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Technological Pedagogical Content Knowledge: Ability Prospective Teachers Biology Education Department In Jakarta Indonesia

Year 2022, Volume: 7 Issue: 2, 114 - 123, 01.03.2022
https://doi.org/10.24331/ijere.1050594

Abstract

The era of globalization and pandemic has greatly affected education, especially in the teaching and learning processes. Offline learning system must be changed to an online learning system. Prospective teachers are required to explore both knowledge and technology, so that effective and meaningful learning can be created. This research was a descriptive study with a quantitative approach to determine, analyze, and describe the Technological Pedagogical Content Knowledge (TPCK) abilities of prospective teachers of the Biology Education Department A private university in Jakarta, Indonesia. The research subjects were 8th semester students totaling 197 students. The instrument for collecting data on the TPACK ability of prospective teachers was questionnaires distributed through Google Forms. The results of questionnaire analyzed seven aspects of the TPACK abilities of prospective Biology teachers, including Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical and Content Knowledge (TPCK). The results of this study indicated that the TPCK ability of prospective teachers is in sufficient criteria with an average value of 3.15. This showcases that it is still necessary to improve the TPACK abilities of prospective teachers in several aspects, namely mastery of content, pedagogy, and technology. ICT-based educational innovation is also needed to develop learning tools and instruments based on TPCK for prospective teachers of Biology Education Department A private university in Jakarta, Indonesia.

Supporting Institution

Muhammadiyah University of Prof. Dr. Hamka

Project Number

(021) 8400341

Thanks

Thanks

References

  • Agustina, P. (2015). Pengembangan PCK (pedagogical content knowledge) mahasiswa calon guru biologi fkip universitas muhammadiyah surakarta melalui simulasi pembelajaran. Jurnal Penelitian dan Pembelajaran IPA, 1(1),1-15.
  • Bhakta, K & Dutta, N. (2016). Impact of information technology on teaching-learning process. International Research Journal of Interdisciplinary and Multidisciplinary Studies, 2 (11), 131-138.
  • Chai, C. S., Tsai, C. C., and Koh, J. H. L. (2016). A review of technological pedagogical content knowledge. Educational Technology and Society, 16 (2), 31-51.
  • Elvianasti. M., Amirullah, G., Pramudiani, P. (2019). Profil kemampuan mengajar calon guru biologi pada mata kuliah pembinaan kompetensi mengajar. Jurnal Pembelajaran Biologi. Kajian Biologi dan Pembelajaran, 6 (2),11-23.
  • Jimoyiannis, A. (2010). Developing a technological pedagogical content knowledge framework for science education: Implications of a teacher trainers’ preparation program. Proceedings of Information Science and IT Education Conference (InSITE). 597-607.
  • Husein, U. (2011). Metode Penelitian untuk skripsi dan tesis bisnis. Jakarta: PT. Raja Grafindo Persada.
  • Irdalisa. (2019). Pengembangan model inkuiri terbimbing berbantuan ict untuk meningkatkan kemampuan technological pedagogical and content knowledge (TPACK), kps, curiosity mahasiswa jurusan pendidikan biologi universitas syiah kuala. [Disertasi, Universitas Negeri yogyakarta.
  • Irdalisa, Paidi, Djukri, (2020). Implementation of technology-based guided inquiry to improve tpack among prospective biology teachers. International Journal of Instruction,13 (2),33-44.
  • Irmita, L & Atun, S. (2018). The influence of technological pedagogical and content knowledge (tpack) approach on science literacy and social skills. Journal of Turkish Science Education, 15 (3), 27-40.
  • Koehler, M. J., P. Mishra, Kristen K., Tae Seob Shin, Charles R. G. (2014). The technological pedagogical content knowledge framework. Newyork: Springer Science Business Media.
  • Koehler, M. J. & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9 (1), 60-70.
  • Kriek, J. & Coetzee, A. (2016). Development of a technology integrated intervention in tertiary education. Journal of Baltic Science Education. 15 (6),712-724.
  • Mario H, Tobias P, and Boris O. (2016). Desain principles for industrie 4.0 scenarios. Proceedings of the Annual Hawaii International Conference on System Sciences.
  • Meenakshi. (2013). Importance of ict in education. Journal of Research and Method in Education. 1 (4), 2320-73788.
  • Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Reord. 108 (6),1017-1054.
  • Mulyasa. (2009). Standar kompetensi dan sertifikasi guru . Bandung: PT Remaja Rosdakarya.
  • Paidi, Bambang S., & Luisa D. H. (2021). The mastery of technological, pedagogical, and content knowledge among indonesian biology teachers. European Journal of Educational Research. 10 (3), 1063-1073.
  • Raja, R & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research. 3 (1), 33-35.
  • Rahmadi, F. (2015). Pengembangan perangkat pembelajaran berbasis pemecahan masalah berorientasi pada kemampuan penalaran dan komunikasi matematika. Jurnal Pendidikan Matematika, 10 (2), 137-145.
  • Sani, R.A. (2013). Inovasi pembelajaran. Jakarta: Bumi Aksara.
  • Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for pre-service teachers. Journal of Research on Technology in Education. 42(2),123-149.
  • Suyanto, J., Masykuri, M., Sarwanto. (2020). Analisis kemampuan technolgical, pedagogical, and content, knowledge guru biologi SMA dalam menyusun perangkat pembelajaran materi sistem peredaran darah. Inkuir: Jurnal Pendidikan IPA. 9 (1), 46-57.
  • Yaumi, M. (2011). Integrasi teknologi informasi dan komunikasi dalam pembelajaran. Lentera Pendidikan. 6 (108), 1017-1054.
Year 2022, Volume: 7 Issue: 2, 114 - 123, 01.03.2022
https://doi.org/10.24331/ijere.1050594

