Cogenerative Dialogue of Cross-Generation Educators to Improve Chemistry Teaching Quality through Technology

Hidayah, Fitria Fatichatul; Imaduddin, Muhamad; Praptaningrum, Dwi Novita Warih; Ristanti, Dwi Anggraeni

doi:10.17478/jegys.654941

Cited by 5 publications

(6 citation statements)

References 46 publications

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“…However, the conceptual framework underwent transformation according to 21st century developments with technology integration. This makes PCK develop in the form of TPACK [11][12][13] [14][15][16][17] and TPACK [18,19] are identical with science; while research with the same characteristics is still limited in its application in the field of vocational education. Therefore, researchers consider the concept of a framework with vocational characteristics adapted from the TPACK concept to be offered as new model literature.…”

Section: Introductionmentioning

confidence: 99%

The TAWOCK conceptual model at content knowledge for professional teaching in vocational education

Arifin¹,

Nurtanto²,

Warju³

et al. 2020

IJERE

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Now days, the integration of technology in the concept of learning is the trend in global education. The conceptual framework model is a general reference, and the only concept is Technology, Pedagogy, and Content Knowledge (TPACK). However, vocational education has knowledge of specific content, so adjusting conceptual models in professional learning is important to learn and offer. The purpose of this study is to evaluate the concept of TPACK into the concept of vocational education to improve the professionalism of vocational teachers in content knowledge. The author discusses the knowledge structure of vocational fields that are built based on work, content, technology, and the suitability of the learning approach. Based on the results of the article found a new construction in building knowledge in the field of vocational education with special expertise characteristics and shifting pedagogical concepts towards andragogy in learning concept. The results of the analysis recommend the TPACK concept transformed into the Technology, Andragogy, Work, and Content Knowledge (TAWOCK) concept in vocational learning.

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Section: Introductionmentioning

confidence: 99%

The TAWOCK conceptual model at content knowledge for professional teaching in vocational education

Arifin¹,

Nurtanto²,

Warju³

et al. 2020

IJERE

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“…Technology is the most influential factor that shapes the world of education today. Integrating technology into the classroom will optimize 21st-century skills in the aspect of technology mastery (Hidayah et al, 2020). In the future, students will certainly need technology both as a workforce and in their daily lives (Brown et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…This also happened to the teacher group, in this case, the chemistry teacher in Kudus regency. The implementation of technology in chemistry teaching is needed to create active chemistry learning, both in terms of providing a comfortable feel in the chemistry learning process as well as concretizing and increasing understanding of chemical concepts (Hidayah et al, 2020). Technology is especially needed to optimize the content of microscopic chemical concepts (Hidayah et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…The implementation of technology in chemistry teaching is needed to create active chemistry learning, both in terms of providing a comfortable feel in the chemistry learning process as well as concretizing and increasing understanding of chemical concepts (Hidayah et al, 2020). Technology is especially needed to optimize the content of microscopic chemical concepts (Hidayah et al, 2020). The submicroscopic level is a world that cannot be observed and can only be accessed by imagination (Bucat & Mocerino, 2009;Imaduddin & Haryani, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Strengthening Chemistry Teachers' Technological Pedagogical Content Knowledge through the Introduction of Augmented Reality and Learning Management Systems

Imaduddin

Astuti

2022

bce

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Strengthening of Technological Pedagogical Content Knowledge (TPACK) needs to be done as an effort to present chemistry learning that is following the times. The purpose of this activity is to identify the TPACK conditions of chemistry teachers, as well as to seek initial activities to strengthen teachers’ TPACK through the introduction of augmented reality technology according to chemical content, as well as classroom management based on a learning management system platform. The implementation method included Focus Group Discussion (FGD) activities, lectures, and implementation practices. Participants in this activity consisted of chemistry teachers who were active members of the Chemistry Teacher Groups of Kudus Regency, as many as 17 teachers. This community service activity is in the form of a series of activities that include (1) identification of difficult chemistry materials, most of which show microscopic concepts as one of the difficult materials, (2) identification of the condition of the teacher's level of mastery of technology which is generally still at a moderate level, (3) introduce the potential use of technology in the chemistry learning process in the form of Augmented Reality, namely RAppChemistry, and (4) the use of a learning management system in the form of the Google Classroom platform that can be used in electronic-based teaching and learning processes. Further partnerships need to be implemented to implement the technology on a classroom scale. Activities that may be carried out are lesson study activities to optimize the integration of technology in chemistry learning. Keywords: Pedagogical Content Knowledge, Augmented Reality, Learning Management System

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“…berpengaruh yang membentuk lanskap pendidikan saat ini (Hidayah et al, 2020). Berbagai upaya dilakukan oleh pemerintah dan guru untuk mengupgrade kualitas pembelajaran di kelas.…”

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Integrasi Game Chirality 2 Untuk Meningkatkan Minat Belajar Siswa Pada Materi Hidrokarbon

Sulistyaningsih

Rokhimawan

Rahmawan

2022

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Penelitian ini bertujuan untuk mengobservasi tingkat ketertarikan siswa pada penggunaan aplikasi Chirality 2 sebagai media untuk mengatasi kesulitan belajar siswa pada pembelajaran kimia khususnya pada materi hidrokarbon. Penelitian menggunakan metode deskriptif kualitatif. Teknik pengumpulan data yang digunakan yaitu melalui (1) observasi, (2)kuesioner, (3) reflektif jurnal. Hasil analisis kebutuhan menunjukan bahwa responden merasa kesulitan memahami materi kimia terutama pada materi yang bersifat abstrak. Berdasarkan penelitian yang telah dilakukan, dapat disimpulkan bahwa sebanyak 4,8% siswa suka bermain game chirality 2, sebanyak 71,4% agak suka, dan sebanyak 14,3% siswa tidak suka dengan game chirarity 2. Game chirality 2 dapat digunakan sebagai media pembelajaran kimia karena dapat membangkitkan motivasi dan minat belajar siswa. Penambahan fitur bahasa Indonesia dapat membantu pengguna dalam memahami cara kerja pada aplikasi Chirality 2.

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Cogenerative Dialogue of Cross-Generation Educators to Improve Chemistry Teaching Quality through Technology

Cited by 5 publications

References 46 publications

The TAWOCK conceptual model at content knowledge for professional teaching in vocational education

The TAWOCK conceptual model at content knowledge for professional teaching in vocational education

Strengthening Chemistry Teachers' Technological Pedagogical Content Knowledge through the Introduction of Augmented Reality and Learning Management Systems

Integrasi Game Chirality 2 Untuk Meningkatkan Minat Belajar Siswa Pada Materi Hidrokarbon

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