TPACK Profile of Economic Teachers in Indonesia as an ICT Integration Approach during Online Learning In the Covid-19 Pandemic

Villa Santika, Mientasih Indriayu, Khresna Bayu Sangka

Abstract


This study aims to determine the profile of teacher TPACK and its effect on teacher skills in integrating ICT in online learning during the Covid-19 pandemic. The population of this study were teachers of Economics in all regions of Indonesia, while the sample obtained was 271 respondents through convenience sampling technique and using a research instrument in the form of a questionnaire with a total of 20 items. The research method used is descriptive quantitative. The results showed that the average score of the seven components of TPACK was more than 80%, namely TK, PK, CK, TPK, TCK, PCK, and TPACK respectively 81.5%, 83.1%, 87.5%, 84 .0%, 86.3%, 85.3%, and 84.1%. Then, the integration of teacher ICT during online learning consisting of preparation of ICT-based learning, process of ICT-based learning, and evaluation of ICT-based learning has an average score of 87.3%, 84.7%, and 85.4%, indicating that the average score the ICT integration of teachers is more than 84%. So it can be said that a high TPACK can affect teacher skills in integrating ICT during online learning, especially during the current Covid-19 pandemic. For future research, it is possible to test the validity of this instrument and the relationship and influence of the TPACK variable factors on the integration of ICT teachers

References


Abdykhalykova, A., Turusheva, L., Beysembayeva, Z., & Dukembay, G. (2020). Multimedia technologies in teaching a foreign language. 13, 17-24. doi:10.22616/reep.2020.001

Adulyasas, L. (2017). Measuring and factors influencing mathematics teachers’ technological pedagogical and content knowledge (TPACK) in three southernmost provinces, Thailand. 1868, 050032. doi:10.1063/1.4995159

Alharbi, H. E. (2019). An Arabic assessment tool to measure Technological Pedagogical and Content Knowledge. Computers & Education, 142, 103650. doi:10.1016/j.compedu.2019.103650

Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic. Educ Inf Technol (Dordr), 1-20. doi:10.1007/s10639-020-10219-y

Anoba, J. L. D., & Cahapay, M. B. (2020). The Readiness of Teachers on Blended Learning Transition for Post-Covid-19 Period: An Assessment Using Parallel Mixed Method. PUPIL: International Journal of Teaching, Education and Learning, 4(2), 295-316. doi:10.20319/pijtel.2020.42.295316

Bakioğlu, B., & Çevik, M. (2020). COVID-19 Pandemisi Sürecinde Fen Bilimleri Öğretmenlerinin Uzaktan Eğitime İlişkin Görüşleri (Science Teachers' Views on Distance Education in the COVID-19 Pandemic Process). Journal of Turkish Studies, Volume 15 Issue 4(Volume 15 Issue 4), 109-129. doi:10.7827/TurkishStudies.43502

Barišić, K. D., Divjak, B., & Kirinić, V. (2017). Validation of Survey of Preservice Teachers’ Knowledge of Teaching and Technology in the Context of Croatian Educational System. Proceedings of the 28th CECIIS -Central European Conference on Information and Intelligent Systems, 27-29.

Basilaia, G., & Kvavadze, D. (2020). Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia. Pedagogical Research, 5(4), 1-9. doi:10.29333/pr/7937

Boyer, W., & Crippen, C. L. (2014). Learning and Teaching in the 21st Century: An Education Plan for the New Millennium Developed in British Columbia, Canada. Childhood Education, 90(5), 343-353. doi:10.1080/00094056.2014.952218

Cahapay, M. B. (2021). Development of Preparedness Competencies in Basic Education Science Curriculum: An Insight from the COVID-19 Global Outbreak. European Journal of Environment and Public Health, 5(1), em0063. doi:10.29333/ejeph/8578

Carpendale, J., Delaney, S., & Rochette, E. (2020). Modeling Meaningful Chemistry Teacher Education Online: Reflections from Chemistry Preservice Teacher Educators in Australia. Journal of Chemical Education, 97(9), 2534-2543. doi:10.1021/acs.jchemed.0c00718