Abstract

Project Number

(021) 8400341

References

  • Agustina, P. (2015). Pengembangan PCK (pedagogical content knowledge) mahasiswa calon guru biologi fkip universitas muhammadiyah surakarta melalui simulasi pembelajaran. Jurnal Penelitian dan Pembelajaran IPA, 1(1),1-15.
  • Bhakta, K & Dutta, N. (2016). Impact of information technology on teaching-learning process. International Research Journal of Interdisciplinary and Multidisciplinary Studies, 2 (11), 131-138.
  • Chai, C. S., Tsai, C. C., and Koh, J. H. L. (2016). A review of technological pedagogical content knowledge. Educational Technology and Society, 16 (2), 31-51.
  • Elvianasti. M., Amirullah, G., Pramudiani, P. (2019). Profil kemampuan mengajar calon guru biologi pada mata kuliah pembinaan kompetensi mengajar. Jurnal Pembelajaran Biologi. Kajian Biologi dan Pembelajaran, 6 (2),11-23.
  • Jimoyiannis, A. (2010). Developing a technological pedagogical content knowledge framework for science education: Implications of a teacher trainers’ preparation program. Proceedings of Information Science and IT Education Conference (InSITE). 597-607.
  • Husein, U. (2011). Metode Penelitian untuk skripsi dan tesis bisnis. Jakarta: PT. Raja Grafindo Persada.
  • Irdalisa. (2019). Pengembangan model inkuiri terbimbing berbantuan ict untuk meningkatkan kemampuan technological pedagogical and content knowledge (TPACK), kps, curiosity mahasiswa jurusan pendidikan biologi universitas syiah kuala. [Disertasi, Universitas Negeri yogyakarta.
  • Irdalisa, Paidi, Djukri, (2020). Implementation of technology-based guided inquiry to improve tpack among prospective biology teachers. International Journal of Instruction,13 (2),33-44.
  • Irmita, L & Atun, S. (2018). The influence of technological pedagogical and content knowledge (tpack) approach on science literacy and social skills. Journal of Turkish Science Education, 15 (3), 27-40.
  • Koehler, M. J., P. Mishra, Kristen K., Tae Seob Shin, Charles R. G. (2014). The technological pedagogical content knowledge framework. Newyork: Springer Science Business Media.
  • Koehler, M. J. & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9 (1), 60-70.
  • Kriek, J. & Coetzee, A. (2016). Development of a technology integrated intervention in tertiary education. Journal of Baltic Science Education. 15 (6),712-724.
  • Mario H, Tobias P, and Boris O. (2016). Desain principles for industrie 4.0 scenarios. Proceedings of the Annual Hawaii International Conference on System Sciences.
  • Meenakshi. (2013). Importance of ict in education. Journal of Research and Method in Education. 1 (4), 2320-73788.
  • Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Reord. 108 (6),1017-1054.
  • Mulyasa. (2009). Standar kompetensi dan sertifikasi guru . Bandung: PT Remaja Rosdakarya.
  • Paidi, Bambang S., & Luisa D. H. (2021). The mastery of technological, pedagogical, and content knowledge among indonesian biology teachers. European Journal of Educational Research. 10 (3), 1063-1073.
  • Raja, R & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research. 3 (1), 33-35.
  • Rahmadi, F. (2015). Pengembangan perangkat pembelajaran berbasis pemecahan masalah berorientasi pada kemampuan penalaran dan komunikasi matematika. Jurnal Pendidikan Matematika, 10 (2), 137-145.
  • Sani, R.A. (2013). Inovasi pembelajaran. Jakarta: Bumi Aksara.
  • Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for pre-service teachers. Journal of Research on Technology in Education. 42(2),123-149.
  • Suyanto, J., Masykuri, M., Sarwanto. (2020). Analisis kemampuan technolgical, pedagogical, and content, knowledge guru biologi SMA dalam menyusun perangkat pembelajaran materi sistem peredaran darah. Inkuir: Jurnal Pendidikan IPA. 9 (1), 46-57.
  • Yaumi, M. (2011). Integrasi teknologi informasi dan komunikasi dalam pembelajaran. Lentera Pendidikan. 6 (108), 1017-1054.
There are 23 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Irdalisa Irdalisa 0000-0003-2523-6039

