Planning for The Utilization of Technological Pedagogical and Content Knowledge (TPACK) In Indonesian Language General Courses at Jakarta State Islamic University

Along with the development of technology, educators and lecturers should integrate learning with technology that involves pedagogical knowledge and mastery of the material. This framework is known as TPACK (Technology Pedagogy and Content Knowledge). This study aims to describe the planning for the use of TPACK in learning Indonesian Language as a general course at Syarif Hidayatullah State Islamic University Jakarta. The method used in this study is descriptive qualitative with a case study research strategy. The sources of data in this study are derived from: documents (RPS) and informants. The data validity used in this study is triangulation technique of data sources. The data analysis technique used in this study is the Miles and Huberman interactive model. The results of this study showed that the mastery of TPACK which includes mastery of PCK and TCK of lecturers at UIN Syarif Hidayatullah Jakarta is quite good. It can be seen from the following findings: (1) the ability of teachers to integrate technology has included various application media and Microsoft, (2) the learning resources used by teachers are not only in the form of text in books, magazines and other texts, but also in the form of video, audio and the surrounding environment. Based on the results above, it can be concluded that the development of TPACK for Indonesian language lecturers at UIN Syarif Hidayatullah Jakarta deserves appreciation.

An Investigation into the Relationship between Secondary School Students’ Self-Learning Using Technology and Test Anxiety

This study aims to investigate the relationship between secondary school students’ self-learning with technology and test anxiety. The study was conducted using a correlational survey model. The participants of this study are made up of 128 students of 7th and 8th grade, studying in three secondary schools in Adıyaman province of Turkey in the spring semester of the 2019-2020 academic year. “The Self-Directed Learning with Technology Scale for Young Students” adapted to Turkish by Demir and Yurdugül (2013) and “Test Anxiety Inventory” adapted to Turkish by Öner (1990) were used for collecting the data. Independent groups t-test and Pearson Correlation test were used to analyze the data. The analyses showed no significant difference between self-learning of secondary school students using technology regarding their gender and grade. However, there was a significant relationship between the students’ grades and their test anxiety. The “test anxiety inventory” consisted of two subscales, “delusion” and “affectivity”. There was a significant difference between students’ delusion and affectivity subscales. In this consideration, the 8th graders had a higher test anxiety than the 7th grader’. The Pearson correlation indicated that there was a positive and significant correlation between self-learning using technology and test anxiety of the secondary school students (p<.01).

Teaching and Learning with Technology During the COVID-19 Pandemic: Highlighting the Need for Micro-Meso-Macro Alignments

All over the world teaching and learning transitioned to forms of online education due to the COVID-19 pandemic. In this contribution, we recognize challenges that this disruptive change brought about for teachers and learners. We reflect on these challenges, based on discussions at EDUsummIT2019 in Quebec about the theme “Learners and learning contexts: New alignments for the digital age”. Informed by theoretical conceptualization and empirical evidence we identify micro-meso-macro alignments that need to be in place to move education into the digital age: alignments for quality learning contexts, alignments in support for teachers, and alignments through partnerships.