Cascini, G., Nagai, Y., Georgiev, G. V., & Zelaya, J. (2020). What can we learn from COVID-19 pandemic for design creativity research? International Journal of Design Creativity and Innovation, 8(3), 141-143. doi:10.1080/21650349.2020.1771867

Castéra, J., Marre, C. C., Yok, M. C. K., Sherab, K., Impedovo, M. A., Sarapuu, T., . . . Armand, H. (2020). Self-reported TPACK of teacher educators across six countries in Asia and Europe. Education and Information Technologies, 25(4), 3003-3019. doi:10.1007/s10639-020-10106-6

Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2010). Facilitating Preservice Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK). Educational Technology & Society, 13(4), 63–73.

Chemi, T. (2020). It Is Impossible: The Teacher’s Creative Response to the Covid-19 Emergency and Digitalized Teaching Strategies. Qualitative Inquiry, 00(0), 1-8. doi:10.1177/1077800420960141

Cherner, T., & Smith, D. (2016). Reconceptualizing TPACK to Meet the Needs of Twenty-First-Century Education. The New Educator, 13(4), 329-349. doi:10.1080/1547688x.2015.1063744

Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2019). 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. doi:10.1007/s40299-019-00461-5

Gao, L. X., & Zhang, L. J. (2020). Teacher Learning in Difficult Times: Examining Foreign Language Teachers' Cognitions About Online Teaching to Tide Over COVID-19. Front Psychol, 11, 549-653. doi:10.3389/fpsyg.2020.549653

Gulati, R. R., Reid, H., & Gill, M. (2020). Instagram for peer teaching: opportunity and challenge. Educ Prim Care, 1-3. doi:10.1080/14739879.2020.1811163

Habibi, A., Yusop, F. D., & Razak, R. A. (2019). The role of TPACK in affecting pre-service language teachers’ ICT integration during teaching practices: Indonesian context. Education and Information Technologies, 25(3), 1929-1949. doi:10.1007/s10639-019-10040-2

Habibi, A., Yusop, F. D., & Razak, R. A. (2020). The dataset for validation of factors affecting pre-service teachers' use of ICT during teaching practices: Indonesian context. Data Brief, 28, 104875. doi:10.1016/j.dib.2019.104875

Hadar, L. L., Ergas, O., Alpert, B., & Ariav, T. (2020). Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies during the Covid-19 crisis. European Journal of Teacher Education, 43(4), 573-586. doi:10.1080/02619768.2020.1807513

Henaku, E. A. (2020). COVID-19: Online Learning Experience of College Students: The Case of Ghana. International Journal of Multidisciplinary Sciences and Advanced Technology, 1(2), 54-62.

Hsu, S. (2017). Developing and validating a scale for measuring changes in teachers' ICT integration proficiency over time. Computers & Education, 111, 18-30. doi:10.1016/j.compedu.2017.04.001

Iyer, P., Aziz, K., & Ojcius, D. M. (2020). Impact of COVID-19 on dental education in the United States. Journal Dental Education, 1-5. doi:https://doi.org/10.1002/jdd.12163

Jadhav, V. R., Bagul, T. D., & Aswale, S. R. (2020). COVID-19 Era: Students’ Role to Look at Problems in Education System during Lockdown Issues in Maharashtra, India. International Journal of Research and Review, 7(5), 328 - 331.

