Technology Pedagogical Content Knowledge-based learning model in Citizenship Education courses

Irfan Dahnial, Elementary School Teacher Education Study Program, Universitas Muhammadiyah Sumatera Utara, Indonesia
Selamat Husni Hasibuan, Faculty of Education, Monash University, Australia
Dewi Kesuma Nasution, English Education Study Program, Universitas Muhammadiyah Sumatera Utara, Indonesia
Izabela Radu Daniela, ‘’Dunarea de Jos’’ University of Galati, Romania

Abstract


This study aims to see the readiness of each educator in using knowledge-based learning models of technological pedagogic content in Civics learning. In this case, educators and lecturers play an important role in controlling the learning situation of technology pedagogic content knowledge, researchers consider one of the most effective learning models to be TPACK. In this study, researchers used quantitative research methods to measure the extent to which the learning model influenced knowledge of technological pedagogic content and the readiness of students to carry out learning in the classroom environment. The results of the study show that the TPACK model is very effective in the learning process, especially in Civics subjects, that incorporating TPACK into teacher preparation and professional development programs can lead to improved teaching practices and student learning outcomes. TPACK has become an increasingly important framework in education, as technology continues to play a greater role in teaching and learning.


Keywords


citizenship education; educator; model; TPACK

Full Text:

PDF

References


Akyuz, D. (2018). Measuring technological pedagogical content knowledge (TPACK) through performance assessment. Computers & Education, 125, 212–225. https://doi.org/10.1016/j.compedu.2018.06.012

Arpannudin, I., Suryadi, K., Malihah, E., & Anggraeni, L. (2021). Philanthropy: The citizens’ social capital amidst the pandemic. ICHELSS: International Conference on Humanities, Education, Law, and Social Sciences, 1(1), 201–214.

Bagadaeva, O., Golubchikova, M., Kamenskaya, E., & Arpentieva, M. (2021). Ecological aspects of the education and resilience of preschool teachers. E3S Web of Conferences, 284, 09021. https://doi.org/10.1051/e3sconf/202128409021

Bayram‐Jacobs, D., Henze, I., Evagorou, M., Shwartz, Y., Aschim, E. L., Alcaraz‐Dominguez, S., Barajas, M., & Dagan, E. (2019). Science teachers’ pedagogical content knowledge development during enactment of socioscientific curriculum materials. Journal of Research in Science Teaching, 56(9), 1207–1233. https://doi.org/10.1002/tea.21550

Bennett, S., Lockyer, L., & Agostinho, S. (2018). Towards sustainable technology-enhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice. British Journal of Educational Technology, 49(6), 1014–1026. https://doi.org/10.1111/bjet.12683

Bostancıoğlu, A., & Handley, Z. (2018). Developing and validating a questionnaire for evaluating the EFL ‘Total PACKage’: Technological Pedagogical Content Knowledge (TPACK) for English as a Foreign Language (EFL). Computer Assisted Language Learning, 31(5–6), 572–598. https://doi.org/10.1080/09588221.2017.1422524

Brinkley-Etzkorn, K. E. (2020). The effects of training on instructor beliefs about and attitudes toward online teaching. American Journal of Distance Education, 34(1), 19–35. https://doi.org/10.1080/08923647.2020.1692553

Chai, C. S., Jong, M., Yin, H., Chen, M., & Zhou, W. (2019). Validating and modelling teachers’ technological pedagogical content knowledge for integrative science, technology, engineering and Mathemat-ics education. Journal of Educational Technology & Society, 22(3), 61–73.

Cooper, H. (2018). Reporting quantitative research in psychology: How to meet APA style journal article reporting standards. American Psychological Association.

Correia, A.-P., Liu, C., & Xu, F. (2020). Evaluating videoconferencing systems for the quality of the educational experience. Distance Education, 41(4), 429–452. https://doi.org/10.1080/01587919.2020.1821607

Dahnial, I., Dwiningrum, S. I. A., & Wuryandani, W. (2021). The mind of SM Amin Medan City nationalism figure during independence. Psychology and Education Journal, 58(2), 3818–3825. http://psychologyandeducation.net/pae/index.php/pae/article/view/2645

DeJonckheere, M., & Vaughn, L. M. (2019). Semistructured interviewing in primary care research: a balance of relationship and rigour. Family Medicine and Community Health, 7(2), e000057. https://doi.org/10.1136/fmch-2018-000057

Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2020). Exploring the structural relationship among teachers’ technostress, technological pedagogical content knowledge (TPACK), computer self-efficacy and school support. The Asia-Pacific Education Researcher, 29(2), 147–157. https://doi.org/10.1007/s40299-019-00461-5

Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4

Gorski, P. C., & Dalton, K. (2020). Striving for critical reflection in multicultural and social justice teacher education: Introducing a typology of reflection approaches. Journal of Teacher Education, 71(3), 357–368. https://doi.org/10.1177/0022487119883545

Greeno, J. G. (2021). Some examples of cognitive task analysis with instructional implications. In Aptitude, learning, and instruction (pp. 1–22). Routledge.

