TPACK perception analysis of teachers in facing 21st-century learning

Handi Suganda, Riandi Riandi, Widi Purwianingsih

Abstract


This study aims to analyze and identify teachers 'perceptions of TPACK that can influence teachers' knowledge and understanding of 21st-century learning. The research method used in this research is the survey method with a cross-sectional research design. The research subjects consisted of 25 biology teachers with different teaching experiences ranging from learning experience ages less than 5 years to more than 15. The results showed that biology teachers with TPACK perceptions were quite good. Teachers 'perceptions of 21st-century learning are constrained by aspects of understanding students' abilities on creativity and critical thinking indicators. The consideration of teaching according to the skills demands of the 21st century is quite good. Teachers with low teaching experience still have less understanding of the latest learning technology. Each range of teacher teaching experiences has different abilities and perceptions and considerations of 21st-century learning that can become the foundation of teachers in implementing learning in the 21st century that puts forward the 4Cs aspect.


Keywords


Perceptions; TPACK; Consideration; Survey; 21st-Century Learning

Full Text:

PDF

References


Adiyanta, F. C. S. (2019). Hukum dan studi penelitian empiris: Penggunaan metode survey sebagai instrumen penelitian hukum empiris. Administrative Law and Governance Journal, 2(4), 697–709. https://doi.org/10.14710/alj.v2i4.697-709

Aini, S. N., & Sudira, P. (2015). Pengaruh strategi pembelajaran, gaya belajar, sarana praktik, dan media terhadap hasil belajar patiseri SMK se-Gerbangkertasusila. Jurnal Pendidikan Vokasi, 5(1), 88–102. https://doi.org/10.21831/JPV.V5I1.6077

Chapoo, S., Thathong, K., & Halim, L. (2014). Understanding biology teacher’s pedagogical content knowledge for teaching “the nature of organism.” Procedia - Social and Behavioral Sciences, 116, 464–471. https://doi.org/10.1016/j.sbspro.2014.01.241

Hidayah, R., Salimi, M., & Susiani, T. S. (2017). Critical thinking skill: Konsep dan inidikator penilaian. Taman Cendekia: Jurnal Pendidikan Ke-SD-An, 1(2), 127–133. https://doi.org/10.30738/TC.V1I2.1945

Kartal, T., Ozturk, N., & Ekici, G. (2012). Developing pedagogical content knowledge in preservice science teachers through microteaching lesson study. Procedia - Social and Behavioral Sciences, 46, 2753–2758.

https://doi.org/10.1016/j.sbspro.2012.05.560

Kind, V. (2014). Science teachers’ content knowledge. In H. Venkat, M. Rollnick, J. Loughran, & M. Askew (Eds.), Exploring Mathematics and Science Teachers’ Knowledge (1st ed.). Routledge.

Maba, W. (2017). Teacher’s perception on the implementation of the assessment process in 2013 curriculum. International Journal of Social Sciences and Humanities, 1(2), 1–9. https://doi.org/10.29332/ijssh.v1n2.26

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/J.1467-9620.2006.00684.X

Mulhall, P. J., Berry, A., & Loughran, J. (2003). Frameworks for representing science teachers’ pedagogical content knowledge. Asia-Pacific Forum on Science Learning and Teaching, 4(2), 1–25. https://www.eduhk.hk/apfslt/download/v4_issue2_files/mulhall.pdf

Mulyasa. (2009). Standar kompetensi dan sertifikasi guru (1st ed.). PT. Remaja Rosdakarya.

Nasution, W. R., Sriyati, S., Riandi, R., & Safitri, M. (2017). Mastery of Content Representation (CoRes) Related TPACK High School Biology Teacher. Journal of Physics: Conference Series, 895(1), 012125. https://doi.org/10.1088/1742-6596/895/1/012125

NCREL, & Metiri Group. (2003). enGauge 21st century skills: Literacy in the digital age. North Central Regional Educational Laboratory, Metiri Group.

