scholarly journals HUBUNGAN ANTARA TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) DENGAN TECHNOLOGY INTEGRATION SELF EFFICACY (TISE) GURU MATEMATIKA DI MADRASAH IBTIDAIYAH

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Fina Tri Wahyuni
Keyword(s):  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Level Of Significance ◽  
The Relationship

<em>RELATIONSHIP BETWEEN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPAK) WITH TECHNOLOGY INTEGRATION SELF EFFICACY (TISE) MATH TEACHER IN THE ELEMENTARY SCHOOL .</em> <em>The study aims to determine the TPACK level of MI mathematics teachers in Gebog Kudus. It will also look at the TISE level of MI mathematics teachers at Gebog Kudus and the level of significance of the relationship between TPACK and TISE on MI mathematics teachers at Gebog Kudus. The design of this study uses quantitative research approaches with correlational designs. Subjects in the study were 143 mathematics teachers, namely madrasah teachers from first grades through sixth. Data collection techniques using the TPACK and TISE Questionnaire, observation and interviews. The results showed that: 1) the TPACK level of MI mathematics teachers at Gebog Kudus at a simple level, 2) the TISE level of MI mathematics teachers at Gebog Kudus at a simple level, and 3) there was a significant relationship between TPACK and TISE at MI mathematics teachers at Gebog Kudus.</em>

scholarly journals MATHEMATICS TEACHER’S SELF-EFFICACY OF TECHNOLOGY INTEGRATION AND TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE

2020 ◽  
Vol 11 (2) ◽  
pp. 259-276 ◽  
Author(s):  
Nurul Shahhida Abu Bakar ◽  
Siti Mistima Maat ◽  
Roslinda Rosli
Keyword(s):  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Academic Qualification ◽  
Significant Difference

This study conducted to determine the mathematics teacher’s self-efficacy of technology integration and Technological Pedagogical Content Knowledge (TPACK) based on gender and teaching experience. In this research, 66 mathematics teachers from national secondary schools were chosen as the samples to answer a survey questionnaire containing 71 items with a five-point Likert scale. Descriptive statistics, such as mean, percentage, and standard deviation, were employed to analyze the data. T-test was used to gauge the mathematics teacher’s self-efficacy of technology integration and TPACK based on gender, and one-way ANOVA was employed to determine mathematics teacher’s self-efficacy of technology integration and TPACK based on teaching experience. Besides, Pearson’s correlation coefficient was used to determine the relationship between the mathematics teacher’s self-efficacy of technology integration and TPACK. The findings showed no significant difference between genders and the teaching experience of the mathematics teacher’s self-efficacy and TPACK. However, mathematics teacher’s self-efficacy of technology integration and TPACK were strongly associated. In conclusion, whether male or female, for as long as mathematics teachers had been working, they have a positive self-efficacy in initiating technology integration and introducing TPACK. The implication was gender and teaching experience were not a critical factor for mathematics teacher’s self-efficacy of technology integration and TPACK. For future research related to this study, it could introduce other factors, such as academic qualification and technology courses they had attended.

scholarly journals The Effect of Technological Pedagogical Content Knowledge Game Activities Supported Micro-Teaching Practices on Preservice Mathematics Teachers’ Self-Efficacy Perception

2020 ◽  
Vol 13 (2) ◽  
pp. 157-173
Author(s):  
Kübra AÇIKGÜL
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Preservice Mathematics Teachers

Abstract: The purpose of this study is to investigate the effect of Technological Pedagogical Content Knowledge (TPACK) Game activities supported micro-teaching practices on middle school preservice mathematics teachers’ TPACK self-efficacy perception levels. A single group pretest-posttest experimental design was employed. One hundred middle-school preservice mathematics teachers, attending a mathematics instruction course, participated in the study. The Technological Pedagogical Content Knowledge Survey (Șahin, 2011) was used to determine teachers' level of TPACK-measured self-efficacy. One-way Repeated Measures ANOVA was performed to analyze possible differences between teachers' pre and post self-efficacy scores. The result of this analysis demonstrated a statistically meaningful difference for the overall survey as well as for all dimensions of it. These findings suggest that micro-teaching practices do indeed increase preservice teachers' TPACK self-efficacy perception scores.

scholarly journals The Interrelation Among Course Mastery, Technology Integration Self Efficacy, and Technological Pedagogical Content Knowledge (TPACK) of Prospective Science Teachers

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
Iana Zahwa ◽  
Sigit Saptono ◽  
Pramesti Dewi
Keyword(s):  
Technology Integration ◽  
Science Teacher ◽  
Content Knowledge ◽  
Science Teachers ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
The Relationship ◽  
Prospective Science Teachers

Technological Pedagogical Content Knowledge (TPACK) is an important competency that must be had by prospective teachers to realize 21st-century learning. This study was aimed to analyze the relationship and the effect of course mastery and Technology Integration Self Efficacy (TISE) on TPACK of the prospective science teachers. This research was correlation research. By using regression analysis, the relationship between course mastery and TISE was analyzed on the TPACK of the science teacher candidates. Based on the analysis, it was known that the average of course mastery, TISE, and TPACK of prospective science teachers is good enough. Meanwhile, multiple regression tests were related to the relationship between course mastery and Technology Integration Self Efficacy (TISE) on TPACK of science teacher candidates simultaneously showed a strong correlation with the correlation coefficient (R) of 0.736 and R square of 0.542. It means there is an effect of course mastery and TISE on the TPACK of the prospective science teacher by 54.2%.

scholarly journals IMPLEMENTASI TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE SEBAGAI MODERNISASI DI BIDANG PENDIDIKAN

NIAGAWAN ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 159
Author(s):  
Nayla Rizqiyah
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
New Order ◽  
Pedagogical Content ◽  
Additional Information ◽  
Learning Content ◽  
The World ◽  
Qualitative Descriptive ◽  
The Relationship

Technological pedagogical content knowledge (TPACK) is a relatively new learning model in the world of education. The practice of implementing this method includes mastery of technology, pedagogy and knowledge of learning content. TPACK is involved in the process of compiling learning designs, learning models and strategies, assessing and rearranging connected curricula and making technology the basis of reference for educational development. The research was carried out randomly on college students and the results of the research were described using a qualitative descriptive method. The relationship between TPACK and modernization in the world of education are two inseparable things, the inclusion of technology in elements of Indonesian education has had a significant effect and has changed the conventional order with a new order of methods and is expected to bring Indonesian education to a more advanced direction. It is hoped that research can provide benefits for developing the field of the education system as well as as additional information for other research.

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