Gyamfi, G. (2020). Business management teachers “Pedagogical Content Knowledge and Students” academic performance in business management [Doctoral dissertation]. University of Cape Coast.

Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the Coronavirus (COVID-19) Pandemic. International Journal of Technology in Education and Science, 4(4), 267–282. https://doi.org/10.46328/ijtes.v4i4.113

Huang, L., & Lajoie, S. P. (2021). Process analysis of teachers’ self-regulated learning patterns in technological pedagogical content knowledge development. Computers & Education, 166, 104169. https://doi.org/10.1016/j.compedu.2021.104169

Iwu, C. G., Opute, P. A., Nchu, R., Eresia-Eke, C., Tengeh, R. K., Jaiyeoba, O., & Aliyu, O. A. (2021). Entrepreneurship education, curriculum and lecturer-competency as antecedents of student entrepreneurial intention. The International Journal of Management Education, 19(1), 100295. https://doi.org/10.1016/j.ijme.2019.03.007

Khan, Z., Hussain, M., Shahbaz, M., Yang, S., & Jiao, Z. (2020). Natural resource abundance, technological innovation, and human capital nexus with financial development: A case study of China. Resources Policy, 65, 101585. https://doi.org/10.1016/j.resourpol.2020.101585

Naz, F., & Rashid, S. (2021). Effective instructional leadership can enhance teachers’ motivation and improve students’ learning outcomes. Sjesr, 4(1), 477–485. https://doi.org/10.36902/sjesr-vol4-iss1-2021(477-485)

Oner, D. (2020). A virtual internship for developing technological pedagogical content knowledge. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.5192

Ramírez-Montoya, M. S., Loaiza-Aguirre, M. I., Zúñiga-Ojeda, A., & Portuguez-Castro, M. (2021). Characterization of the teaching profile within the framework of education 4.0. Future Internet, 13(4), 91. https://doi.org/10.3390/fi13040091

Redmond, P., & Lock, J. (2019). Secondary pre-service teachers’ perceptions of technological pedagogical content knowledge (TPACK): What do they really think? Australasian Journal of Educational Technology, 35(3). https://doi.org/10.14742/ajet.4214

Sánchez-Cruzado, C., Santiago Campión, R., & Sánchez-Compaña, M. T. (2021). Teacher digital literacy: The indisputable challenge after COVID-19. Sustainability, 13(4), 1858. https://doi.org/10.3390/su13041858

Santos, J. M., & Castro, R. D. R. (2021). Technological Pedagogical content knowledge (TPACK) in action: Application of learning in the classroom by pre-service teachers (PST). Social Sciences & Humanities Open, 3(1), 100110. https://doi.org/10.1016/j.ssaho.2021.100110

Schmid, M., Brianza, E., & Petko, D. (2020). Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model. Computers & Education, 157, 103967. https://doi.org/10.1016/j.compedu.2020.103967

Sofyan, E., Budimansyah, D., Komalasari, K., Ruyadi, Y., & Bestari, P. (2022). Online learning contribution to Pancasila understanding and implementation towards students in COVID-19 Pandemic era: Survey of students at STKIP Pasundan and Telkom University. ITALIENISCH, 12(1), 579–591.

Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2020). Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): a mixed-method study. Educational Technology Research and Development, 68(1), 319–343. https://doi.org/10.1007/s11423-019-09692-1

Valtonen, T., Sointu, E., Kukkonen, J., Mäkitalo, K., Hoang, N., Häkkinen, P., Järvelä, S., Näykki, P., Virtanen, A., Pöntinen, S., Kostiainen, E., & Tondeur, J. (2019). Examining pre‐service teachers’ Technological Pedagogical Content Knowledge as evolving knowledge domains: A longitudinal approach. Journal of Computer Assisted Learning, 35(4), 491–502. https://doi.org/10.1111/jcal.12353

Wang, C.-J. (2019). Facilitating the emotional intelligence development of students: Use of technological pedagogical content knowledge (TPACK). Journal of Hospitality, Leisure, Sport & Tourism Education, 25, 100198. https://doi.org/10.1016/j.jhlste.2019.100198

Zimmer, M.-L. (2022). Landscape in teaching. Experiencing and learning from and in landscapes at school with the support of an eBook. In D. Edler, O. Kühne, & C. Jenal (Eds.), The Social Construction of Landscapes in Games (pp. 377–394). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-35403-9_22




DOI: https://doi.org/10.21831/jc.v20i1.51796

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Jurnal Civics: Media Kajian Kewarganegaraan

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

Our journal indexed by:

                     

Supported by:

RJI Main logo

 

Jurnal Civics Media Kajian Kewarganegaraan is published by Univesitas Negeri Yogyakarta in collaboration with Indonesia Association Profession of Pancasila and Civic Education/Asosiasi Profesi Pendidikan Pancasila dan Kewarganegaraan (AP3KnI).


Creative Commons License

Jurnal Civics is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

 

j.civics stat