Self-Efficacies of Prospective Mathematic Teachers’ Technological Pedagogical Content Knowledge (TPACK)

Resbiantoro, Gaguk

doi:10.23917/varidika.v28i2.2735

Cited by 6 publications

(5 citation statements)

References 23 publications

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“…The TPACK is an interesting conversation in vocational education in bringing together the concept of knowledge in specific expertise. TPACK is considered general, more directed to the approach of science education [6], [7], without seeing the appropriate and specific work competence. The change in the TPACK model [8], from the PCK model [9], is a form of rapidly changing scientific discipline that is the emergence of technological dominance into pedagogy knowledge.…”

Section: Literature Reviewsmentioning

confidence: 99%

Technology Andragogy Work Content Knowledge Model as a New Framework in Vocational Education: Revised Technology Pedagogy Content Knowledge Model

Arifin¹,

Nurtanto²,

Priatna³

et al. 2020

TEM Journal

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Nowadays, the ICT is an important part of the 21st century and teacher learning and industry 4.0 challenges must involve technology in their teaching and learning. Previous research on the involvement of technology in the learning process is generally known as TPACK, Technology – Pedagogy – Content - Knowledge. However, the specific objectives of implementing vocational learning are specific to certain occupations. The purpose of this study is to analyse the teaching and learning needs of students in professional vocational education with the revised TPACK new model approach. The study of qualitative methods in the form of document analysis is used to construct a new theoretical conceptual framework. Important findings offered in the concepts of teaching and learning of vocational students were adopted based on work, content, technology, and learning approaches which were conceptualized as TAWOCK.The work as a new domain shows the characteristics of student teaching and learning while the learning approach has shifted from the level of engagement - Pedagogy to the level of cultivation - Andragogy. The study explains that vocational education with the TAWOCK concept is an ideal model for developing depth.

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Section: Literature Reviewsmentioning

confidence: 99%

Technology Andragogy Work Content Knowledge Model as a New Framework in Vocational Education: Revised Technology Pedagogy Content Knowledge Model

Arifin¹,

Nurtanto²,

Priatna³

et al. 2020

TEM Journal

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“…Miskonsepsi sangat berpengaruh terhadap hasil belajar siswa karena dapat memahami dan mengartikan suatu konsep dengan salah, menurut (Resbiantoro & Nugraha, 2017) miskonsepsi merupakan kesalahan konsep berupa kesalahan pemaknaan, konsep, contoh penerapan, dan struktur hubungan konsep. Hasil belajar yang baik menandakan siswa telah memahami suatu konsep.…”

Section: Pendahuluanunclassified

Analisis Miskonsepsi Konsep Zat dan Karakteristiknya Pada Siswa Kelas VII di SMP Islam Bani Tamim

Mulyani,

Lukman Nulhakim,

Mudmainah Vitasari

2024

pendipa. jurnal. pendik. sains

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Landasan penelitian yaitu Miskonsepsi sangat berpengaruh terhadap hasil belajar siswa karena dapat memahami dan mengartikan suatu konsep dengan salah, Siswa yang telah memahami konsep dapat terukur dari hasil belajar yang baik. Hasil belajar yang rendah mengidentifikasikan adanya kesulitan dalam proses belajar siswa, sehingga mempengaruhi tingkat pemahaman siswa. Penelitian yang dilakukan adalah penelitian deskriptif. Fakta-fakta yang ditemukan dari hasil penelitian kemudian dideskripsikan sesuai dengan keadaan sebenarnya dalam bentuk data. Data yang diperoleh kemudian diolah, ditafsirkan dilakukan pencatatan dan analisis dengan menggunakan data statistik. Pada penelitian ini peneliti mengumpulkan data mengenai suatu gejala yang terjadi akibat proses pembelajaran. Sumber data pada penelitian ini didapatkan melalui pemberian three tier multiple choice diagnostic test kepada sampel yang telah ditentukan. Berdasarkan data yang di dapat pada butir soal 1, 7, 11 dari 18 butir soal dikatakan miskonsepsi tertinggi karna siswa tidak bisa menjelaskan karakteristik suatu zat padat dengan benar. Dilihat dari permasalahan tersebut siswa mengalami miskonsepsi reasoning atau penalaran yang tidak lengkap atau salah. Berdasarkan hasil analisi data dan pembahasan, maka dapat disimpulkan sebagai berikut: Terdapat miskonsepsi pada konsep zat dan karakteristiknya.Persentase miskonsepsi pada konsep zat dan karakteristiknya sebanyak 30%. Persentase miskonsepsi false negative pada konsep zat dan karakteristiknya sebanyak 8%. Persentase miskonsepsi false positive pada konsep zat dan karakteristiknya sebanyak 28%.

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“…There is a dearth of literature describing how policies in teacher education reform in Indonesia respond to the technological era. Prior studies focus on examining pedagogical competence in 21 st -century learning, such as prospective teachers' belief, digital media proficiency, and e-learning delivery (Laksani, Fauziati, and Wijayanto 2020;Pramita et al 2022;Resbiantoro 2017). In the teacher education curriculum, none of the four professional teacher competencies explicitly mentions the development of digital citizenship (Jalal et al 2009).…”

Section: Digital Citizenship In Teacher Education: Indonesia and Over...mentioning

confidence: 99%

Promoting Digital Citizenship among Student-Teachers: The Role of Project-Based Learning in Improving Appropriate Online Behaviors

Prasetiyo

Sumardjoko

Muhibbin

et al. 2023

Participatory Educational Research

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Due to the widespread use of the Internet, digital space has now pervaded schools. This study aimed to investigate student-teachers’ perspectives and experiences of digital citizenship through project-based learning in a teacher institution in Indonesia. A case study research design was employed using content analysis to analyze the data from semi-structured interviews, observation, and daily journal report. The results showed that technology overuse requires moral guidance in terms of digital citizenship. The student-teachers viewed that digital citizenship provides some principles that encompass knowledge, skills, and appropriate behavior to use technology safely and responsibly. They asserted that digital citizenship is a necessary skill for prospective teachers, particularly considering the growing demand for schools to develop character education programs that address the topic of student technology use. After engaging in digital-issue-driven project-based learning, the student-teachers opined that project-based learning will be beneficial to learners’ autonomy engagement in constructing an understanding of the digital world. Project-based learning also provides opportunities for learners to advance and grow digital skills that are relevant to the 21st century within a real-world context. This study has implications for educators, school principals, and policymakers in ensuring that youths access curricula at all grade levels for them to be able to show appropriate and responsible behavior in both online and offline environments.

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Self-Efficacies of Prospective Mathematic Teachers’ Technological Pedagogical Content Knowledge (TPACK)

Cited by 6 publications

References 23 publications

Technology Andragogy Work Content Knowledge Model as a New Framework in Vocational Education: Revised Technology Pedagogy Content Knowledge Model

Technology Andragogy Work Content Knowledge Model as a New Framework in Vocational Education: Revised Technology Pedagogy Content Knowledge Model

Analisis Miskonsepsi Konsep Zat dan Karakteristiknya Pada Siswa Kelas VII di SMP Islam Bani Tamim

Promoting Digital Citizenship among Student-Teachers: The Role of Project-Based Learning in Improving Appropriate Online Behaviors

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