Analysis Of Technological, Technological, Pedagogical, And Content Knowledge (TPACK) of Islamic Religious Education Teachers of MTS On Hadas And Najis Materials

Authors

  • Hanafi Hanafi Universitas Islam Negeri Mataram, Mataram, Indonesia, Indonesia

DOI:

https://doi.org/10.30868/ei.v12i01.4532

Keywords:

TPACK, Teacher, Islamic Religious Education, Hadas and Najis Materials

Abstract

This study aims to analyze the Technological Pedagogical Content Knowledge (TPACK) skills of MTs Islamic Religious Education (PAI) Teachers on Hadas and Najis Material. The method used in this research is descriptive research. In descriptive analysis, researchers do not treat the object of study. The sampling technique used was purposive sampling with 6 Madrasah Tsanawiyah Schools (MTs) in West Lombok Regency, NTB. Data is collected via the TPACK filling tool. Data analysis by coding is based on seven categories in the TPACK framework (CK, PK, TK, PCK, TPK, TCK, TPACK). Based on the results of data analysis, the ability of Madrasah Tsanawiyah (MTs) teachers in West Lombok Regency, West Nusa Tenggara, on hadas and najis material shows (a) there is no difference between groups A and B in the level of TPACK ability. There is a difference in the length of a teacher's teaching experience. The planning and implementation capabilities of TPACK MTs teachers are limited to focus and its tools along with whiteboards and markers, which are implemented in the process of teaching and learning activities using the presentation method in a class by each group of students.

References

Bas, G., & Senturk, C. (2018). An Evaluation of Technological Pedagogical Content Knowledge (TPACK) of In-Service Teachers: A Study in Turkish Public Schools. International Journal of Educational Technology.

Bibi, S., & Khan, S. H. (2017). TPACK in action: A study of a teacher educator’s thoughts when planning to use ICT. Australasian Journal of Educational Technology.

Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2020). Exploring the structural relationship among teachers’ technostress, technological pedagogical content knowledge (TPACK), computer self-efficacy and school support. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-019-00461-5

Jones, D., Heffernan, A., & Albion, P. (2015). TPACK as shared practice: Toward a research agenda. Society for Information Technology ….

KIRIKÇILAR, R. G., & YILDIZ, A. (2019). Developing an Observation Form to Determine the TPACK Usage. International Journal of Educational ….

Othman, N., & Maat, S. M. (2020). TPACK Framework based research in mathematical education: A systematic literature review. In Social Sciences. m.merogostar.com.

Özgür, H. (2020). Relationships between teachers’ technostress, technological pedagogical content knowledge (TPACK), school support and demographic variables: A structural …. Computers in Human Behavior.

Papanikolaou, K., Gouli, E., & Makri, K. (2014). