TPACK DALAM PEMBELAJARAN MATEMATIKA ONLINE DI MASA PANDEMI
DOI:
https://doi.org/10.30605/proximal.v5i1.1292Abstract
Penulisan artikel ini menggunakan metode studi literatur yang berfokus pada peranan TPACK serta upaya peningkatannya dalam pembelajaran matematika online di masa pandemi. Penggunaan ICT dalam pembelajaran matematika online menjadi tantangan tersendiri bagi guru. Maka dibutuhkan peningkatan kompetensi guru salah satunya melalui peningkatan TPACK. TPACK memiliki peranan penting terutama untuk meningkatkan pembelajaran serta capaian belajar siswa. Upaya yang dapat dilakukan guru untuk meningkatan TPACK dalam pembelajaran matematika diantaranya mengoptimalkan penggunaan platform Guru Belajar & Berbagi, turut serta dalam kegiatan workshop dan webinar, serta melakukan lesson study
Downloads
References
Akturk, A. O., Ozturk, H. S., Ozturk, S., & Tpack, H. T. (2019). Teachers ’ TPACK Levels and Students ’ Self- efficacy as Predictors of Students ’ Academic Achievement To cite this article : Teachers ’ TPACK Levels and Students ’ Self -efficacy as Predictors of Students ’ Academic Achievement.
Baier, F., & Kunter, M. (2020). Construction and validation of a test to assess (pre-service) teachers’ technological pedagogical knowledge (TPK). Studies in Educational Evaluation, 67(October), 100936. https://doi.org/10.1016/j.stueduc.2020.100936
Bakar, N. S. A., Maat, S. M., & Rosli, R. (2020). Mathematics Teacher’s Self-Efficacy of Technology Integration and Technological Pedagogical Content Knowledge. 11(2), 259–276.
Brinkley-Etzkorn, K. E. (2018). Learning to teach online: Measuring the influence of faculty development training on teaching effectiveness through a TPACK lens. Internet and Higher Education, 38(April), 28–35. https://doi.org/10.1016/j.iheduc.2018.04.004
Cassibba, R., Ferrarello, D., Mammana, M. F., Musso, P., Pennisi, M., & Taranto, E. (2021). Teaching mathematics at distance: A challenge for universities. Education Sciences, 11(1), 1–20. https://doi.org/10.3390/EDUCSCI11010001
Fujita, N. (2020). Transforming online teaching and learning: towards learning design informed by information science and learning sciences. Information and Learning Science, 121(7–8), 503–511. https://doi.org/10.1108/ILS-04-2020-0124
Habibi, A., Yusop, F. D., & Razak, R. A. (2020). 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. https://doi.org/10.1007/s10639-019-10040-2
Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Exploring undergraduate students’ attitudes towards emergency online learning during COVID-19: A case from the UAE. Children and Youth Services Review, 119(August). https://doi.org/10.1016/j.childyouth.2020.105699
Kemendikbud. (2021). Kemendikbud Siapkan Kebijakan Pembelajaran Tatap Muka Terbatas. https://www.kemdikbud.go.id/main/blog/2021/03/kemendikbud-siapkan-kebijakan-pembelajaran-tatap-muka-terbatas
Koehler, M. J., & Mishra, P. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054.
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The Technological Pedagogical Content Knowledge Framework. In Handbook of Research on Educational Communications and Technology: Fourth Edition (pp. 1–1005). https://doi.org/10.1007/978-1-4614-3185-5
Mailizar, Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers’ views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7). https://doi.org/10.29333/EJMSTE/8240
Marbán, J. M., Radwan, E., Radwan, A., & Radwan, W. (2021). Primary and secondary students’ usage of digital platforms for mathematics learning during the COVID-19 outbreak: The case of the Gaza strip. Mathematics, 9(2), 1–21. https://doi.org/10.3390/math9020110
Moosa, I. A. (2020). The effectiveness of social distancing in containing Covid-19. Applied Economics, 00(00), 6292–6305. https://doi.org/10.1080/00036846.2020.1789061
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). https://doi.org/10.29333/EJMSTE/8345
Ndongfack, M. N. (2015). TPACK Constructs : A Sustainable Pathway for Teachers Professional Development on Technology Adoption. September, 1697–1709.
Ng, D. (2011). Indonesian primary teachers’ mathematical knowledge for teaching geometry: Implications for educational policy and teacher preparation programs. Asia-Pacific Journal of Teacher Education, 39(2), 151–164. https://doi.org/10.1080/1359866X.2011.560648
Perienen, A. (2020). Frameworks for ICT Integration in Mathematics Education - A Teacher’s Perspective. Eurasia Journal of Mathematics, Science and Technology Education, 16(6). https://doi.org/10.29333/ejmste/7803
Shuilleabhain, A. N., & Seery, A. (2017). Professional Development in Education Enacting curriculum reform through lesson study : a case study of mathematics teacher learning. Professional Development in Education, 5257(March), 1–15. https://doi.org/10.1080/19415257.2017.1280521
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14.
Takahashi, A., & McDougal, T. (2016). Collaborative lesson research: maximizing the impact of lesson study. ZDM, 48(4), 1–14. https://doi.org/10.1007/s11858-015-0752-x.
Wong, G. K. W. (2014). Engaging students using their own mobile devices for learning mathematics in classroom discourse: A case study in Hong Kong. International Journal of Mobile Learning and Organisation, 8(2), 143–165. https://doi.org/10.1504/IJMLO.2014.062352
Downloads
Published
How to Cite
Issue
Section
License
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- 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 this journal.
- 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.
