scholarly journals Exploring the Use TPACK in Teaching Listening

2020 ◽  
Vol 5 (1) ◽  
pp. 45-50
Author(s):  
Kristina Rustanto ◽  
Dedi Rahman Nur ◽  
Rinda Mitriana
Keyword(s):  
Data Collection ◽  
Content Knowledge ◽  
Research Study ◽  
Classroom Observation ◽  
Lesson Plan ◽  
Instrument Design ◽  
Pedagogical Knowledge ◽  
Learning Material ◽  
Field Notes

This research study Exploring the use of the TPACK framework in listening classrooms. This research focuses on how the teacher develops instrument design in listening classroom with the TPACK framework. Data collection consisted of classroom observation, a checklist with indicator guide and field notes Findings the result there is different the teacher 1 and 2 with developing instrument design in listening classroom with TPACK Framework. The different teacher 1 dominant with CK ( content knowledge) and PK ( pedagogical knowledge) and able to is able to design lesson plan involved technology, taught used technology that appropriates with learning material, and she manages the class by using technology. This the conclusion of the research in SMA Budi Bakti about developing instrument design in the listening classroom with TPACK framework

scholarly journals Fresh perspectives on TPACK: pre-service teachers’ own appraisal of their challenging and confident TPACK areas

2020 ◽  
Vol 25 (4) ◽  
pp. 2823-2842 ◽  
Author(s):  
Teemu Valtonen ◽  
Ulla Leppänen ◽  
Mareena Hyypiä ◽  
Erkko Sointu ◽  
Anneke Smits ◽  
...  
Keyword(s):  
Content Knowledge ◽  
Lesson Plan ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
First Year ◽  
Ict In Education ◽  
Pedagogical Content ◽  
Integrated Technology ◽  
Important Position ◽  
Specific Section

AbstractThe present study is an extension of studies that measure pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) confidence. It provides new perspectives on pre-service teachers’ TPACK by shifting the focus to concrete concerns and strengths indicated by pre-service teachers. The target group consists of a cohort of first-year pre-service teachers (N = 86) from a Finnish university. The data used in this study were 86 lesson plans with integrated technology written by first-year pre-service teachers, with a specific section where students outlined their confident and challenging areas in the lesson plan. These sections were analysed quantitatively through the theoretical lens of TPACK. Four TPACK areas were found confident, challenging or both confident and challenging for students. For these first-year pre-service teachers, pedagogical knowledge played the most important role, and the outcomes concretize specific aspects of pedagogical knowledge that can be addressed to develop TPACK in teacher education. The results provide important perspectives on pre-service-teachers’ development of TPACK, revealing the important position of pedagogical knowledge and detailed perspectives on how pre-service teachers view their readiness to use ICT in education.

Teacher Knowledge Development in Early Field Experiences

2014 ◽  
Vol 33 (3) ◽  
pp. 363-382 ◽  
Author(s):  
Casey Ingersoll ◽  
Jayne M. Jenkins ◽  
Karen Lux
Keyword(s):  
Data Collection ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
Pedagogical Knowledge ◽  
Knowledge Development ◽  
Early Field Experience ◽  
Pedagogical Content ◽  
Types Of Knowledge ◽  
Multiple Observations ◽  
Teacher Knowledge Development

Investigation of physical education preservice teacher knowledge development has been primarily limited to study of a single semester of early field experience (EFE), with findings from these investigations driving EFE design. The purpose of this research was to investigate what types of knowledge develop and how knowledge evolves and interacts to produce pedagogical content knowledge longitudinally across three semesters of EFE. Specifically, what knowledge components emerge first and continue to emerge in EFE, and what knowledge components initially, then later, interact to develop pedagogical content knowing? The participant, a 21-year-old male, engaged in three consecutive semesters of EFE. Data collection, including multiple observations and interviews, was analyzed jointly by three researchers using constant comparison and inductive analysis. Knowledge of pedagogy emerged initially and throughout the EFEs. In later EFEs, knowledge of students and content emerged concomitantly, interacting with pedagogical knowledge. Suggestions include scheduling longer units of instruction during EFEs and reteaching specific units.

Developing a Need-Based Pedagogy of English Curriculum

2020 ◽  
Author(s):  
Vishwa Prasad Devupalli
Keyword(s):  
Student Teachers ◽  
Content Knowledge ◽  
Language Proficiency ◽  
English Language ◽  
Research Study ◽  
English Language Proficiency ◽  
Pedagogical Knowledge ◽  
Pedagogical Content ◽  
English Curriculum ◽  
Knowledge Content

This book is a research study, which deals with firstly, the English language proficiency levels of Pedagogy of English student-teachers and practicing government English teachers. Secondly, the knowledge base – pedagogical knowledge, content knowledge, and pedagogical content knowledge – the teachers should have. Thirdly, it reflects on the efficacy of the present preservice B.Ed. Pedagogy of English curriculum to address the needs of the student-teachers. Fourthly, the perceptions they hold regarding effective preservice B. Ed. Pedagogy of English, and finally, posit a Pedagogy of English curriculum based on the analyses to make the content more beneficial to Pedagogy of English student-teachers.