Jariyah, I. A., & Tyastirin, E. (2020). Proses dan Kendala Pembelajaran Biologi di Masa Pandemi Covid-19: Analisis Respon Mahasiswa. Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, 4(2), 183. doi:10.36312/e-saintika.v4i2.224

Jena, P. K. (2020). Online Learning During Lockdown Period for Covid-19 in India. International Journal of Multidisiplinary Educational Research, 9(5), 82 - 92. doi:https://www.researchgate.net/publication/342123356

Junnaina, H. C., & Hazri, J. (2012). Factors Influencing the Technological Pedagogical Content Knowledge (TPACK) among TVET instructors in Malaysian TVET Institution. Procedia - Social and Behavioral Sciences, 69, 1539-1547. doi:10.1016/j.sbspro.2012.12.096

Kalloo, R. C., Mitchell, B., & Kamalodeen, V. J. (2020). Responding to the COVID-19 pandemic in Trinidad and Tobago: challenges and opportunities for teacher education. Journal of Education for Teaching, 1-11. doi:10.1080/02607476.2020.1800407

Kamsurya, R. (2020). Learning Evaluation of Mathematics during the Pandemic Period COVID-19 in Jakarta. International Journal of Pedagogical Development and Lifelong Learning, 1(2), ep2008. doi:10.30935/ijpdll/8439

Kembikbud. (2021). Modul 5 Optimalisasi Pemanfaatan TIK dalam Pembelajaran Abad 21Modul Pembelajaran Berbasis TIK (PEMBATIK) Level 2. Jakarta: Pusdatin Kemdikbud.

Khoza, S. B., & Biyela, A. T. (2019). Decolonising technological pedagogical content knowledge of first year mathematics students. Education and Information Technologies, 25(4), 2665-2679. doi:10.1007/s10639-019-10084-4

Koh, J. H. L., & Sing, C. C. (2011). Modeling Pre-Service Teachers’ Technological Pedagogical Content Knowledge (TPACK) Perceptions: The Influence of Demographic Factors and TPACK Constructs. (Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Conference, Hobart, Australia, 4 - 7 December 2011).

Lie, A., Tamah, S. M., Gozali, I., Triwidayati, K. R., Utami, T. S. D., & Jemadi, F. (2020). Secondary School Language Teachers’ Online Learning Engagement during the Covid-19 Pandemic in Indonesia. Journal of Information Technology Education: Research, 19, 803-832. doi:10.28945/4626

Manfra, M. M., & Spires, H. A. (2013). Creative Synthesis and TPACK: Supporting Teachers through a Technology and InquiryRich Graduate Degree Program. Contemporary Issues in Technology and Teacher Education, 13(4), 386-418.

Moawad, R. A. (2020). Online Learning during the COVID- 19 Pandemic and Academic Stress in University Students. Revista Românească pentru Educaţie Multidimensională, 12(1), 1 - 8. doi:10.18662/rrem/12.1sup2/

Morales, S. B., Morales, J. L., & Taibo, O. G. (2021). Teaching intervention in physical education during quarantine for COVID-19. Federación Española de Asociaciones de Docentes de Educación Física (FEADEF)(39), 388-395. doi:10.47197/retos.v0i39.80089

Mulenga, E. M., & Marbán, J. M. (2020). Prospective Teachers’ Online Learning Mathematics Activities in The Age of COVID-19: A Cluster Analysis Approach. EURASIA Journal of Mathematics, Science and Technology Education, 16(9), em1872. doi:10.29333/ejmste/8345

Mulyadi, D., Wijayatingsih, T. D., Budiastuti, R. E., Ifadah, M., & Aimah, S. (2020). Technological Pedagogical and Content Knowledge of ESP Teachers in Blended Learning Format. International Journal of Emerging Technologies in Learning (iJET), 15(06), 124. doi:10.3991/ijet.v15i06.11490

Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492-505. doi:10.1080/13523260.2020.1761749

Nasri, N. M., Husnin, H., Mahmud, S. N. D., & Halim, L. (2020). Mitigating the COVID-19 pandemic: a snapshot from Malaysia into the coping strategies for pre-service teachers’ education. Journal of Education for Teaching, 1-8. doi:10.1080/02607476.2020.1802582

Nuere, S., & de Miguel, L. (2020). The Digital/Technological Connection with COVID-19: An Unprecedented Challenge in University Teaching. Technology, Knowledge and Learning. doi:10.1007/s10758-020-09454-6

