How Teacher-s TPACK affect student-s activity? : A descriptive case study
Meili Yanti(a*), Riandi(a), A Suhandi(b)
(a) Prodi Pendidikan IPA, Sekolah Pascasarjana Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
(b) Departemen Pendidikan Fisika, FPMIPA Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
Abstract
The rapid growth of technology allows the learning process to become more effective and efficient as better results can be obtained. The ability of teachers to integrate technology into learning is quite important in facing the rapid technological progress in the era of industrial revolution 4.0. These technological advances need to be followed by the development of learning that can support these changes. Therefore, science teacher need to accompanied by an excellent competency, namely TPACK (Technological Pedagogical and Content Knowledge). The purpose of this study was to see the impact of the implementation of TPACK design in teaching and learning activities carried out by the teacher to students learning activities. Descriptive methods are applied to get data on teacher TPACK abilities and their implementation using TPACK instruments, and student activity observation sheets. Participant of this study is three science teachers. The results of the study show that the characteristics of TPACK science teachers in teaching material Global warming vary. The difference between each teachers TPACK characteristics makes TPACK unique for further research. What influences this difference is the teachers teaching experience. Student learning activities show that the class taught by teacher A is more active than the other two classes.
Keywords: Descriptive study, Teacher competencies, TPACK, Student Learning Activity
Topic: Pedagogy