IMPLEMENTATION OF SCIENTIFIC APPROACH TO JURISPRUDENCE IN MADRASAH TSANAWIYAH NEGERI 2 MEDAN

2019 ◽  
Vol 3 (2) ◽  
pp. 90
Author(s):  
Siti Nurzannah ◽  
Rusydi Ananda
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Lesson Plan ◽  
Observation Data ◽  
Approach To Learning ◽  
Scientific Approach ◽  
Barriers To Implementation ◽  
Field Notes

<p>The purpose of this study is: (1) To find out the design of learning that<br />uses a scientific approach to learning Jurisprudence in MTs Negeri 2<br />Medan, 2) To find out the implementation of the scientific approach to<br />learning Fiqh in MTs Negeri 2 Medan, 3) To find out the obstacles in<br />implementing the scientific approach to Jurisprudence learning fiqih in<br />MTs Negeri 2 Medan, 4) To find out the efforts to overcome it in the<br />implementation of the scientific approach to Jurisprudence learning fiqih<br />in MTs.Negeri 2 Medan, 5) To find out the views of Jurisprudence teachers<br />on the implementation of the scientific approach to Jurisprudence learning<br />fiqih in MTs.Negeri 2 Medan, 6) To find out the views of students on the<br />implementation of the scientific approach to Jurisprudence learning fiqih<br />in MTs.Negeri 2 Medan, 7) To find out the views of parents on the<br />implementation of the scientific approach to learning Fiqh in MTs.Negeri<br />2 Medan. This research was carried out in Madrasah Tsanawiyah Negeri 2<br />Medan addressable in Jl. Peratun No. 3 Komplek Medan Estate. This type<br />of research is qualitative research, Observation data collection techniques,<br />Interviews, Field Notes, Documentation. The results of this study indicate<br />that the design of the Scientific approach was carried out by the<br />Jurisprudence teachers earlier before the beginning of the semester. In<br />preparing the RPP the teacher also examines the syllabus and looks at KI<br />and KD in the lesson plan. The implementation of the Scientific approach<br />has been carried out by the Jurisprudence teacher quite well, but the<br />implementation has not been maximized. Barriers to implementation of <br />the Scientific approach include obstacles when drafting the RPP, and <br />Implementation of 5M.</p>

scholarly journals PEDAGOGICAL CONTENT KNOWLEDGE (PCK) ABILITY OF PRE SERVICE BIOLOGICAL TEACHERS BASED ON LESSON PLAN AND TEACHING PRACTICE

EDUSAINS ◽  
2019 ◽  
Vol 11 (1) ◽  
pp. 86-92
Author(s):  
Risya Pramana Situmorang
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practice ◽  
Lesson Plan ◽  
Pedagogical Knowledge ◽  
Contextual Learning ◽  
Biology Teachers ◽  
Pedagogical Content ◽  
Subject Material ◽  
Constructing Knowledge

