How Does Teacher’s TPACK Affect Student’s Activity?

Abstract

The ability of teachers to integrate technology into learning is quite important in facing the rapid technological progress in the era of industrial revolution 4.0. These technological advances need to be followed by the development of learning that can support these changes. Therefore, science teacher needs to be accompanied by an excellent competency, namely TPACK (Technological Pedagogical and Content Knowledge). The purpose of this study was to see the impact of the implementation of TPACK design in teaching and learning activities carried out by the teacher to students learning activities. Descriptive methods are applied to obtain data on teacher TPACK abilities and their implementation using TPACK instruments, and student activity observation sheets. Participant of this study is three science teachers. The ability of TPACK teachers who have high to lowest abilities are teachers A, B and C. Likewise with its relation to students as seen from student learning activities and outcomes. Consecutive activities with the percentage of activity 86%, 80% and 50%. Because the teacher's TPACK ability and its relation to students have the same pattern, ie the better the TPACK ability of the teacher, the activities of the students being taught are also more active. So it can be concluded that the ability of TPACK teachers has a relationship to student activities.

The Benefits of Teacher Professional Development (TPD) Program Based on Partnership, Technology, and Ethnoscience Approach to Improving the TPACK of Science Teachers

“…The three approaches in the TPD program are designed to be carried out in an integrated manner to increase the TPACK of science teachers. The good TPACK of science teachers will affect their students' learning outcomes because the results of the study show that the student learning environment can be influenced by the professionalism of the teachers, namely TPACK ability (Yulisman et al, 2019;Yanti et al, 2020). Thus, according to Chai et al, (2017), policymakers in Indonesia should give time and effort to facilitate the TPD program directed at integrating technology so that it is relevant to pedagogy and content.…”

Cambodian STEM pre-service teachers’ competency in effective information communication technology integration teaching based on technological pedagogical content knowledge framework

“…In Mishra and Koehler's framework (2006), technology is not restricted to any specific technology; however, in this study, the authors refer specifically to ICT. Teachers who have a high level of TPACK seem to be advanced in designing lessons that successfully integrate ICT in their teaching to enhance students' learning activities (Chai et al, 2013;Stinken-Rösner et al, 2023;Yanti et al, 2020). This framework is not limited to analyzing the teacher's proficiency to integrate ICT in their teaching practice effectively and is utilized to design teacher education curricula and professional development programs (Archambault & Crippen, 2009;Herring et al, 2016;Schmidt et al, 2009).…”

Utilizing Information and Communication Technology (ICT) on Communication Skills: A Systematic Review

“…Technology is one of the most influential instruments in achieving the changing needs of education . Hence, the ability of educators to incorporate technology into learning is crucial in dealing with the challenge of today's technological world, where the development of learning needs to adapt to the progress, for example, through the Technological Pedagogical Content Knowledge approach, or TPACK (Yanti et al, 2019).…”

“…To demonstrate their proficiency in the teaching and learning process, educators in the twenty-first century must be able to use the TPACK framework (Malik et al, 2019). This is a result of the quick growth of technology, which forces instructors to comprehend this framework and use it in their lessons, particularly when teaching and learning subject topics (Yanti et al, 2020). The seven structures or key knowledge components that make up the TPACK framework or model, as shown in Figure 1, are as follows: i) content knowledge; ii) pedagogical knowledge; iii) technological knowledge; iv) pedagogical content knowledge; v) technological pedagogical knowledge; vi) technological content knowledge; and vii) technological pedagogical content knowledge.…”