Yulyanti Harisman(1*), Muchamad Subali Noto(2), Mohd Hasril Amiruddin(3), Hamdani Syaputra(4), Suherman Suherman(5), Setiyani Setiyani(6),

(1) Universitas Negeri Padang
(2) Universitas Swadaya Gunung Jati
(3) Universiti Tun Hussein Onn Malaysia, Batu Pahat, Johor, Malaysia
(4) Universitas Negeri Padang, Padang, Indonesia
(5) Universitas Negeri Padang, Padang, Indonesia
(6) Universitas Swadaya Gunung Jati, Cirebon, Indonesia
(*) Corresponding Author


The background of this research is the importance of involving technology in the learning process. This study aims to see teachers’ interests, beliefs, and teaching processes using Adobe Premiere Pro software to categorize teachers’ professionalism. Furthermore, this study also describes the relationship between interests, beliefs, and the teaching process of teachers. This type of research is qualitative research with a case study method. 19 (nineteen) teachers from 11 (eleven) junior high schools in Padang, Indonesia were selected as research subjects. The research process has a reasonably long duration. At the beginning of the study, teachers were given the training to develop learning videos using Adobe Premiere Pro software. This software was chosen because it is challenging to use and is considered suitable as a medium for developing teacher digital literacy. The training was carried out in 5 meetings. The training is carried out by experts in their fields, from getting to know the tools to video rendering. Afterward, the teachers were given a questionnaire to determine their interest in the training. In addition, teachers are given open-ended questions to see teachers' beliefs in using technology in learning. The final stage of this research is to observe learning using observation sheets. This study found three types of teachers using technology: Technologically advanced teachers, technologically routine teachers, and technologically naive teachers. Technologically advanced teachers believe that technology plays an essential role in learning. Technologically routine teachers are teachers who sometimes use technology in the learning process, and technologically naive teachers are teachers who do not use technology in the learning process.


Adobe Premiere Pro; Category; Technologically advanced; Technologically naive; Technologically routine; TPACK.

Full Text:



Alsubeh, M. (2013). A strategic framework for sustainable construction in Jordan. Civil and Environmental Research, 3(2), 2222–2863.

Ansyah, E. H., & Perspective, A. H. (2018). Indonesia : a Literature Review. 125(Icigr 2017), 108–112.

Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers and Education, 55(4), 1656–1662.

Astuti, D. (2015). Analisis Kesulitan Pemahaman Konseptual Siswa Dalam Menyelesaikan Soal Pada Materi Peluang Di Man Sanggau. Jurnal Pendidikan Dan Pembelajaran, 4(10), 1–10.

Beswick, K. (2012). Teachers’ beliefs about school mathematics and mathematicians’ mathematics and their relationship to practice. Educational Studies in Mathematics, 79(1), 127–147.

Chai, C. S., Ling Koh, J. H., Tsai, C. C., & Lee Wee Tan, L. (2011). Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers and Education, 57(1), 1184–1193.

Charles R. Graham, Pamela Cantrell, Nicolette Burgoyne, Leigh Smith, Larry St. Clair, & Ron Harris. (2009). TPACK development in science teaching: Measuring the TPACK confidence of inservice science teachers. TechTrends, 53(5), 70–79.

Dunn, A. M., Hofmann, O. S., Waters, B., & Witchel, E. (2011). Cloaking malware with the trusted platform module. In Proceedings of the 20th USENIX Security Symposium (pp. 395–410).

Elendiana, M. (2020). Upaya Meningkatkan Minat Baca Siswa Sekolah Dasar. Jurnal Pendidikan Dan Konseling (JPDK), 2(1), 54–60.

Elyas, A. H. (2018). Penggunaan Model Pembelajaran E-Learning dalam Meningkatkan Kualitas Pembelajaran. Jurnal Warta, 56(April), 1–11.

Erdogan, A., & Sahin, I. (2010). Relationship between math teacher candidates’ Technological Pedagogical and Content Knowledge (TPACK) and achievement levels. Procedia - Social and Behavioral Sciences, 2(2), 2707–2711.

Ernest, P. (1989). The Knowledge, Beliefs and Attitudes of the Mathematics Teacher: a model. Journal of Education for Teaching, 15(1), 13–33.

Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers and Education, 57(3), 1953–1960.

Graham, C. R., Borup, J., & Smith, N. B. (2012). Using TPACK as a framework to understand teacher candidates’ technology integration decisions. Journal of Computer Assisted Learning, 28(6), 530–546.

Hardianto, D. (n.d.). Pengembangan Media Pembelajaran Berbasis Komputer Deni Hardianto.

Harisman, Y. (2021). Perilaku Pemecahan Masalah Mahasiswa pada Perkuliahan Kalkulus Secara Daring. Jurnal Nasional Pendidikan Matematika), 5(2), 277–295.

Harisman, Y., Kusumah, Y. S., & Kusnandi, K. (2018). Teachers’ reflections on students’ mathematical problem solving in junior high school. Journal of Physics: Conference Series, 1088.

Harisman, Y., Kusumah, Y. S., & Kusnandi, K. (2019a). Beliefs of junior high school teachers on learning process on mathematical problem solving. Journal of Physics: Conference Series, 1157(3).

Harisman, Y., Kusumah, Y. S., & Kusnandi, K. (2019b). How teacher professionalism influences student behaviour in mathematical problem-solving process. Journal of Physics: Conference Series, 1188(1).

Harisman, Y., Kusumah, Y. S., & Kusnandi, K. (2019c). The attitude of senior high school teachers on mathematical problem solving. Journal of Physics: Conference Series, 1318(1).