PEDAGOGICAL CONTENT KNOWLEDGE (PCK) KEMAMPUAN GURU BIASA PRA PELAYANAN BERBASIS RENCANA PELAJARAN DAN PRAKTEK PENGAJARAN AbstrakPenelitian ini mengidentifikasi empat aspek berbeda dari pengetahuan pedagogi dan tiga aspek dari pengetahuan materi, serta terkait di antara aspek-aspek PCK. Penelitian ini menunjukkan bahwa skor PCK calon guru biologi dalam menyusun rencana pelajaran dan praktik mengajar berada dalam kategori baik, dengan hasil persentase skor CK 70,83% (baik), hasil persentase skor PK 75,70% (baik), dan hasil persentase skor PCK 66,67% (sangat baik). Temuan dalam penelitian ini adalah kemampuan smahasiswa calon guru mulai berkembang mengenai PCK melalui cara penyampaian materi pelajaran biologi dengan menghargai ide-ide siswa sebelumnya dalam pembelajaran, meskipun kedalaman pemahaman bervariasi. Selain itu, hasil PCK menunjukkan banyak perkembangan dalam perancangan rencana pelajaran melalui pengetahuan konstruktivis. Pengembangan terhadap pengetahuan pedagogi, konten dan PCK berkaitan dengan keterampilan mengajar merupakan aspek yang sangat penting. Penggunaan rencana pelajaran yang mudah diakses dapat meningkatkan kemampuan PCK untuk mengembangkan prinsip-prinsip pedagogis. Meskipun pengembangan konten dan PCK terkait pedagogis, mungkin cukup untuk memungkinkan mahasiswa calon guru untuk membuat dan menghubungkan konteks materi pelajaran biologi yang memfasilitasi siswa dalam pembelajaran kontekstual. AbstractThis study identified four distinct aspects of pedagogical knowledge and three aspects of content knowledge, as well as related among these PCK aspects. This study shows that the PCK scores of pre service biology teachers in preparing lesson plan and teaching practice are in good category, with result of CK score percentage 70.83% (good), result of PK score percentage 75.70% (good), and result of PCK score percentage 66.67% (very good). Finding in this study were pre service students ability about PCK began to develop an understanding of the way to deliver biology subject material that values students’ prior ideas in learning, eventhough the depth of this understanding varied. In addition, PCK show as much growth in their lesson plan with respect to the constructing knowledge. In developing a pedagogy and content knowledge of PCK, relating to skills about teaching, appears to be critical. Using lesson plan that is simple accessible seems to increase PCK ability to develop pedagogical principles. Although development of content and pedagogical related PCK, it may be enough to allow pre-service student to create and relate the biology subject material contexts that facilitate students in contextual learning.

Implementasi Manajemen Mutu Terpadu Dalam Memberikan Layanan Untuk Meningkatkan Prestasi Peserta Didik di SLB YPAC Pangkalpinang

2019 ◽  
Vol 2 (2) ◽  
pp. 265-278
Author(s):  
Diah Rina Miftakhi ◽  
Nurjanah Nurjanah
Keyword(s):  
Quality Management ◽  
Data Collection ◽  
Human Resources ◽  
Learning Process ◽  
School Environment ◽  
Quality Of Services ◽  
Teaching Staff ◽  
Learning Material ◽  
Analysis Model

describe the implementation of an integrated quality management component consisting of the quality of services provided by the school, human resources in teaching, the school environment, and learning process  in SLB YPAC Pangkalpinang.               The method used in this study, namely by using a naturalistic qualitative approach. Data collection is done through observation, interviews, and documentation. The subjects of this study include the principal, teachers, employees, and students. The validity of the data is done by triangulation, and deeper observation. Analysis of the data used is the interactive analysis model of Miles and Huberman through data collection, data reduction, data presentation, and conclusion drawing.              The results showed that: (a) the quality of services to students in SLB YPAC Pangkalpinang had met good service standards. This can be seen from the services in the form of facilities and infrastructure which are quite complete in schools; (b) the quality of human resources in the education process shows good teacher resources. This can be seen from the teacher data which shows that the teaching staff at SLB YPAC Pangkalpinang 95% of educators with S1 qualifications in the field of education; (c) the quality of the environment in SLB YPAC Pangkalpinang is already good. This can be seen from the very strategic location of the school because the location of the school is in the middle of the city so that it is easily accessible by the community; (d) the quality of the learning process carried out by teachers at Pangkal Pinang YPAC SLB is good. This can be seen from the realization of the form of activities through learning planning by preparing lesson plans for each subject, then implementing learning, which includes strategies and methods used by teachers in delivering learning material, and evaluation of learning. Keywords: Integrated quality management, student achievement     ABSTRAK Tujuan dalam melaksanakan penelitian ini  adalah untuk melihat pelaksanaan serta mendeskripsikan implementasi  komponen Manajemen Mutu Terpadu yang terdiri dari kualitas layanan yang diberikan sekolah, sumber daya manusia dalam mengajar, lingkungan sekolah, dan proses pembelajaran di SLB YPAC Pangkalpinang. Metode yang digunakan dalam penelitian ini, yaitu dengan menggunakan pendekatan kualitatif naturalistik. Pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Subyek penelitian ini antara lain kepala sekolah, guru, pegawai, dan peserta didik. keabsahan data dilakukan dengan triangulasi, dan pengamatan yang lebih mendalam. Analisis data yang digunakan adalah model analisis interaktif Miles dan Huberman melalui kegiatan pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: (a) mutu layanan terhadap peserta didik di SLB YPAC Pangkalpinang sudah memenuhi standar layanan yang baik. Hal ini dilihat dari layanan yang berupa fasilitas sarana dan prasarana yang sudah cukup lengkap di sekolah; (b) mutu sumber daya manusia dalam proses pendidikan menunjukkan sumber daya guru yang baik. Hal ini dapat dilihat dari data guru yang menunjukkan bahwa tenaga pengajar di SLB YPAC Pangkalpinang 95% pendidik berkualifikasi S1 bidang kependidikan; (c) mutu lingkungan yang ada di SLB YPAC Pangkalpinang sudah baik. Hal ini terlihat dari letak sekolah yang sangat strategis karena lokasi sekolah yang berada di tengah kota sehingga mudah dijangkau oleh masyarakat; (d) mutu proses pembelajaran yang dilakukan oleh guru di SLB YPAC Pangkalpinang sudah baik. Hal ini dapat dilihat dari realisasi bentuk kegiatan melalui perencanaan pembelajaran dengan menyusun RPP setiap mata pelajaran, kemudian pelaksanaan pembelajaran, yang meliputi strategi dan metode yang digunakan guru dalam menyampaikan materi pembelajaran, dan evaluasi pembelajaran.

