DAMPAK TPACK PADA PENGEMBANGAN PROFESIONALISME GURU DALAM PRAKTIK INTEGRASI TEKNOLOGI
Abstract
Perkembangan teknologi informasi dan komunikasi (TIK), memberi pengaruh terhadap bidang pendidikan terutama pada pembelajaran. Perkembangan teknologi tersebut menuntut untuk mengintegrasikan teknologi dalam pembelajaran dengan tujuan meningkatkan efektivitas proses belajar mengajar. Integrasi TIK dalam pembelajaran dinilai baik untuk dikaitkan dengan kualitas pendidikan agar menciptakan suasana menarik untuk pangalaman belajar siswa. Kerangka konseptual TPACK memberikan wawasan yang berarti bagi guru untuk mengintegrasikan teknologi. Penenlitian ini bertujuan untuk mengatahui apakah TPACK memiliki dampak terhadap praktik integrasi teknologi guru. Penelitian ini merupakan penelitian kualitatif deskriptif dengan metode studi literature. Hasil kajian menunjukkan hasil bahwa TPACK guru memiliki dampak terhadap pengembangan profesionalime guru terkait integrasi teknologi dalam pembelajaran.
Kata Kunci: TPACK, integrasi teknologi, profesionalisme guru
The development of ICT influences the field of education, especially in learning. These technological developments demand to the integration of technology in learning to increase the effectiveness of the teaching and learning process. ICT integration in learning is considered good to be associated with the quality of education to create an interesting atmosphere for students' learning experiences. The TPACK conceptual framework provides meaningful insights for teachers to integrate technology. This study aims to find out whether TPACK has an impact on teachers' technology integration practices. This research is descriptive qualitative research using the literature study method. The results of the study show that the teacher's TPACK has an impact on the teachers professional development regarding the integration of technology in learning.
Keywords: TPACK, technology integration, teachers professional development
Full Text:
PDFReferences
Abbitt, J. T. (2011). An Investigation of the relationship between self-efficacy beliefs
about technology integration and technological pedagogical content knowledge
(TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education,
(4), 134–143. https://doi.org/10.1080/21532974.2011.10784670
Aslam, R., Khan, N., Asad, M. M., & Ahmed, U. (2021). Impact of technological
pedagogical content knowledge on teachers’ digital proficiency at classroom in higher education institution of Pakistan. Interactive Technology and Smart Education,
(1), 119–130. https://doi.org/10.1108/ITSE-11-2020-0222
Chen, H. J., Liao, L. L., Chang, Y. C., Hung, C. C., & Chang, L. C. (2019). Factors
influencing technology integration in the curriculum for taiwanese health
profession educators: A mixed-methods study. International Journal of
Environmental Research and Public Health, 16(14), 1–16.
https://doi.org/10.3390/ijerph16142602
Christensen, D. (2019). What does “technology integration” mean? Computer Assisted
Language Learning, 7(1).
Delgado, A. J., Wardlow, L., McKnight, K., & O’Malley, K. (2015). Educational
technology: A review of the integration, resources, and effectiveness of technology
in K-12 classrooms. Journal of Information Technology Education: Research, 14(2015),
–416. https://doi.org/10.28945/2298
Dwiono, R., Rochsantiningsih, D., & Suparno, S. (2018). The teacher ’ s problems on
integrating information and communication technology ( ICT ) in the english
language teaching. International Summit on Science Technology and Humanity, 1(1),
–8. http://conf.ums.ac.id/index.php/iseth/article/view/2
Farjon, D., Smits, A., & Voogt, J. (2018). Technology integration of pre-service
teachers explained by attitudes and beliefs, competency, access, and experience.
Computers & Education. https://doi.org/10.1016/j.compedu.2018.11.010
Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology:
Effectiveness of ICT integration in schools. International Journal of Research in
Education and Science, 1(2), 175–191. https://doi.org/10.21890/ijres.23596
Hakverdi-Can, M., & Dana, T. M. (2012). Exemplary science teachers’ use of
technology. Turkish Online Journal of Educational Technology, 11(1), 94–112.
Harrell, Shonta; Bynum, Y. (2018). Factors affecting technology integration in the
classroom, alabama journal of educational leadership. Alabama Journal of
Educational Leadership, 12–18.
