The Correlation Between Social Media Usage in Academic Context and Self-Efficacy Towards TPACK of Prospective Science Teachers in Indonesia

Setiawan, Heru; Phillipson, Sivanes

doi:10.17509/jsl.v3i2.22242

Cited by 13 publications

(15 citation statements)

References 52 publications

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“…Game-based learning can be an alternative distance learning media that is attractive and motivates students to learn independently (Chang et al, 2017(Chang et al, , 2020Yang and Chen, 2020). Additionally, some scholars believe that this model's use effectively improves student learning outcomes (Putz et al, 2020;Setiawan and Phillipson, 2020). A preliminary study by Perini et al (2018) noted that the use game-based learning has successfully in promoting a higher performance of procedural knowledge.…”

Section: Introductionmentioning

confidence: 99%

Do technological knowledge and game-based learning promote students achievement: lesson from Indonesia

Wardoyo

Satrio

Narmaditya

et al. 2021

Heliyon

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Continuous managing the quality of education in the Covid-19 pandemic has been a unique challenge, and the government has acknowledged to shift from conventional to screen adopting technology. This research attempts to examine the relationship between technological understanding, game-based learning, and students' achievements. This work engaged a quantitative approach with SEM-PLS to gain a deeper understanding of the connectivity among variables. The participants were senior high school students from several places in East Java of Indonesia. The findings indicate that technological knowledge, educational competence, computer skills play an essential role in supporting technology-based learning. However, this study notes that game-based learning in distance learning cannot act as a mediator in enhancing the students' achievement. This study offers policymakers the use of game-based learning in the learning process during synchronous learning using technology.

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Section: Introductionmentioning

confidence: 99%

Do technological knowledge and game-based learning promote students achievement: lesson from Indonesia

Wardoyo

Satrio

Narmaditya

et al. 2021

Heliyon

View full text Add to dashboard Cite

show abstract

“…The belief in the self-efficacy of pre-service science teachers on the ability of TPACK teachers can be influenced by the frequency of use of social media in kindergarten, TPK and TPACK [25]. However, it is not specifically influenced by gender differences [4].…”

Section: Research Results Related To the Ability Of Pre-service Science Teacher Tpackmentioning

confidence: 99%

“…Research result [28], [3], [25], [4] Self-efficacy beliefs through social media, as a predictor of academics and based on gender Social media: frequency of use has a high correlation with self-efficacy at TK, TPK, and TPACK statistically (high correlation with r> 0.5) Predictors of student achievement: teacher TPACK level, student selfefficacy, academic, social, and emotional explained 12% of student academic achievement. Teacher's TPACK level has a higher impact on student academic achievement.…”

Section: Reference Results Indicatormentioning

confidence: 99%

Integrated of Technological Pedagogical and Content Knowledge (TPACK) for Pre-Service Science Teachers: Literature Review

Nurhidayah¹,

Suyanto²

2021

Advances in Social Science, Education and Humanities Research

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Teachers in the 21st century are like today at a very rapid technological development. Teachers not only have to master understanding the content of the subject matter but also need skills in using and operating technology in learning. So that we need teachers who can integrate content and pedagogical skills with technology. The TPACK was created as the knowledge that teachers generate simultaneously and are interdependent on content, general pedagogy, technology, and learning context. This study is a literature review on the integration of the technological abilities of pedagogical content knowledge (TPACK) in pre-service science teachers by analyzing journals with the aim of 1) investigating the distribution of journals, 2) investigating the types of journal research in a percentage of %, 3) investigating data collection methods in the journal as a percentage of %, 4) TPACK sub-dimension which is integrated with technology, and 5) the results of research related to pre-service science teacher TPACK, the analysis was carried out on 10 journals. The results of 1) the largest distribution of journals in 2016-2020 the percentage was 80%, 2) the type of research was dominated by quantitative research by 40%, 3) methods data collection for the whole journal using a questionnaire (survey), 4) sub-dimensions of the TPACK framework that integrates with technology, namely TK, TPK, and TCK, 5) technology integration is not influenced by gender differences and will increase through courses or training.

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“…Likewise, all the applications that Google Drive integrates allows the development of instructional practices and collaborative work among students, as well as teacher supervision anytime, anywhere. This favors the ubiquity of the TPACK model in today's education (Setiawan and Phillipson, 2020).…”

Section: The University Environment In the Twenty-first-centurymentioning

confidence: 98%

WhatsApp and Google Drive Influence on Pre-service Students’ Learning

et al. 2020

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The use of technology and all that it entails, such as applications and social networks, has led to a transformation of education in all aspects. Communication and the monitoring of training processes are being transformed through these new elements gradually incorporated into the classrooms. The aim of the study is to analyze the impact of WhatsApp and Google Drive on the monitoring of training practices among preservice students using a traditional, face-to-face methodology. A quasi-experimental design was carried out on a sample of 123 Spanish pre-service students. The data were collected by means of a questionnaire. The results show that the follow-up of external practices of future teachers using WhatsApp and Google Drive is effective in comparison with the face-to-face follow-up, although no significant differences are shown in the students' grades. Conclusions show that applying a monitoring method with these technological tools leads to an increase in students' motivation mainly as it allows a more direct interaction between the teacher and the student. It is important to select the monitoring method and the target student in the didactic development. Hence, these educational applications enable active learning where the learner is the main protagonist and can be supported and monitored.

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The Correlation Between Social Media Usage in Academic Context and Self-Efficacy Towards TPACK of Prospective Science Teachers in Indonesia

Cited by 13 publications

References 52 publications

Do technological knowledge and game-based learning promote students achievement: lesson from Indonesia

Do technological knowledge and game-based learning promote students achievement: lesson from Indonesia

Integrated of Technological Pedagogical and Content Knowledge (TPACK) for Pre-Service Science Teachers: Literature Review

WhatsApp and Google Drive Influence on Pre-service Students’ Learning

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