Analisis Pembelajaran Daring Di Masa Pandemi Covid-19 Pada Kemampuan Technological Pedagogical And Content Knowledge (TPACK) Guru Sekolah Dasar

Hariati, Hariati; Ilyas, Muhammad; Siddik, Mohammad

doi:10.53621/jider.v2i1.119

Cited by 10 publications

(8 citation statements)

References 32 publications

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“…Berdasarkan analisis tersebut, maka dalam mendesain kerangka PCK pembelajaran matematika daring harus mampu mengoperasionalkan setiap komponen dari model PCK Lannin (2013) dengan cara memperhatikan serta mengakomodasi aspek paradigma dan kesiapan guru serta kemampuan dan struktur tugas siswa agar tercipta pembelajaran matematika daring yang bermakna (Rutt & Mumba, 2019;Amrina, dkk., 2020;Fuad, dkk., 2020;Bragg, Walsh, & Heyeres, 2021;Hanik, dkk., 2022;Hariati, Ilyas, & Siddik, 2022;Situmorang & Iriani, 2022).…”

Section: Hasil Dan Pembahasanunclassified

Pedagogical Content Knowledge Guru dalam Pembelajaran Matematika Daring

Rahayu¹,

Muhtadi²,

Ridwan³

2022

Mosharafa

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Perkembangan teknologi yang pesat mendorong terjadinya pergeseran paradigma dalam proses pembelajaran matematika, di mana pembelajaran daring menjadi salah satu pilihan yang sering dilakukan. Hal tersebut berimplikasi pada adanya perubahan kerangka Pedagogical Content Knowledge (PCK) guru dalam pembelajaran matematika. Penelitian ini bertujuan untuk mendeskripsikan kerangka PCK guru dalam pembelajaran matematika daring. Penelitian ini menggunakan metode analisis konten yang digunakan untuk merancang kerangka konseptual PCK guru dalam pembelajaran matematika daring. Analisis konten yang dilakukan berupa literatur review dan penggalian data. Untuk penggalian data, digunakan instrumen berupa angket dan pedoman wawancara dengan subjek sebanyak lima orang guru matematika. Teknik analisis data yang digunakan, yaitu triangulasi. Hasil penelitian menunjukkan bahwa kerangka PCK guru dalam pembelajaran matematika daring dapat diadaptasi dan dioperasionalkan dari model PCK Lannin yang meliputi: knowledge of instructional strategies for mathematics, knowledge of student understanding within mathematics, knowledge of curriculum for mathematics dan knowledge of assessment for mathematics. Guru sudah memiliki paradigma, kesiapan dan faktor pendukung yang cukup baik dalam melaksanakan pembelajaran matematika daring, namun masih belum optimal dalam kemampuan dan struktur tugas siswa.Rapid technological developments encourage a paradigm shift in the mathematics learning process, where online learning is one of the choices that is often done. This implies a change in the teacher's Pedagogical Content Knowledge (PCK) framework in learning mathematics. This study aims to describe the PCK framework of teachers in online mathematics learning. This study uses the content analysis method used to design the conceptual framework of teachers' PCK in online mathematics learning. Content analysis is carried out in the form of a literature review and data mining. For data mining, instruments in the form of questionnaires and interview guidelines were used with the subject of five mathematics teachers. The data analysis technique used is triangulation. The results showed that the teacher's PCK framework in online mathematics learning can be adapted and operationalized from Lannin's PCK model which includes: knowledge of instructional strategies for mathematics, knowledge of student understanding within mathematics, knowledge of the curriculum for mathematics and knowledge of assessment for mathematics. Teachers already have a fairly good paradigm, readiness, and supporting factors in implementing online mathematics learning, but they are still not optimal in the abilities and structure of students' assignments.

