Developing students' critical thinking skills through STEM-PjBL integrated with TPACK in static fluid topics

Prastiyan, Rahmad; Purwaningsih, Endang; Handayanto, Supriyono Koes

doi:10.1063/5.0117324

Cited by 2 publications

(2 citation statements)

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“…The term which became known as TPACK (Technological, Pedagogical, Content Knowledge) is a framework for designing new learning models through a combination of three main aspects, namely technology, pedagogy, and content or material knowledge. The TPACK model provides a new framework for integrating technology into the classroom and a way to manage classrooms to provide the best learning experience for students using technology (Kurniawan et al, 2024;Lubis et al, 2022;Prastiyan et al, 2023). This is a theory developed to explain what information teachers need to effectively teach their students and use technology.…”

Section: Technologicalpedagogical and Content Knowledge (Tpack)mentioning

confidence: 99%

“…Technological Pedagogical and Content Knowledge (TPACK) is a teacher's knowledge about how to facilitate student learning of specific content through pedagogical and technological approaches (Madjid et al, 2017;Mansour et al, 2024;Prastiyan et al, 2023). Implementation of the TPACK-based PjBL learning model is an important and interesting thing as proven by several previous studies.…”

Section: Introductionmentioning

confidence: 99%

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Implementation of TPACK-Based Project Based Learning (PjBL) Model to Increase Learning Motivation of Class X Students of Taruna Terpadu Vocational School

Madjid,

Moelier,

Asri

et al. 2024

Intl. J. Rel.

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The purpose of this study was to determine the Project Based Learning (PjBL) learning model based on Technological Pedagogical and Content Knowledge (TPACK) in increasing the learning motivation of class X students of SMK Taruna Terpadu. This research is a type of PTK research conducted in two cycles using the spiral model by C. Kemmis and MC. Taggart. The research subjects were students of class X of SMK Taruna Terpadu with a total of 30 students. The data collection technique in this study used a comparative descriptive method by comparing the results from pre-cycle to cycle II. The results of the action showed that students who were very happy with PjBL learning reached 100%, students who were motivated to follow the learning reached 100%, students who felt they added insight with the PjBL model reached 100%, students who were curious about the PjBL learning model reached 97%, and students who were eager to follow learning with the PjBL model reached 93%. From this data, it can be seen that the impression of students towards the PjBL model is that almost all students in one class are motivated to follow PjBL-based learning that is applied in teaching and learning.

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Section: Technologicalpedagogical and Content Knowledge (Tpack)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%