Nurhayati B. (2006). Faktor-faktor yang mempengaruhi profesionalisme dan kinerja guru biologi di SMAN Kota Makassar Sulawesi Selatan. Mimbar Pendidikan, 25(4), 64–70. http://file.upi.edu

P21. (2007). The intellectual and policy foundations of the 21st century skills framework. Partnership for 21st Century Skills.

Rahmadhani, Y., Rahmat, A., & Purwianingsih, W. (2016). Pedagogical content knowledge (PCK) guru dalam pembelajaran biologi SMA di Kota Cimahi. Prosiding Seminar Nasional Sains Dan Pendidikan Sains, 17–24.

Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(1), S33–S35. https://doi.org/10.21839/jaar.2018.v3iS1.165

Redecker, C., Leis, M., Leendertse, M., Punie, Y., Gijsbers, G., Kirschner, P., Stoyanov, S., & Hoogveld, B. (2011). The future of learning : preparing for change. Publications Office of the European Union.

Riandi. (2015). The development of geneTIK as an integrated technology, pedagogy and content knowledge (TPACK) on genetic course for biology education student. International Seminar on Mathematics, Science, and Computer Science Education, 685–691.

Riandi, R., Apriliana, V., & Purwianingsih, W. (2018). The analysis of 21st century teachers’ ability in technological pedagogical content knowledge. Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). https://doi.org/10.2991/icei-18.2018.60

Russell, M., Bebell, D., O’Dwyer, L., & O’Connor, K. (2003). Examining teacher technology use. Journal of Teacher Education, 54(4), 297–310. https://doi.org/10.1177/0022487103255985

Shing, C. L., Saat, R. M., & Loke, S. H. (2015). The knowledge of Teaching- Pedagogical Content Knowledge (PCK). MOJES: The Malaysian Online Journal of Educational Sciences, 3(3), 40–55. https://mojes.um.edu.my/index.php/MOJES/article/view/12781

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411

Smerdon, B., Cronen, S., Lanahan, L., Anderson, J., Lannotti, N., & Angeles, J. (2000). Teachers’ tools for the 21st century: A report on teachers’ use of technology. In Elementary and Secondary Education. U.S. Department of Education. https://nces.ed.gov/pubs2000/2000102.pdf

The Partnership for 21st century skills. (2008). 21st century skills, education & competitiveness: A resource and policy guide. Partnership for 21st Century Skills, 1–20. https://files.eric.ed.gov/fulltext/ED519337.pdf

Tsai, H.-C. (2015). A senior teacher’s implementation of technology integration. International Education Studies, 8(6), 151–161. https://doi.org/10.5539/IES.V8N6P151

Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st century skills through scientific literacy and science process skills. Procedia - Social and Behavioral Sciences, 59, 110–116. https://doi.org/10.1016/j.sbspro.2012.09.253

Van Driel, J. H., & Berry, A. (2012). Teacher professional development focusing on pedagogical content knowledge. Educational Researcher, 41(1), 26–28. https://doi.org/10.3102/0013189X11431010

Zubaidah, S. (2016). Keterampilan abad ke-21: Keterampilan yang diajarkan melalui pembelajaran. Seminar Nasional Pendidikan Dengan Tema “Isu-Isu Strategis Pembelajaran MIPA Abad 21, 1–17.

Zubaidah, S., Fuad, N. M., Mahanal, S., & Suarsini, E. (2017). Improving creative thinking skills of students through differentiated science inquiry integrated with mind map. Journal of Turkish Science Education, 14(4), 77–91. http://www.tused.org/index.php/tused/article/view/175/131




DOI: http://dx.doi.org/10.26555/bioedukatika.v9i2.17788

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View J.Bioedukatika Stats

JURNAL BIOEDUKATIKA
ISSN 2338-6630 (Print) | ISSN 2541-5646 (Online)
Organized by Department of Biology Education
Published by Universitas Ahmad Dahlan
Jl.Ringroad Selatan, dk Kragilan, Tamanan, Banguntapan, Bantul, Daerah Istimewa Yogyakarta, Indonesia