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Section: Hasil Dan Pembahasanunclassified

Pedagogical Content Knowledge Guru dalam Pembelajaran Matematika Daring

Rahayu¹,

Muhtadi²,

Ridwan³

2022

Mosharafa

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“…The TPACK concept offers good quality learning and can increase interaction between the three main components of education namely technology, pedagogy, and content (Sajan & S., 2018). The interaction of the three components has the goal of giving birth to secondary knowledge skills consisting of pedagogical-technology skills, content-pedagogical knowledge, and content-technology knowledge (Hariati, Ilyas, & Siddik, 2022). Therefore, in order to understand the TPACK concept as a whole, a complete understanding is also needed in terms of technology, pedagogy, and content.…”

Section: Technological Pedagogical and Content Knowledge (Tpack)mentioning

confidence: 99%

“…TPACK is recognized as an effective learning method in increasing the integration between technological competencies, pedagogical abilities and content knowledge abilities (Ansyari, 2013). TPACK is also considered to have a competency framework that can create a new era of learning and the education system (Hariati, Ilyas, & Siddik, 2022). The TPACK Learning Method can only be implemented properly if it is integrated with the Learning Implementation Plan (RPP) (Safitri, Farida, Hasmidyani, Fatimah, & Alfiandra, 2022).…”

Section: Introductionmentioning

confidence: 99%

Integration of Technological Pedagogical Content Knowledge (TPACK) Learning Methods in The Learning Management System as An Effort to Improve Educator Competence

Iskandar

2022

JTP

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Educators as a type of profession are also required to have a certification of expertise. It is stated in Permendikbud No. 16 of 2007 that one of the competencies that must be possessed by an educator is proficiency in using information technology in the teaching and education process. The TPACK method is one method that is considered capable of boosting the competence of educators. The TPACK method can be optimally implemented if it is supported by good learning system management. Therefore, it is necessary to integrate the TPACK learning method with the learning management system. This study aims to describe the planning and design of the integration of the TPACK learning method into the management of the education system in Indonesia as an effort to increase the competitiveness of the workforce, especially workers in the education sector. The research method used is descriptive qualitative method with a literature study approach. The data used is secondary data derived from scientific publications. The results show that the core components of the TPACK method consist of technology, pedagogy, and content. These three components can intersect and synergize so as to create new conditions of understanding. TPACK requires educators to have a complete understanding related to technology operations and the use of technology in learning, demands to continue to develop pedagogical abilities, and increase educator competencies through increasing literacy and understanding of the field of study to be taught.

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“…Due to the pandemic breakout in 2020, all facets of human life have been subject to unexpected changes. To sustain learning activities, many educational institutions have utilized Technological Pedagogical Content Knowledge (TPACK) as a way-outs (Yatun et al, 2021;Hariati et al, 2022). It is in line with the government that in such a crisis, the learning process must be implemented virtually (Kementerian Pendidikan Kebudayaan Riset dan Teknologi, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Application of TPACK for Teaching Content Courses: Process, Students' View, and Product in Indonesian Context

Setyowati

Rachmajanti

2023

jiecr

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Due to the pandemic breakout in 2020, all facets of human life have been subject to unexpected changes. To sustain learning activities, many educational institutions have utilized Technological Pedagogical Content Knowledge (TPACK) as way-outs. It is true for delivering content courses at the English Department, Faculty of Letters, State University of Malang, East Java, Indonesia. One affected course is teaching English for Young Learners (EYL) for sixth-semester students. Thus, this article aims to describe the implementation of TPACK, the students' view, and the product results from the process. The design of this study is an exploratory sequential design. The participants were twenty-one Offering C students taking the EYL course. Thus, data were collected qualitatively (classroom observations, semi-structured interviews, video watching, mid and final-term assessments) and quantitatively (the Likert scale questionnaire). The findings reveal that: 1) the process of teaching EYL courses TPACK involved flipped learning in the initial meeting followed by a discussion session, and the technology used was Google meet, Google class, YouTube, WhatsApp, and technical tools like a tutorial video for media demonstration, and video making; 2) the students agree on the use of technology for their learning of EYL course and feel that they have had a lot to learn from TPACK for their course, and 3) the products generated from the teaching-learning process are video and intellectual rights certificates (HKI).

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Analisis Pembelajaran Daring Di Masa Pandemi Covid-19 Pada Kemampuan Technological Pedagogical And Content Knowledge (TPACK) Guru Sekolah Dasar

Cited by 10 publications

References 32 publications

Pedagogical Content Knowledge Guru dalam Pembelajaran Matematika Daring

Pedagogical Content Knowledge Guru dalam Pembelajaran Matematika Daring

Integration of Technological Pedagogical Content Knowledge (TPACK) Learning Methods in The Learning Management System as An Effort to Improve Educator Competence

The Application of TPACK for Teaching Content Courses: Process, Students' View, and Product in Indonesian Context

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