EKSPLORASI TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) PADA KELAS KALKULUS INTEGRAL DI MASA PANDEMI COVID-19

Maryono Maryono(1*), Ummu Sholihah(2),

(1) Institut Agama Islam Negeri (IAIN) Tulungagung
(2) Universitas Islam Negeri (UIN) Sayyid Ali Rahmatullah Tulungagung
(*) Corresponding Author


Abstract


Covid-19 telah mengubah tatanan dunia dan bidang-bidang kehidupan, mulai dari bisang sosial, kesehatan, ekonomi, dan tidak terkecuali bidang pendidikan. Adapun untuk bidang pendidikan pemerintah telah membuat kebijakan dengan menghentikan kegiatan tatap muka (pembelajaran luring) dan diganti dengan pembelajaran daring. Pada titik inilah seorang guru dituntut untuk memiliki Technological Pedagogical And Content Knowledge (TPACK). TPACK merupakan sebuah kerangka konseptual yang memperlihatkan hubungan antara tiga pengetahuan yang harus dikuasai oleh guru, yaitu teknologi, pedagogi, dan konten. Penelitian ini bertujuan untuk mendeskripsikan TPACK pada kelas Kalkulus Integral dengan menggunakan metode kualitatif studi kasus. Instrumen kunci dalam penelitian ini adalah peneliti sendiri, karena peneliti yang mengumpulkan sendiri data melalui observasi, atau wawancara dengan subjek. Untuk menunjang data penelitian, diperlukan instrumen pendukung, yaitu: (1) Angket untuk memotret TPACK Dosen pada kelas Kalkulus Integral, dan (2) Lembar Observasi, untuk mencatat hal-hal penting selama proses pelaksanaan observasi pada kelas virtual.Hasil penelitian menunjukkan bahwa dari 7 komponen TPACK sebagian besar persepsi mahasiswa menunjukkan bahwa TPACK pada kelas Kalkulus menunjukan hasil baik dan sangat baik dan sebagian kecil menunjukkan hasil kurang baik dan cukup.

Keywords


Technological Pedagogical And Content Knowledge (TPACK); pembelajaran daring; pandemi covid-19; kalkulus integral

References


Bibi, S. (2017). TPACK in action: A study of a teacher educator’s thoughts when planning to use

ICT. Australasian Journal of Educational Technology, 33(4), 70–87.

Cahapay, M. B. (2020). Rethinking education in the new normal post-COVID-19 era: A curriculum studies perspective. Aquademia, 4(2), ep20018, 1–5

Chai, C. S., Koh, J., & Teo, Y. H. (2018). Enhancing and modeling teachers’ design beliefs and efficacy of technological pedagogical content knowledge for 21st century quality learning. Journal of Educational Computing Research, 57(2), 360–384. https://doi.org/10.1177/0735633117752453

Creswell, J.W. (2012). Qualitative, quantitative, and mixed methods approaches: Third edition. California: SAGE Publications.

Harris, J., Phillips, M., Koehler, M. J., & Rosenberg, J. (2017). TPCK/TPACK research and development: Past, present, and future directions. Australasian Journal of Educational Technology, 33(3), i–viii. https://doi.org/10.14742/ajet.3907

Heitink, M., Voogt, J., Fisser, P., Verplanken, L., & van Braak, J. (2017). Eliciting teachers’ technological pedagogical knowledge. Australasian Journal of Educational Technology, 33(3), 96–109. https://doi.org/10.14742/ajet.3505

Holen, J. B., Hung, W., & Gourneau, B. (2017). Does one-to-one technology really work: An evaluation through the lens of activity theory. Computers in the Schools, 34(1–2), 24–44. https://doi.org/10.1080/07380569.2017.1281698

Koehler, M. J., Mishra, P., Ackaoglu, M.,&Rosenberg, J. M. (2013). The Technological Pedagogical Content Knowledge Framework for Teachers and Teacher Educators.

Commonwealth Educational Media Centre for Asia.

Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The Technological

Pedagogical Content Knowledge Framework. In J. M. Spector et al (Eds), Handbook

of Research on Educational Communications and Technology. Springer Science. New York. p. 101-111.

Moleong, L. J. (2012). Metode Penelitian Kualitatif. Bandung: Remaja Rosdakarya.

Mourlam, D. (2017). TPACK in Higher Education. Austin, TX.

https://doi.org/10.1080/14759390300200149

Padmavathi, M. (2017). Preparing teachers for technology based teaching-learning using TPACK. i-managers Journal of School Educational Technology, 12(3), 1–10.

Pringle, R. M., Dawson, K., & Ritzhaupt, A. D. (2015). Integrating science and technology: Using technological pedagogical content knowledge as a framework to study the practices of science teachers. Journal of Science Education and Technology, 24(5), 648–662. https://doi.org/10.1007/s10956-015-9553-9

Sauers, N. J., & McLeod, S. (2017). Teachers’ technology competency and technology integration in 1:1 schools. Journal of Educational Computing Research, 56(6), 892–910. https://doi.org/10.1177/0735633117713021

Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. doi:10.2307/1175860. (Online), (http://itp.wceruw.org/documents/Shulman_1986.pdf, diakses 7 Oktober 2021).

Soomro, S., Bano, A., Imtiaz, N., Bhatti, T., Basir, N., & Parveen, N. (2018). TPACK Adaptation

among Faculty Members of Education and ICT Departments in University of Sindh,

Pakistan. International Journal of Advanced Computer Science and Applications, 9(5).

https://doi.org/10.14569/IJACSA.2018.090526

Tanak, A. (2018). Designing TPACK-based course for preparing student teachers to teach

science with technological pedagogical content knowledge. Kasetsart Journal of Social Sciences. Advance online publication. https://doi.org/10.1016/j.kjss.2018.07.012

Tondeur, J., Aesaert, K., Pynoo, B., Braak, J., Fraeyman, N., & Erstad, O. (2017). Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2), 462–472.

Tondeur, J., Aesaert, K., Pynoo, B., van Braak, J., Fraeyman, N., & Erstad, O. (2017). Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2), 462–472. https://doi.org/10.1111/bjet.12380

Tria, J. Z. (2020). The COVID-19 pandemic through the lens of education in the Philippines: The new normal. International Journal of Pedagogical Development and Lifelong Learning, 1(1), ep2001.

United Nations Educational, Scientific and Cultural Organization (UNESCO). (2020). UNESCO report, ‘COVID-19 educational disruption and response’. (online) https://en.unesco.org/covid19/educationresponse/ diakses 30 Agustus, 2021.




DOI: http://dx.doi.org/10.24127/ajpm.v11i2.4975

Refbacks

  • There are currently no refbacks.