Development of Technological Pedagogical Content Knowledge (TPACK) For English Teachers: The Validity and Reliability

Elas, Noor Illi Binti; Majid, Faizah Binti Abd; Suthagar, A; Narasuman, Suthagar

doi:10.3991/ijet.v14i20.11456

Cited by 40 publications

(40 citation statements)

References 14 publications

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“…This condition can encourage students to learn together and to be responsible for the materials in order to achieve common goals. Shared learning opens opportunities for them to be more courageous in discussing and being responsible in the learning process (Elas, Majid, & Narasuman, 2019;Liu, Li, & Zhang, 2018;. Moreover, the reflections at each meeting indicate that the discussions give an excellent academic atmosphere.…”

Section: Fig 2 Students' Learning Activities Through Virtual Laboratory Media and Through E-learningmentioning

confidence: 98%

Implementing E-Learning-Based Virtual Laboratory Media to Students' Metacognitive Skills

Yusuf¹,

Widyaningsih²

2020

Int. J. Emerg. Technol. Learn.

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The development of information and communication technology has penetrated various sectors, one of which is the education sector, especially in learning. The application of technology in the learning process is in the form of using virtual laboratory media to explain concepts that require a practicum, particularly in ab-stract materials. This study aims to determine students' metacognitive skills after applying the e-learning-based virtual laboratory media in physics experiment courses at the Department of Physics Education, Faculty of Teacher Training and Education, Universitas Papua. This qualitative research went through the stages of a lesson study. The data were collected from tests and questionnaires on stu-dents' metacognitive skills, observation sheets, interview guidelines, and video recordings during the open class. Further, the data were analyzed through Rasch modeling technique utilizing the Winstep application to analyze the students' met-acognitive activity questionnaire after learning. The lesson study encompassed three stages of a series of activities, namely Plan, Do, and See. In the Plan stage, discussions were held with the lecturer team to develop learning tools in the form of chapter designs, lesson plans, and learning media. In the Do stage, the model lecturer performed the learning process based on the media that had been estab-lished. In the See stage, the reflection was done to examine the learning imple-mentation carried out by the model lecturer in order to uncover weaknesses and strengths to be followed up on further learning. The results show that the quality of learning and students’ metacognitive skills at each meeting are improved. It is proven by the good and very good category of the aforementioned results. To sum up, e-learning based virtual laboratory media are able to improve learning quality and develop students' metacognitive skills in the physics experiment courses.

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Section: Fig 2 Students' Learning Activities Through Virtual Laboratory Media and Through E-learningmentioning

confidence: 98%

Implementing E-Learning-Based Virtual Laboratory Media to Students' Metacognitive Skills

Yusuf¹,

Widyaningsih²

2020

Int. J. Emerg. Technol. Learn.

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“…WhatsApp, as the name suggested, was firstly founded by Brian Acton and Jan Koum in 2009 to allow the users to send messages both text and voice, and share documents and pictures. There are also some collaborative features, such as multimedia, group chat, and cross-platform engagement (Elas et al, 2019). Despite the wider use of WhatsApp, the expansion of its use as a learning tool has commonly known and the evidence shows its effectiveness.…”

Section: Video Conference Learning Management System and Applicatiomentioning

confidence: 99%

EFL students’ preferences on digital platforms during emergency remote teaching: Video Conference, LMS, or Messenger Application?

Amin

Sundari

2020

SiELE

152

117

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The use of technology in language learning has extensively expanded in line with the advancement of technology itself. However, the investigation into the implementation of video conferences, learning management systems, and mobile applications, particularly during the emergency remote teaching/the Covid-19 pandemic, is still lacking. This paper presents survey data from three groups of Indonesian EFL students using three different digital learning platforms: Cisco WebEx Meeting video conferencing, Google Classroom learning management system (LMS), and WhatsApp mobile messenger application. The purpose of the study was to determine the students’ preferences including their perception and point of views on using the platforms and application during the remote teaching situation. There were 140 EFL students from two universities/institutes in Jakarta and Aceh to take part as the participants. The instrument was a questionnaire based on criteria of CALL evaluation, and descriptive analysis using percentages and thematic analysis was applied. The findings show that the Cisco WebEx Meeting, Google Classroom, and WhatsApp gained highly positive agreement on all criteria. Specifically, the Cisco WebEx meeting got the highest scores on authenticity and meaning focus. Meanwhile, for GC and WhatsApp, the criteria on language learning potential, meaning focus and authenticity achieved the highest scores. Moreover, WhatsApp is the most preferred among others in meaning focus, learner fit, positive impact, and practicality. However, the three digital platforms received the lowest score on a positive impact at each group-participant. It seemingly indicates that they thought the full online digital learning system they experienced during ERT is less preferable than face-to-face learning.

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“…Meanwhile, the interview was most widely used in the study of 16 articles. Many researchers have tested the validity and reliability of the TPACK questionnaire (Schmidt, 2009;Elas, Majid & Suthagar, 2019;Sahin, 2011). Therefore, researchers such as Tsouccas, & Meletiou-Mavrotheris, (2019); Adulyasas (2017); Hill & Uribe (2019); ; ; and Kang& Jang ( 2016) have adopted the TPACK questionnaire in their study.…”

Section: Research Participants and Educational Institutionmentioning

confidence: 99%

TPACK Framework Based Research in Mathematical Education: A Systematic Literature Review

Othman¹,

Maat²

2020

IJARPED

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This systematic literature review aims to identify the themes of the study on the Technology Pedagogical Content Knowledge (TPACK) framework in mathematics education and the research methods used in the studies. The search for articles published from year 2015 to 2020 was conducted through the Google Scholar electronic database. A total of 30 articles were selected. The results show that researchers are more focused on studying the level and effectiveness of technology integration in mathematical learning. Over 50% of the research has been done on teachers compared to students and lecturers in the field of mathematics. The findings also show that technology integration in teaching fraction and algebra is the most frequently studied. Qualitative research method is the dominant research methodology used to study the research objectives regarding the TPACK framework, compared to the quantitative method and the mixed method. Limitations and suggestions for further studies are also discussed.

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Development of Technological Pedagogical Content Knowledge (TPACK) For English Teachers: The Validity and Reliability

Cited by 40 publications

References 14 publications

Implementing E-Learning-Based Virtual Laboratory Media to Students' Metacognitive Skills

Implementing E-Learning-Based Virtual Laboratory Media to Students' Metacognitive Skills

EFL students’ preferences on digital platforms during emergency remote teaching: Video Conference, LMS, or Messenger Application?

TPACK Framework Based Research in Mathematical Education: A Systematic Literature Review

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