Teachers Learning in Technology-Ethnoscience Professional Development and Its Impact on TPACK
DOI:
10.29303/jppipa.v8i6.2420Published:
2022-12-30Issue:
Vol. 8 No. 6 (2022): DecemberKeywords:
Teachers learning, Technology-ethnoscience professional development, TPACKResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
This study investigates teachers' learning in technology-ethnoscience professional development for 3 months and its impact on science teachers' TPACK in East Nusa Tenggara (NTT)-Indonesia. These secondary school science teachers participate in PD that focuses on communication of information technology and ethnoscience-based materials and their applications in designing and conducting classroom instruction. Five science teacher instruments (n=28) were used, i.e. TPACK test questions, lesson plan analysis rubric, teaching observation sheets, response questionnaires and interview guides. Data is collected before, during, and after program implementation which is carried out every week. Descriptive statistics and Paired Sample T-Test were used for analysis. It was found that teachers' TPACK increased after studying in the program with significant benefits. In addition, the ability to design and implement learning changes to be more oriented towards technology-ethnoscience integration, but the benefits are not significant for all science teachers. This study suggests that teachers' PD programs in the future need to consider aspects of integrating technology in learning and the process is carried out not only when the program is run, but continues every day in class so as to create habits for science teachers. Indonesia currently needs more longitudinal PD to ensure that TPACK is integrated in science teaching and its usefulness for student learning outcomes
References
Azhar, A., Ramadhan, K., & Irawan, D. (2022). Social Competence Analysis of Science Teachers During the Covid-19 Pandemic. Jurnal Penelitian Pendidikan IPA, 8(3), 1308–1313. https://doi.org/10.29303/jppipa.v8i3.1656
Dalal, M., Archambault, L., & Shelton, C. (2017). Professional Development for International Teachers: Examining TPACK and Technology Integration Decision Making. Journal of Research on Technology in Education, 49(3–4), 117–133. https://doi.org/10.1080/15391523.2017.1314780
Dewi, C. A., Khery, Y. & Erna, M. (2019). An ethnoscience study in chemistry learning to develop scientific literacy. Jurnal Pendidikan IPA Indonesia, 8(2), 279–287. https://doi.org/10.15294/jpii.v8i2.19261
Dwianto, A., Wilujeng, I., Prasetyo, Z. K., & Suryadarma, I. G. P. (2017). The development of science domain based learning tool which is integrated with local wisdom to improve science process skill and scientific attitude. Jurnal Pendidikan IPA Indonesia, 6(1), 23–31. https://doi.org/10.15294/jpii.v6i1.7205
Fernandez, C. (2014). Knowledge base for teaching and pedagogical content knowledge (PCK): Some useful models and implications for teachers’ training. Problems of Education in the 21st Century, 60(1), 79–100. http://dx.doi.org/10.33225/pec/14.60.79
Guzey, S. S., & Roehrig, G. H. (2009). Teaching Science with Technology: Case Studies of Science Teachers’ Development of Technological Pedagogical Content Knowledge (TPCK). Contemporary Issues in Technology and Teacher Education, 9(1), 25–45. Retrieved from http://www.editlib.org/p/29293/
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252. https://doi.org/10.1007/s11423-006-9022-5
Kavanagh, S. S., Metz, M., Hauser, M., Fogo, B., Taylor, Me. W. & Carlson, J. (2019). Practicing Responsiveness: Using Approximations of Teaching to Develop Teachers’ Responsiveness to Students’ Ideas. Journal of Teacher Education, 71(1), 94–107. https://doi.org/10.1177/0022487119841884
Kelani, R. R., & Khourey-Bowers, C. (2012). Professional development in sub-Saharan Africa: What have we learned in Benin?. Professional Development in Education, 38(5), 705–723. https://doi.org/10.1080/19415257.2012.670128
Lee, H., Longhurst, M. & Campbell, T. (2017). Teacher learning in technology professional development and its impact on student achievement in science. International Journal of Science Education, 39(10), 1282-1303. https://doi.org/10.1080/09500693.2017.1327733
Lee, C. J., & Kim, C. M. (2017). A technological pedagogical content knowledge based instructional design model: a third version implementation study in a technology integration course. Educational Technology Research and Development, 65(6), 1627–1654. https://doi.org/10.1007/s11423-017-9544-z
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
Mouza, C. (2011). Promoting urban teachers’ understanding of technology, content, and pedagogy in the context of case development. Journal of Research on Technology in Education, 44(1), 1–29. https://doi.org/10.1080/15391523.2011.10782577
Nasar, A., & Daud, M. H. (2020). Analisis Kemampuan Guru Ipa Tentang Technological Pedagogical Content Knowledge Pada Smp/Mts Di Kota Ende. Optika: Jurnal Pendidikan Fisika, 4(1), 9–20. https://doi.org/10.37478/optika.v4i1.413
Riandi, Purwianingsih, W., & Hasibuan, K. (2019). Apakah TPACK Guru Biologi Dipengaruhi Budaya Daerah / Lokal? (Studi Tentang Peranan Budaya Daerah / Lokal dalam Pembentukan TPACK Guru Biologi SMA). Seminar Nasional Pendidikan Biologi Dan Saintek Ke-IV, 485–492. Retrieved from http://hdl.handle.net/11617/11361
Rienties, B., Brouwer, N., Bohle Carbonell, K., Townsend, D., Rozendal, A. P., van der Loo, J., Dekker, P., & Lygo-Baker, S. (2013). Online training of TPACK skills of higher education scholars: A cross-institutional impact study. European Journal of Teacher Education, 36(4), 480–495. https://doi.org/10.1080/02619768.2013.801073
Sgouros, G. & Stavrou, D. (2019). Teachers’ professional development in Nanoscience and nanotechnology in the context of a Community of Learners. International Journal of Science Education, 41(15), 2070–2093. https://doi.org/10.1080/09500693.2019.1659521
Sjoer, E. & Meirink, J. (2015). Understanding the complexity of teacher interaction in a teacher professional learning community. European Journal of Teacher Education, 39(1), 110–125. https://doi.org/10.1080/02619768.2014.994058
Snoek, M., Knezic, D., Van Den Berg, E., Emmelot, Y., Heyma, A. & Sligte, Sligte, H. (2018). Impact of in-service Master of Education programmes on teachers and their working environment. European Journal of Teacher Education, 41(5), 620–637. https://doi.org/10.1080/02619768.2018.1529755
Szelei, N., Tinoca, L. & Pinho, A. S. (2019). Professional Development in Education Professional development for cultural diversity : the challenges of teacher learning in context. Professional Development in Education, 46(5), 780–796. https://doi.org/10.1080/19415257.2019.1642233
Author Biographies
Yohanes Freadyanus Kasi, Universitas Pendidikan Indonesia
Ari Widodo, Universitas Pendidikan Indonesia
Achmad Samsudin, Universitas Pendidikan Indonesia
Riandi Riandi, Universitas Pendidikan Indonesia
License
Copyright (c) 2022 Yohanes Freadyanus Kasi, Ari Widodo, Achmad Samsudin, Riandi Riandi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).