Hsu, P. S. (2016). Examining current beliefs, practices and barriers about technology
integration: A Case Study. TechTrends, 60(1), 30–40.
https://doi.org/10.1007/s11528-015-0014-3
Hunter, J. (2015). Technology Integration and Educational Change. NY: Routledge/Taylor
& Francis Group.
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical
content knowledge (TPACK)? Journal of Education, 193(3), 13–19.
https://doi.org/10.1177/002205741319300303
Koh, J. H. L., & Chai, C. S. (2016). Seven design frames that teachers use when
considering technological pedagogical content knowledge (TPACK). Computers
and Education, 102, 244–257. https://doi.org/10.1016/j.compedu.2016.09.003
Koh, J. H. L., Chai, C. S., Hong, H. Y., & Tsai, C. C. (2015). A survey to examine
teachers’ perceptions of design dispositions, lesson design practices, and their
relationships with technological pedagogical content knowledge (TPACK). AsiaPacific Journal of Teacher Education, 43(5), 378–391.
https://doi.org/10.1080/1359866X.2014.941280
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a
framework for teacher knowledge. Teachers College Record: The Voice of Scholarship
in Education, 108(6), 1017–1054. https://doi.org/10.1177/016146810610800610
Philipsen, B., Tondeur, J., & Zhu, C. (2015). Using TPACK to examine teacher
professional development for online and blended learning. Proceedings of the
European Conference on E-Learning, ECEL, 802–808.
Rahim, M. N., & Chandran, S. S. C. (2021). Investigating EFL students’ perceptions
on e-learning paradigm-shift during covid-19 pandemic. Elsya : Journal of English
Language Studies, 3(1), 56–66. https://doi.org/10.31849/elsya.v3i1.5949
Raygan, A., & Moradkhani, S. (2020). Factors influencing technology integration in
an EFL context: investigating EFL teachers’ attitudes, TPACK level, and
educational climate. Computer Assisted Language Learning, 0(0), 1–22.
https://doi.org/10.1080/09588221.2020.1839106
Roussinos, D., & Jimoyiannis, A. (2019). Examining primary education teachers’
perceptions of tpack and the related educational context factors. Journal of Research
on Technology in Education, 51(4), 377–397.
https://doi.org/10.1080/15391523.2019.1666323
Shell, D. F., Husman, J., Turner, J. E., Cliffel, D. M., Math, I., & Sweany, N. (2005).
The impact of computer supported collaborative learning communities on high
school students’ knowledge building, strategic learning, and perceptions of the
classroom. Journal of Educational Computing Research, 33(3), 327–349.
https://doi.org/10.2190/787L-BCBQ-20FN-FW6C
Summak, M. S., Samancioglu, M., & Baglibel, M. (2010). Technology integration and
assesment in educational settings. Procedia Social and Behavioral Sciences 2, 2(10),
–1729. https://doi.org/10.1016/j.sbspro.2010.03.973
Syah, R. H. (2020). Dampak Covid-19 pada pendidikan di indonesia: sekolah,
keterampilan, dan proses pembelajaran. SALAM: Jurnal Sosial Dan Budaya Syar-I,
(5). https://doi.org/10.15408/sjsbs.v7i5.15314
Tafano, T., & Saputra, S. (2021). Teknologi dan covid: tantangan dan peluang dalam
melaksanakan pembelajaran daring di masa pandemi. Djtechno Jurnal Teknologi
Informasi, 2(1), 45–53. https://doi.org/10.46576/djtechno.v2i1.1256
Vijayalaksmi, M. (2021). ICT In 21st century teaching and learning. 21st Century
Education: Techno-Pedagogical Trends and Innovations, 3, 2–13.
https://www.researchgate.net/publication/349713146
Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013).
Technological pedagogical content knowledge - A review of the literature. Journal
of Computer Assisted Learning, 29(2), 109–121. https://doi.org/10.1111/j.1365-
2012.00487.x
Yenkimaleki, M., & van Heuven, V. J. (2019). The relative contribution of computer
assisted prosody training vs. instructor based prosody teaching in developing
speaking skills by interpreter trainees: An experimental study. Speech
Communication, 107, 48–57. https://doi.org/10.1016/j.specom.2019.01.006
DOI: http://dx.doi.org/10.31000/sinamu.v4i1.7894
Article Metrics
Abstract - 713 PDF - 619DOI (PDF): http://dx.doi.org/10.31000/sinamu.v4i1.7894.g3934
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Simposium Nasional Multidisiplin (SinaMu) is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License .