Oakley, G. (2020). Developing pre-service teachers’ technological, pedagogical and content knowledge through the creation of digital storybooks for use in early years classrooms. Technology, Pedagogy and Education, 29(2), 163-175. doi:10.1080/1475939x.2020.1729234

Özgür, H. (2020). Relationships between teachers’ technostress, technological pedagogical content knowledge (TPACK), school support and demographic variables: A structural equation modeling. Computers in Human Behavior, 112, 106468. doi:10.1016/j.chb.2020.106468

Prasojo, L. D., Habibi, A., Mukminin, A., Sofyan, S., Indrayana, B., & Anwar, K. (2020). Factors Influencing Intention to Use Web 2.0 in Indonesian Vocational High Schools. International Journal of Emerging Technologies in Learning (iJET), 15(05), 100. doi:10.3991/ijet.v15i05.10605

Qadir, J., & Al-Fuqaha, A. (2020). A Student Primer on How to Thrive in Engineering Education during and beyond COVID-19. Education Sciences, 10(9), 236. doi:10.3390/educsci10090236

Rajhans, V., Memon, U., Patil, V., & Goyal, A. (2020). Impact of COVID-19 on academic activities and way forward in Indian Optometry. J Optom, 13(4), 216-226. doi:10.1016/j.optom.2020.06.002

Rap, S., Maggor, Y. F., Aviran, E., Serebro, I. S., Easa, E., Yonai, E., . . . Blonder, R. (2020). An Applied Research-Based Approach to Support Chemistry Teachers during the COVID-19 Pandemic. J Chem Educ, 97(9), 3278-3284. doi:10.1021/acs.jchemed.0c00687

Sanchez, D. O., & Trigueros, I. M. G. (2020). MOOCs and NOOCs in the Training of Future Geography and History Teachers: A Comparative Cross-Sectional Study Based on the TPACK Model. IEEE Access, 8, 4035-4042. doi:10.1109/access.2019.2963314

Schmid, M., Brianza, E., & Petko, D. (2020). Efficient self-report measures for technological pedagogical content knowledge (TPACK): Constructing a reliable and valid short-scale among pre-service teachers. Computers & Education, 157, 103967. doi:10.1016/j.compedu.2020.103967

Spoel, I. V. d., Noroozi, O., Schuurink, E., & Ginkel, S. V. (2020). Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European Journal of Teacher Education, 43(4), 623-638. doi:10.1080/02619768.2020.1821185

Thinzarkyaw, W. (2019). The Practice of Technological Pedagogical Content Knowledge of Teacher Educators in Education Colleges in Myanmar. Contemporary Educational Technology, 11(2). doi:10.30935/cet.660829

Türel, Y. K., Özdemir, T. Y., & Varol, F. (2017). Teachers’ ICT Skills Scale (TICTS): Reliability and Validity. Cukurova University Faculty of Education Journal, 46(2), 503-516. doi:10.14812/cuefd.299864

Undang-Undang Nomor 14 Tahun 2005 Retrieved from luk.staff.ugm.ac.id/atur/UU14-2005GuruDosen.pdf

Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Retrieved from http://simkeu.kemdikbud.go.id/index.php/peraturan1/8-uu-undang-undang/12-uu-no-20-tahun-2003-tentang-sistem-pendidikan-nasional

. Undang-Undang RI Nomor 19 tahun 2005 tentang Standar Nasional Pendidikan. Retrieved from https://pelayanan.jakarta.go.id/download/regulasi/peraturan-pemerintah-nomor-19-tahun-2005-tentang-standar-pendidikan-nasional.pdf.

Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2012). Technological pedagogical content knowledge - a review of the literature. Journal of Computer Assisted Learning, 29(2), 109-121. doi:10.1111/j.1365-2729.2012.00487.x

Wulansari, D., Adlim, M., & Syukri, M. (2020). Technological pedagogical and content knowledge (TPACK) of science teachers in a suburban area. Journal of Physics: Conference Series, 1460, 012135. doi:10.1088/1742-6596/1460/1/012135




DOI: https://doi.org/10.37010/duconomics.v1.5470

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Flag Counter