MANAJEMEN PEMBELAJARAN TEMATIK INTEGRATIF SESUAI KURIKULUM 2013 PADA KELAS 4 SD KHADIJAH SURABAYA

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Nafiah Nafiah
Keyword(s):  
Data Collection ◽  
Primary School ◽  
Research Method ◽  
Lesson Plan ◽  
Portfolio Assessment ◽  
Authentic Assessment ◽  
Project Assessment ◽  
Written Assessment ◽  
Data Collection Technique ◽  
Thematic Learning

The purpose of this study is to describe the implementation of management of integrative thematic learning based on curriculum 2013 at grade 4 khadijah primary school Surabaya. The focus of this study are 1. The lesson plan for integrative thematic class based on curriculum 2013 at grade 4 khadijah primary school . the research method of this study is descriptive kualitatif, the data collection technique are interview, observation and documentation. The result of this study are 1) the lesson plan of integrative thematic based on curriculum 2013 at grade 4 khadijah primary school Surabaya conducted by several steps are : a) set thema, b) doing analisys SKL, KI, and basic competence, c) arrage syllabus, d) arrage the lesson plan, 2) doing integrative thematic learning based on curriculum 2013 at grade 4 Khadijah primary school used scientific approch by observing, questioning, reasoning, trying, processing, displaying, verivicaying, and communicating, 3) the assessment of integrative thematic learning based on curriculum 2013 at grade 4 khadijah primary school used authentic assessment that include written assessment, project assessment and portfolio assessment.

PENINGKATAN HASIL BELAJAR IPA DENGAN MENGGUNAKAN METODE PEMBERIAN LEMBAR TUGAS SISWA PADA MATERI EKOSISTIM SISWA KELAS VII 2 SMP NEGERI 2 DUMAI

2017 ◽  
Vol 5 (3) ◽  
pp. 301
Author(s):  
Sajarotunnur '
Keyword(s):  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Lesson Plan ◽  
Mastery Learning ◽  
Student Learning Outcomes ◽  
Student Activities ◽  
Research Instrument ◽  
Survey Results ◽  
Improve Student Learning

This study aims to improve student learning outcomes by applying the method VII.2 classassignment sheet giving students conducted in March and April 2016. Subjects were seventhgrade students of SMP Negeri 2 Dumai totaling 26 students. The parameters in this study isthe absorption and mastery learning as well as student activities and teacher activities assupporting data. The research instrument used is the study and data collection instruments.The device consists of a learning syllabus, lesson plan, test, observation of student activitysheets, activity sheets teacher observation. The survey results revealed absorption of studentsin the first cycle is 70% with moderate category and second cycle increased to 78% in thehigh category. Mastery learning of students in the first cycle is 88.46% and 88.50% in thesecond cycle students completed. Activities of students in the first cycle an average of80.76%% (very good) and the second cycle is an increase of 97.5% (excellent). It can beconcluded that the method of administration of the student assignment sheet can improvestudent learning outcomes in the classroom ecosystem VII 2 material SMP Negeri 2 Dumai.

Primary Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK) In Malaysia

2016 ◽  
Vol 6 (2) ◽  
pp. 167 ◽  
Author(s):  
Mohammed Yousef Mai ◽  
Mahizer Hamzah
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Information And Communications Technology ◽  
Primary Science ◽  
Pedagogical Content ◽  
Technology Application ◽  
Teachers Perceptions

The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordances of technology application in instruction. A total of 133 prımary science teachers in Malaysia were surveyed (Female= 67, Male= 66). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions about TPACK and is based on the survey instrument developed by Schmidt et al. (2009). TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The findings indicate that primary science teachers perceive higher self-confidence in pedagogical knowledge in general. Further, no differences between science teachers’ perceptions according to thier gender, while there are diferences between the teachers perceptions of PK, CK, and PCK accordıng to their age

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