’S STRATEGY FOR TEACHER’S PROFESSIONALISM THROUGH DIGITAL LITERACY IN THE INDUSTRIAL REVOLUTION 4.0. 2, 160–173. DOI: https://doi.org/10.33369/ijer.v2i2.10967
List, A., & Lin, C.-J. (2023). Content and quantity of highlights and annotations predict learning from multiple digital texts. Computers & Education, 199, 104791. https://doi.org/10.1016/j.compedu.2023.104791. DOI: https://doi.org/10.1016/j.compedu.2023.104791
Liu, X., Xie, M., Wen, X., Chen, R., Ge, Y., Duffield, N., & Wang, N. (2018). A Semi-Supervised And Inductive Embedding Model For Churn Prediction Of Large-Scale Mobile Games. https://doi.org/Http://Arxiv.Org/Abs/1808.06573. DOI: https://doi.org/10.1109/ICDM.2018.00043
Miles, M.B., Huberman, A.M., & S. (2018). Skills in Solving Mathematical Problems in the Statistics Subject Using Interactive Multimedia in Grade VI of Elementary School. JTAM (Jurnal Teori dan Aplikasi Matematika), X. https://doi.org/http://journal.ummat.ac.id/index.php/jtam.
Mutiani, M., Supriatna, N., Abbas, E. W., Rini, T. P. W., & Subiyakto, B. (2021). Technological, Pedagogical, Content Knowledge (TPACK): A Discursions in Learning Innovation on Social Studies. The Innovation of Social Studies Journal, 2(2), 135. https://doi.org/10.20527/iis.v2i2.3073. DOI: https://doi.org/10.20527/iis.v2i2.3073
Nadolny, L., Valai, A., Cherrez, N. J., Elrick, D., Lovett, A., & Nowatzke, M. (2020). Examining the characteristics of game-based learning: A content analysis and design framework. Computers & Education, 156, 103936. https://doi.org/https://doi.org/10.1016/j.compedu.2020.103936. DOI: https://doi.org/10.1016/j.compedu.2020.103936
Nelson, M., & Voithofer, R. (2022). Coursework, field experiences, and the technology beliefs and practices of preservice teachers. Computers & Education, 186, 104547. https://doi.org/10.1016/j.compedu.2022.104547. DOI: https://doi.org/10.1016/j.compedu.2022.104547
Nur’aini, K. D., & Pagiling, S. L. (2020). Analisis pedagogical content knowledge guru matematika sekolah menengah pertama ditinjau dari segi gender [Analysis of lower secondary mathematics teachers’ pedagogical content knowledge viewed from gender]. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 9(4), 1036. DOI: https://doi.org/10.24127/ajpm.v9i4.3171
Nurlaila, E. (2022). Analisis Pedagogik Guru SD di Lampung. Journal Of Elementary School Education, 2(2), 154.
Önal, N., & Alemdağ, E. (2018). Educational Website Design Process: Changes in TPACK Competencies and Experiences. International Journal of Progressive Education, 14(1), 88–104. https://doi.org/10.29329/ijpe.2018.129.7. DOI: https://doi.org/10.29329/ijpe.2018.129.7
Pal, D., & Vanijja, V. (2020). Perceived usability evaluation of Microsoft Teams as an online learning platform during COVID-19 using system usability scale and technology acceptance model in India. Children and Youth Services Review, 119, 105535. https://doi.org/https://doi.org/10.1016/j.childyouth.2020.105535. DOI: https://doi.org/10.1016/j.childyouth.2020.105535
Polizzi, G. (2020). Computers & Education Digital literacy and the national curriculum for England : Learning from how the experts engage with and evaluate online content. 152(February). DOI: https://doi.org/10.1016/j.compedu.2020.103859
Rahmadi, I. F., Hayati, E., & Nursyifa, A. (2020). Comparing Pre-service Civic Education Teachers’ TPACK Confidence Across Course Modes. Research in Social Sciences and Technology, 5(2), 113–133. https://doi.org/10.46303/ressat.05.02.7. DOI: https://doi.org/10.46303/ressat.05.02.7