Tuti Marjan Fuadi This is me

Mega Elvianasti This is me

Bagus Endri Yanto This is me

Project Number (021) 8400341
Publication Date March 1, 2022
Published in Issue Year 2022 Volume: 7 Issue: 2

Cite

APA Irdalisa, I., Fuadi, T. M., Elvianasti, M., Yanto, B. E. (2022). Technological Pedagogical Content Knowledge: Ability Prospective Teachers Biology Education Department In Jakarta Indonesia. International Journal of Educational Research Review, 7(2), 114-123. https://doi.org/10.24331/ijere.1050594
AMA Irdalisa I, Fuadi TM, Elvianasti M, Yanto BE. Technological Pedagogical Content Knowledge: Ability Prospective Teachers Biology Education Department In Jakarta Indonesia. IJERE. March 2022;7(2):114-123. doi:10.24331/ijere.1050594
Chicago Irdalisa, Irdalisa, Tuti Marjan Fuadi, Mega Elvianasti, and Bagus Endri Yanto. “Technological Pedagogical Content Knowledge: Ability Prospective Teachers Biology Education Department In Jakarta Indonesia”. International Journal of Educational Research Review 7, no. 2 (March 2022): 114-23. https://doi.org/10.24331/ijere.1050594.
EndNote Irdalisa I, Fuadi TM, Elvianasti M, Yanto BE (March 1, 2022) Technological Pedagogical Content Knowledge: Ability Prospective Teachers Biology Education Department In Jakarta Indonesia. International Journal of Educational Research Review 7 2 114–123.
IEEE I. Irdalisa, T. M. Fuadi, M. Elvianasti, and B. E. Yanto, “Technological Pedagogical Content Knowledge: Ability Prospective Teachers Biology Education Department In Jakarta Indonesia”, IJERE, vol. 7, no. 2, pp. 114–123, 2022, doi: 10.24331/ijere.1050594.
ISNAD Irdalisa, Irdalisa et al. “Technological Pedagogical Content Knowledge: Ability Prospective Teachers Biology Education Department In Jakarta Indonesia”. International Journal of Educational Research Review 7/2 (March 2022), 114-123. https://doi.org/10.24331/ijere.1050594.
JAMA Irdalisa I, Fuadi TM, Elvianasti M, Yanto BE. Technological Pedagogical Content Knowledge: Ability Prospective Teachers Biology Education Department In Jakarta Indonesia. IJERE. 2022;7:114–123.
MLA Irdalisa, Irdalisa et al. “Technological Pedagogical Content Knowledge: Ability Prospective Teachers Biology Education Department In Jakarta Indonesia”. International Journal of Educational Research Review, vol. 7, no. 2, 2022, pp. 114-23, doi:10.24331/ijere.1050594.
Vancouver Irdalisa I, Fuadi TM, Elvianasti M, Yanto BE. Technological Pedagogical Content Knowledge: Ability Prospective Teachers Biology Education Department In Jakarta Indonesia. IJERE. 2022;7(2):114-23.

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