scholarly journals TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE OF UNIVERSITY PROFESSORS WHO ADOPTED AN ONLINE AUTHORING TOOL IN THEIR EDUCATIONAL PRACTICES - A Case Study of blended Learning Experiences in Health Science Education

2011 ◽  
Keyword(s):  
Science Education ◽  
Blended Learning ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Health Science ◽  
University Professors ◽  
Pedagogical Content ◽  
Health Science Education

scholarly journals Evaluation of Technological Pedagogical Content Knowledge (TPACK) Teachers of SMK Negeri 6 Malang (Case Study of Electrical Power Installation Engineering and Autotronic Engineering)

2022 ◽  
Vol 27 ◽  
pp. 70-82
Author(s):  
Dodik Septian Ferdiansyah ◽  
Syaad Patmanthara ◽  
Hary Suswanto
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Quantitative Research ◽  
Electrical Power ◽  
Technological Pedagogical Content Knowledge ◽  
Likert Scale ◽  
Power Installation ◽  
Pedagogical Content

This study aims to determine the level of Technological Pedagogical Content Knowledge (TPACK) proficiency. This type of research is descriptive quantitative research. The instruments used to measure TPACK are in the form of questionnaires and interview questionnaires using a Likert scale with 5 scales. The samples of this study were Electrical Power Installation Engineering (EPIE) teachers at SMK N 6 Malang, totaling 7 people and Autotronic Engineering (AE) teachers at SMK N 6 Malang totaling 6 people. The results of the study are EPIE teachers' TK skills are in very good criteria with an average of 68, while AE teachers' kindergarten skills are in good criteria with an average of 53. EPIE teachers' PK skills are in good criteria with average - an average of 67.3, while the PK skills of AE teachers are in good criteria with an average of 75.2. EPIE teachers' CK skills are in very good criteria with an average of 31, while the CK skills of AE teachers are in very good criteria good with an average of 31. EPIE teachers' TCK skills are in very good criteria with an average of 26, while AE teachers' TCK skills are in good criteria with an average of 22. EPIE teachers' PCK skills are at criteria very good with an average of 57, while the PCK skills of AE teachers are in very good criteria with an average of 56. EPIE teachers' TPK skills are in good criteria with an average of 26.6, while the TPK skills of AE teachers are at good criteria with an average of 26.8. EPIE teachers' TPACK skills are in good criteria with an average of 18.4, while AE teachers' TPACK skills are in good criteria with an average of 18.2.

scholarly journals Model Pembelajaran Inovatif di Era Revolusi Industri 4.0 Bagi Pengawas Sekolah Dasar Kabupaten Ciruas, Banten

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Niko Sudibjo ◽  
Luluk Asmawati ◽  
Mohamad Fachri Yasin
Keyword(s):  
Blended Learning ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Industry 4.0 ◽  
Flipped Classroom ◽  
Industrial Revolution ◽  
Technological Pedagogical Content Knowledge ◽  
Learning Models ◽  
Pedagogical Content ◽  
Innovative Learning

Berbagai perubahan akibat dampak dari revolusi industry 4.0 tidak dapat dihindari, termasuk dalam sector pendidikan. Oleh sebab itu, para pemimpin di Lembaga Pendidikan perlu terus melakukan penyesuaian agar dapat mengikuti perkembangan zaman. Salah satu perubahan yang dimaksud adalah perubahan pada model pembelajaran. Model pembelajaran menjadi sangat penting karena bersinggungan langung dengan proses belajar kelas dan berpengaruh pada ketercapaian tujuan pembelajaran. Oleh sebab itu, seminar model pembelajaran inovatif di era 4.0 diberikan untuk memberikan pemahaman mengenai metode-metode pembelajaran yang sesuai dan dapat diterapkan, diantaranya adalah blended learning, flipped classroom dan Technological, Pedagogical, Content Knowledge (TPACK). Peserta dalam seminar ini adalah para pengawas Sekolah Dasar Kabupaten Ciruas, Banten sebanyak 86 orang. Setelah mengikuti seminar, para peserta diminta mengisi angket kebermanfaatan seminar. Hasil dari angket menunjukkan bahwa seminar yang diberikan sangat relevan dan memberikan manfaat bagi profesi peserta seminar saat ini.Kata kunci: blended learning; flipped classroom; technological; pedagogical; content knowledge (TPACK); revolusi industry 4.0 Innovative Learning Models in the Era of the Industrial Revolution 4.0 for Elementary School Supervisors in Ciruas Regency, BantenABSTRACTVarious changes due to the impact of the industrial revolution 4.0 can not be avoided, including in the education sector. Therefore, leaders in Educational Institutions need to continue to make adjustments in order to keep abreast of the times. One of the changes in question is a change in the learning model. The learning model becomes very important because it is directly related to the class learning process and affects the achievement of learning objectives. Therefore, a seminar on innovative learning models in the 4.0 era was given to provide an understanding of appropriate and applicable learning methods, including blended learning, flipped classroom and Technological, Pedagogical, Content Knowledge (TPACK). The participants in this seminar were the supervisors of 86 elementary schools in Ciruas, Banten. The results of the questionnaire showed that the seminar given was very relevant and provided benefits to the current seminar participant profession.Keywords: blended learning; flipped classroom; technological; pedagogical; content knowledge (TPACK); industrial revolution 4.0

scholarly journals Impact of Technological Pedagogical Content Knowledge Based Education Applications on Prospective Teachers’ Self-Efficacy Belief Levels Toward Science Education

2018 ◽  
Vol 6 (10) ◽  
pp. 29 ◽  
Author(s):  
Onder Sensoy ◽  
Halil Ibrahim Yildirim
Keyword(s):  
Science Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Self Efficacy ◽  
Technological Pedagogical Content Knowledge ◽  
Control Group ◽  
Pedagogical Content ◽  
Efficacy Belief ◽  
Experimental Group

The purpose of this study is to examine the impact of technological pedagogical content knowledge-based education applications on prospective teachers’ self-efficacy belief levels toward science education. The study was conducted on the 3rd year prospective science teachers of a public university and continued for 14 weeks. In the study, quasi -experimental method, pretest-posttest experimental design with a control group. The research was performed in the Instructional Technologies and Material Design courses during the education year of 2015-2016. In the research, one of the classes of the 3rd years was determined as a control and another one as an experimental group. There were 65 students (control=33, experiment=32) in the study group. As the instrument of data collection, the self-efficacy belief levels toward science education scale was used and the scale was applied as pretest, posttest and follow-up test. Cronbach Alpha (a) consistency coefficient of the scale is 0.82. To the students in the experimental group, the education applications based on Technological Pedagogical Content Knowledge were introduced by the researcher; the courses were made with these applications and they were requested to use these applications that they learned in the materials that they were making. As for the control group, the courses were made with the current curriculum. The research results show that the self-efficacy belief levels of prospective science teachers toward science education design is higher in the experimental group than the students in the control group.

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