Harisman, Y., Noto, M. S., & Hidayat, W. (2020). Experience Student Background and Their Behavior in Problem Solving. Infinity Journal, 9(1), 59.

Harisman, Y., Noto, M. S., & Hidayat, W. (2021). Investigation of Students’ Behavior in Mathematical Problem Solving. Infinity Journal, 10(2), 235.

Harun, L., Darhim, D., Dahlan, J. A., Harisman, Y., Sovia, A., & Bakar, M. T. (2019). Students’ gesture of naive, routine, and shopisticated behavior oriented on mathematical problem solving. Journal of Physics: Conference Series, 1157(4).

Hsu, Y. S. (2015). Development of science teachers’ TPACK: East Asian practices. Development Of Science Teachers’ TPACK: East Asian Practices, 1–153.

Jang, S. J. (2010). Integrating the interactive whiteboard and peer coaching to develop the TPACK of secondary science teachers. Computers and Education, 55(4), 1744–1751.

Jang, S. J., & Tsai, M. F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers and Education, 59(2), 327–338.

Kabakci Yurdakul, I., Odabasi, H. F., Kilicer, K., Coklar, A. N., Birinci, G., & Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers and Education, 58(3), 964–977.

Kagan, D. M. (1992). Implications of Research on Teacher Belief. Educational Psychologist, 27(1), 65–90.

Karahoca, D., Karahoca, A., & Uzunboylu, H. (2011). Robotics teaching in primary school education by project based learning for supporting science and technology courses. Procedia Computer Science, 3, 1425–1431.

Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2013). Examining practicing teachers’ perceptions of technological pedagogical content knowledge (TPACK) pathways: A structural equation modeling approach. Instructional Science, 41(4), 793–809.

Koh, J. H. L., Woo, H. L., & Lim, W. Y. (2013). Understanding the relationship between Singapore preservice teachers’ ICT course experiences and technological pedagogical content knowledge (TPACK) through ICT course evaluation. Educational Assessment, Evaluation and Accountability, 25(4), 321–339.

Maeng, J. L., Mulvey, B. K., Smetana, L. K., & Bell, R. L. (2013a). Preservice Teachers’ TPACK: Using Technology to Support Inquiry Instruction. Journal of Science Education and Technology, 22(6), 838–857.

Maeng, J. L., Mulvey, B. K., Smetana, L. K., & Bell, R. L. (2013b). Preservice Teachers’ TPACK: Using Technology to Support Inquiry Instruction. Journal of Science Education and Technology, 22(6), 838–857.

Mouza, C., Karchmer-Klein, R., Nandakumar, R., Yilmaz Ozden, S., & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers’ technological pedagogical content knowledge (TPACK). Computers and Education, 71, 206–221.

Nelson, J., Christopher, A., & Mims, C. (2009). TPACK and web 2.0: Transformation of teaching and learning. TechTrends, 53(5), 80–87.

Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328.

Noto, M. S., Harisman, Y., Harun, L., Amam, A., & Maarif, S. (2017). Adult Gesture in Collaborative Mathematics Reasoning in Different Ages. Journal of Physics: Conference Series, 895(1).

Oster-Levinz, A., & Klieger, A. (2010). Online tasks as a tool to promote teachers’ expertise within the Technological Pedagogical Content Knowledge (TPACK). Procedia - Social and Behavioral Sciences, 2(2), 354–358.

Özokcu, O. (2018). The Relationship Between Teacher Attitude and Self-Efficacy for Inclusive Practices in Turkey. Journal of Education and Training Studies, 6(3), 6.

Pamuk, S. (2012). Understanding preservice teachers’ technology use through TPACK framework. Journal of Computer Assisted Learning, 28(5), 425–439.

Polly, B. D., & Brantley-dias, L. (2009). TPACK-where do we go now.pdf. TechTrends, 53(5), 46–47.

Rosdiana, R., Raupu, S., & Hilma, H. (2022). Pengembangan Buku Saku Digital Berbasis Stem Pada Materi Bangun Ruang Sisi Datar. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(3), 1818.

Subhan, M., Nasution, M. L., Armiati, A., Aziz, S. A., Rani, M. M., Rifandi, R., & Harisman, Y. (2020). Professionalism of teacher in geogebra software. Journal of Physics: Conference Series, 1554(1).

Suswina, M. (2016). Hasil Validitas Pengembangan Bahan Ajar Bergambar Disertai Peta Konsep Untuk Pembelajaran Biologi Sma Semester 1 Kelas Xi. Ta’dib, 14(1).

Tokmak, H. S., Incikabi, L., & Ozgelen, S. (2013). An Investigation of Change in Mathematics, Science, and Literacy Education Pre-service Teachers’ TPACK. Asia-Pacific Education Researcher, 22(4), 407–415.

Tristanti, L. B., & Iffah, J. D. N. (2022). Pengembangan Media Pembelajaran Geometri Ruang Berbasis Android Berbantuan Smart Apps Creator Dalam Meningkatkan Kemampuan Pembuktian. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(3), 1716.

Wagoner, R. L., & O’hanlon, J. P. (1968). Teacher Attitude Toward Evaluation. Journal of Teacher Education, 19(4), 471–475.

Young, J. R., Young, J. L., & Shaker, Z. (2012). Technological Pedagogical Content Knowledge (TPACK) Literature Using Confidence Intervals. TechTrends, 56(5), 25–33.



  • There are currently no refbacks.