Rahmadini, S., & Rahmi, U. (2022). Desain Video Animasi Berbasis Studi Kasus Untuk Mata Kuliah Pengembangan E-Learning. Journal of Pedagogy and Online Learning, 1, 42–54. https://doi.org/10.24036/jpol.v1i1.6. DOI: https://doi.org/10.24036/jpol.v1i1.6
Ramadansur, R., Sembiring, A. K., Rizky, R., & Nelvariza, N. (2023). Promoting Critical Thinking Skills through Contextual Teaching and Learning. Lectura : Jurnal Pendidikan, 14(2), 340–351. https://doi.org/10.31849/lectura.v14i2.15030. DOI: https://doi.org/10.31849/lectura.v14i2.15030
Reyes, V. C., Reading, C., Doyle, H., & Gregory, S. (2017). Integrating ICT into teacher education programs from a TPACK perspective: Exploring perceptions of university lecturers. Computers and Education, 115, 1–19. https://doi.org/10.1016/j.compedu.2017.07.009. DOI: https://doi.org/10.1016/j.compedu.2017.07.009
Ridha, M., Firman, & Desyandri. (2021). Efektifitas Penggunaan Media Video pada Pembelajaran Tematik Terpadu di Sekolah Dasar Saat Pandemi Covid-19. Jurnal Pendidikan Tambusai, 5(1), 154–162. https://doi.org/10.31004/jptam.v5i1.925. DOI: https://doi.org/10.51878/edutech.v1i1.193
Rochaendi, E., Wahyudi, A., & Perdana, R. (2021). Kompetensi Teknologi, Pedagogi, dan Konten Guru SD Negeri dan Swasta di Kota Cimahi, Jawa Barat. JPDI (Jurnal Pendidikan Dasar Indonesia), 6(1), 1. https://doi.org/10.26737/jpdi.v6i1.2222. DOI: https://doi.org/10.26737/jpdi.v6i1.2222
Rohmitawati, R. (2018). The implementation of TPACK (yechnology, pedagogy, and content knowledge) framework on indonesian online mathematics teachers training. Southeast Asian Mathematics Education Journal, 8(1), 61–68. https://doi.org/10.46517/seamej.v8i1.64. DOI: https://doi.org/10.46517/seamej.v8i1.64
Sabella, D., Ramadhani, E., & Kuswidyanarko, A. (2022). Pengembangan Media Kartu Domino pada Pembelajaran Matematika Materi Bangun Ruang. Jurnal Riset Pendidikan Dasar, 05(2), 132–140. https://doi.org/10.26618/jrpd.v5i2.7865.
Santos, J. M., & Castro, R. D. R. (2021). Technological Pedagogical content knowledge (TPACK) in action: Application of learning in the classroom by pre-service teachers (PST). Social Sciences & Humanities Open, 3(1), 100110. https://doi.org/https://doi.org/10.1016/j.ssaho.2021.100110. DOI: https://doi.org/10.1016/j.ssaho.2021.100110
Sari, D. E. (2019). Quizlet: Aplikasi Pembelajaran Berbasis Smartphone Era Generasi Milenial. Jurnal Pendidikan Ilmu Sosial, 29(1), 9–15. https://doi.org/10.23917/jpis.v29i1.8150. DOI: https://doi.org/10.23917/jpis.v29i1.8150
Schmid, M., Brianza, E., & Petko, D. (2021). Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans. Computers in Human Behavior, 115. https://doi.org/10.1016/j.chb.2020.106586. DOI: https://doi.org/10.1016/j.chb.2020.106586
Schweisfurth, M. (2023). Disaster didacticism: Pedagogical interventions and the ‘learning crisis’. International Journal of Educational Development, 96, 102707. https://doi.org/https://doi.org/10.1016/j.ijedudev.2022.102707. DOI: https://doi.org/10.1016/j.ijedudev.2022.102707
Shafie, N. H., Majid, F., & Ismail, I. (2019). Technological Pedagogical Content Knowledge (TPACK) in Teaching 21st Century Skills in the 21st Century Classroom. Asian Journal of University Education, 15, 24. https://doi.org/10.24191/ajue.v15i3.7818. DOI: https://doi.org/10.24191/ajue.v15i3.7818
Sintawati, M., & Indriani, F. (2019). Pentingnya Technological Pedagogical Content Knowledge ( Tpack ) Guru Di Era Revolusi Industri 4 . 0. Seminar Nasional Pagelaran Pendidikan Dasar Nasional (Ppdn), 1(1), 417–422.
