Elementary School Teachers’ TPACK Profile in Science Teaching Based on Demographic Factors

Kumala, Farida Nur; Erviana, Vera Yuli; Pujiastuti, Pratiwi

doi:10.29333/iji.2022.1545a

Cited by 13 publications

(9 citation statements)

References 48 publications

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“…Teachers' perceptions can be defined as their views on something that is influenced by previous knowledge and life experiences so that they determine their behavior or choices. When teachers have limited knowledge about the use of new technology in teaching and learning, automatically the learning they do is still conventional (Kumala, et al, 2022).…”

Section: Teacher's Perception Of Slmmentioning

confidence: 99%

Exploring the Need for Using Science Learning Multimedia to Improve Critical Thinking Elementary School Students: Teacher Perception

Hasanah¹

2023

INT J INSTRUCTION

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Distance learning during this pandemic really needs teaching media, especially on abstract science material. This study aims to investigate the teacher's needs for Science Learning Multimedia (SLM) to Improve Critical Thinking Elementary School Students. First, a survey was adopted to 156 teachers from several elementary schools in Jakarta to explore the extent to which the need for SLM was selected by purposive sampling. Second, semi-structured interviews with 10 teachers to obtain direct and valid information. This research focuses on certain aspects, namely 1) Types of media commonly used. 2) Classification of material that is difficult for students to understand, 3) teachers' perceptions about the need for using science learning multimedia to support science learning and 4) teachers' perceptions about the need for using science learning multimedia to support students' critical thinking. Data were examined using quantitative and qualitative methods. In addition, interview analysis resulted in emerging themes related to several conditions raised by teachers to use SLM effectively. These conditions include 1) SLM material, 2) SLM interactivity, 3) ease of use, 4) and the approach used. Findings show that most teachers agree to develop effective and flexible media in exploring abstract science concepts so that students' critical thinking skills increase. This SLM also needs to pay attention to the above conditions. In conclusion, interactive multimedia based on scientific inquiry in science learning is feasible to be developed and applied in the teaching and learning process. This research can also be a reference and input for educators, especially elementary school teachers in creating models and learning media that are active and fun.

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Section: Teacher's Perception Of Slmmentioning

confidence: 99%

Exploring the Need for Using Science Learning Multimedia to Improve Critical Thinking Elementary School Students: Teacher Perception

Hasanah¹

2023

INT J INSTRUCTION

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“…The research gap lies in understanding the connection between these two critical components of education. While TPACK has been studied in various contexts (Kumala, Ghufron, & Pujiastuti, 2022;Flores & Sabado, 2023;Kotoka & Kriek, 2023), the specific influence of a science teacher's TPACK on students' development of scientific competency remains largely unexplored. Closing this gap is essential for shaping more effective science education practices and fostering deeper understanding and proficiency in scientific concepts among students.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Teachers’ Technological Pedagogical Content Knowledge (TPACK) on Students’ Scientific Competency

Sonsupap,

Cojorn,

Sitti

2024

JEL

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The integration of Technological Pedagogical Content Knowledge (TPACK) into instructional design is pivotal for teachers. This intricate knowledge framework encompasses the interplay between technology, pedagogy, and subject matter, profoundly impacting the multifaceted aspects of student learning, encompassing knowledge acquisition, skill development, and the cultivation of desirable attributes. This research at hand adopts an exploratory approach, examining two sample groups: 1) Science teachers from secondary schools under the Northeastern Region of Thailand during the academic year 2565–2566, totaling 124 individuals, and 2) Secondary school students receiving instruction in science-related subjects from the aforementioned teachers, with a minimum of one classroom involved. Data collection tools include a survey on TPACK, a scientific competency assessment, and semi-structured interviews. Statistical analysis employs mean, standard deviation, and content analysis. Testing of hypothesis uses One-Way Analysis of Variance (One-Way ANOVA). The study reveals that students taught by science teachers with varying levels of TPACK exhibit statistically significant differences in scientific competency at a 0.05 significance level. When comparing scientific competency with TPACK levels of teachers, statistically significant differences at the 0.05 level are found in two pairs: 1) the Adapting level and the Advancing level and 2) the Exploring level and the Advancing level.

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“…Computational thinking abilities have different patterns based on gender differences. Several studies state that gender plays a role in computational thinking skills (Dilla et al, 2018;Kumala et al, 2022;Sun, L., Hu & Zhou, 2022). Gender causes different ways of thinking and learning influencing a person's habits and characteristics.…”

Section: Introductionmentioning

confidence: 99%

Patterns of Computational Thinking Skills for Elementary Prospectives Teacher in Science Learning: Gender Analysis Studies

Kumala,

Dwi Yasa,

Bin Haji Jait

et al. 2023

International j.of Elementary Education

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The PISA data results show that computational thinking abilities are still lacking. Computational thinking ability is influenced by gender. This research aims to analyze patterns of computational thinking skills of prospective elementary school teachers based on gender at 8 universities in Indonesia. In this research, the components of computational thinking skills analyzed are abstraction, algorithmic, decomposition, and pattern recognition. This research is a mix method research with research subjects as many as 234 prospective elementary school teachers at 8 higher educational institutions. The instruments used were test and interviews. The data analysis technique used is a quantitative data analysis technique using SEM PLS and for qualitative data analysis using miles and Huberman. The research results show that computational thinking skills are still low on the decomposition and pattern recognition components. Based on the SEM PLS test results, it shows that computational thinking abilities are related to gender. In general, the computational thinking ability of female students is slightly higher in all sub-indicators than men and there are differences in the pattern of computational thinking ability between male and female elementary school teacher prospective. The ability of prospective female elementary school teachers to answer in more detail and more structured, while the answers of male prospective teachers are shorter and less comprehensive. Recommendations for developing computational thinking skills by developing problem-based learning, contextual project-based learning and STEAM based learning.

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Elementary School Teachers’ TPACK Profile in Science Teaching Based on Demographic Factors

Cited by 13 publications

References 48 publications

Exploring the Need for Using Science Learning Multimedia to Improve Critical Thinking Elementary School Students: Teacher Perception

Exploring the Need for Using Science Learning Multimedia to Improve Critical Thinking Elementary School Students: Teacher Perception

The Effects of Teachers’ Technological Pedagogical Content Knowledge (TPACK) on Students’ Scientific Competency

Patterns of Computational Thinking Skills for Elementary Prospectives Teacher in Science Learning: Gender Analysis Studies

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