TPACK Observation Instrument: Development, Validation, and Reliability

Abstract

The aims of this study is to develop an observation instrument and test the validity and reliability used to measure the performance of biology teachers to apply TPACK in the learning process. This research is included in the DDR. The steps to develop TPACK observation instruments are, (1) analysis of products to be developed; (2) initial product development; (3) product validation; (4) field trials; and (5) product revisions. TPACK observation instrument was trialed on 11 biology teachers in two provinces, Yogyakarta and Central Java in August 2018, involving 4 rater. Face validity and empirical validity were carried out. Instrument face validity involves 2 expert judgements and empirical validity is determined by looking for Biserial Correlation value. Intraclass correlation coefficient (ICC) is used to test reliability. Empirical validity based on the value of Biserial Correlation shows that all items are valid with R count> 0.602. The reliability value of the TPACK instrument disclosed by the ICC is 1,000, which means that the instrument has a high reliability level. In addition, the development of both reliable and valid scale related to the technological pedagogical content knowledge of biology teachers’ would be promote further studies.

The relationship between self‐assessment and performance in learning TPACK: Are self‐assessments a good way to support preservice teachers' learning?

“…Considering the objectives of the project work, this result is not surprising, but points to the importance of successive offers for TPACK development, which also include work in the classroom (e.g., Jen et al, 2016). In view of our results we follow the call of several authors to extend self‐assessments by performance tests to enable a stronger focus on the content of a subject, subject‐specific characteristics of the use of digital media and the transferability to practice (Akyuz, 2018; Khoirul Antony & Paidi., 2019; Mouza et al, 2014; Yeh et al, 2014).…”

“…Several authors therefore recommend to supplement self‐assessments with external assessments (Graham et al, 2009; Voogt et al, 2013) such as performance tests, for example, interview procedures or scoring guides analysing lesson plans, lesson observations (Harris et al, 2010), or tests based on classroom situations (vignettes; Akyuz, 2018; Khoirul Antony & Paidi., 2019; Mouza et al, 2014; Yeh et al, 2014). Performance tests enable a stronger focus on the content and subject‐specific characteristics of TPACK and they are closer to teaching practice.…”

Instrumen Tes Pengetahuan Technological Pedagogic Content Knowledge (Tpack) Untuk Calon Guru Sekolah Dasar

“…Lebih lagi para calon pendidik atau guru di masa depan wajib mempunyai wawasan, kecakapan serta kompetensi teknologi yang baik agar bisa melakukan integrasi teknologi pada aktivitas pembelajaran secara efisien dan efektif (Hanik et al, 2022;Yulisman et al, 2019). Supaya bisa memberikan pembelajaran untuk peserta didik sesuai keahlian di abad ke-21 pada era society 5.0, pendidik wajib mempunyai kecakapan problem solving, teamworking, global citizenship, entrepreneurship, emotional intelligence, communication, digital literacy serta leadership (Antony & Paidi, 2019;Simanjuntak, 2019). Kombinasi dari kecakapan ini diistilahkan dengan Technological Pedagogical Content Knowledge atau TPACK.…”

“…Kombinasi dari kecakapan ini diistilahkan dengan Technological Pedagogical Content Knowledge atau TPACK. TPCK selanjutnya berganti istilah menjadi TPACK ialah keterkaitan dari konten, pedagogi serta teknologi (Amrina et al, 2022;Antony & Paidi, 2019). TPACK turut memiliki arti selaku wawasan, kecakapan serta kompetensi guru yang berhubungan dengan integrasi teknologi pada kegiatan belajar (Agustini et al, 2019;Hanik et al, 2022).…”

“…Hal ini dibutuhkan dalam menjalani aneka pertumbuhan teknologi serta ilmu pengetahuan. Akan tetapi mayoritas calon guru masih mempunyai pemahaman yang kurang berhubungan dengan penguasaan konten atau materi, lemah ketika memahami kurikulum, menyusun instrumen belajar serta belum bisa melakukan integrasi teknologi pada aktivitas belajar dengan tetap berdasar pada kurikulum (Antony & Paidi, 2019;Sukmawati, 2019). Guna memaksimumkan peranan guru pada kegiatan pengajaran di satuan pendidikan, maka wajib dicari tahu wawasan guru pada aspek teknologi, pedagogi serta pengetahuan.…”