Su, Y. (2023). Delving into EFL teachers’ digital literacy and professional identity in the pandemic era: Technological Pedagogical Content Knowledge (TPACK) framework. Heliyon, 9(6), e16361. https://doi.org/https://doi.org/10.1016/j.heliyon.2023.e16361. DOI: https://doi.org/10.1016/j.heliyon.2023.e16361
Sulistyarini, W., & Fatonah, S. (2022). PENGARUH PEMAHAMAN LITERASI DIGITAL DAN PEMANFAATAN MEDIA PEMBELAJARAN TERHADAP KOMPETENSI PEDAGOGIK GURU ERA DIGITAL LEARNING. Journal of Educational Learning and Innovation (ELIa), 2, 42–72. https://doi.org/10.46229/elia.v2i1.383. DOI: https://doi.org/10.46229/elia.v2i1.383
Surayya, S. A., & Asrobi, M. (2020). Tracing Technological Pedagogical Content Knowledge (TPACK) on Practical EFL Teachers in Writing Context. VELES Voices of English Language Education Society, 4(2), 177–190. https://doi.org/10.29408/veles.v4i2.2417. DOI: https://doi.org/10.29408/veles.v4i2.2417
Tokarieva, A. V., Volkova, N. P., Harkusha, I. V., & Soloviev, V. N. (2019). Educational Digital Games: Models and Implementation. CEUR Workshop Proceedings, 2433, 74–89. https://doi.org/10.31812/EDUCDIM.V53I1.3872. DOI: https://doi.org/10.55056/cte.369
Urban, E. R., Navarro, M., & Borron, A. (2018). TPACK to GPACK? The examination of the technological pedagogical content knowledge framework as a model for global integration into college of agriculture classrooms. Teaching and Teacher Education, 73, 81–89. https://doi.org/https://doi.org/10.1016/j.tate.2018.03.013. DOI: https://doi.org/10.1016/j.tate.2018.03.013
Wati, I., & Yuniawatika. (2020). Digital Game-Based Learning as A Solution to Fun Learning Challenges During the Covid-19 Pandemic. https://doi.org/10.2991/assehr.k.201214.237. DOI: https://doi.org/10.2991/assehr.k.201214.237
Wijayanto, B., Wilis, R., Novio, R., Hamka, J., Tawar Padang, A., & Barat, S. (ND). (2018). Technological Pedagogical Analysis and Content Knowledge (TPACK) of Geography Teachers in Solok Regency, West Sumatra. Technological Analysis …..|105 , 10 (2), 105–116. https://doi.org/Http://Jurnal.Unimed.Ac.Id/2012/Index.Php/Geo. DOI: https://doi.org/10.24114/jg.v10i2.9070
Winda, R., & Dafit, F. (2021). Analisis Kesulitan Guru dalam Penggunaan Media Pembelajaran Online di Sekolah Dasar. Jurnal Pedagogi dan Pembelajaran, 4(2). https://doi.org/10.23887/jp2.v4i2.38941. DOI: https://doi.org/10.23887/jp2.v4i2.38941
Yaumi, M., Sirate, S. F. S., & Patak, A. A. (2018). Investigating Multiple Intelligence-Based Instructions Approach on Performance Improvement of Indonesian Elementary Madrasah Teachers. SAGE Open, 8(4). https://doi.org/10.1177/2158244018809216. DOI: https://doi.org/10.1177/2158244018809216
Yeh, Y.-F., Chan, K. K. H., & Hsu, Y.-S. (2021). Toward a framework that connects individual TPACK and collective TPACK: A systematic review of TPACK studies investigating teacher collaborative discourse in the learning by design process. Computers & Education, 171, 104238. https://doi.org/https://doi.org/10.1016/j.compedu.2021.104238. DOI: https://doi.org/10.1016/j.compedu.2021.104238
Zha, S., Jin, Y., Wheeler, R., & Bosarge, E. (2022). A mixed-method cluster analysis of physical computing and robotics integration in middle-grade math lesson plans. Computers & Education, 190, 104623. https://doi.org/10.1016/j.compedu.2022.104623. DOI: https://doi.org/10.1016/j.compedu.2022.104623
Zhang, X., Tsang, A., Yue, W., & Chau, M. (2015). The Classification of Hackers by Knowledge Exchange Behaviors. Information Systems Frontiers, 17, 1239–1251. https://doi.org/10.1007/s10796-015-9567-0. DOI: https://doi.org/10.1007/s10796-015-9567-0
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 annida lathifa annida
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the International Journal of Elementary Education agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
