Technological Pedagogical and Content Knowledge (TPACK): The Students’ Perspective on Writing Class
TPACK
Abstract
This study reports the profile of Technological Pedagogical and Content Knowledge (TPACK) of Writing lectures from the students’ perspective. It described the students’ attitudes and opinion on the implementation of Technological Pedagogical and Content Knowledge (TPACK) during joining the teaching-learning activities of writing class. Adopting qualitative descriptive study framework, fifty students participated in fulfilling the questionnaires on the implementation of Technological Pedagogical and Content Knowledge (TPACK). Closed questionnaire was implemented as the research instrument in collecting the data. Closed questionnaire was used to measure 7 (seven) TPACK domains, namely: 1. Technological Knowledge, 2. Pedagogical Knowledge, 3. Content Knowledge, 4. Technological Pedagogical Knowledge, 5. Technological Content Knowledge, 6. Pedagogical Content Knowledge, 7. Technological Pedagogical Content Knowledge. The results show that the ability of lecturers of writing class in applying TPACK is at enough criteria.
Downloads
References
Ahmad, I. (2018). Pendidikan Tinggi “4.0” Yang Mampu Meningkatkan Daya Saing Bangsa. Direktur Jenderal Pembelajaran dan Kemahasiswaan Kementerian Riset, Teknologi, Dan Pendidikan Tinggi.
Koehler, M. J., & Mishra, P. (2008). Introducing TPACK. In AACTE Committee on Innovation & Technology (Eds.), Handbook of Technological Pedagogical Content Knowledge for Educators. New York: Routledge. p. 3-19.
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The Technological Pedagogical Content Knowledge Framework. In J. M. Spector et al (Eds), Handbook of Research on Educational Communications and Technology. Springer Science. New York. p. 101-111. DOI: https://doi.org/10.1007/978-1-4614-3185-5_9
Miles, M. B., & Huberman, A. M. (1994) Qualitative Data Analysis. Thousand Oaks: Sage Publication.
Mishra, P. & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 6(108). 1017-1054. DOI: https://doi.org/10.1111/j.1467-9620.2006.00684.x
Oshima, A. & Hogue, A. (1997). Introduction to Academic Writing, Second Edition. New York: Longman.
Peraturan Pemerintah Republik Indonesia No. 19 Tahun 2005 tentang Standar Nasional Pendidikan.
Sahin, I. (2011). Development of Survey of Technological Pedagogical Content Knowledge (TPACK). The Turkish Online Journal of Technological Education, 10. 97-105.
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Technology in Education, 42(2). 123-149. DOI: https://doi.org/10.1080/15391523.2009.10782544
Shulman, L. S. (2006). Those who understand; Knowledge growth in teaching. Education Researcher, 15(2). 4-14. DOI: https://doi.org/10.3102/0013189X015002004
Tarigan, H.G. (1994). Menulis sebagai Suatu Keterampilan BerbahasaI. Bandung: Angkasa.
Tian, Suryawati, & Arief. (2014). Technological Pedagogical Profile Content Knowledge (TPCK) Prospective Students Fkip Biology Teacher University of Riau.
Undang-Undang Republik Indonesia Nomor 14 Tahun 2005 tentang Guru dan Dosen.
Widodo, H. P. (2007). Textbook Analysis on College Academic Writing. TEFLIN Journal, 18(2). 109-122 DOI: https://doi.org/10.15639/teflinjournal.v18i2/109-122
Widodo, H. P. (2008). Process-Based Academic Essay Writing Instruction in an EFL Context. Jurnal. BAHASA DAN SENI, 36(1). 101-111.
Copyright (c) 2020 Farikah Farikah, Moch. Malik Al Firdaus
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International 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 JSGP 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-SA 4.0) that allows others to share the work with an acknowledgement 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 acknowledgement 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.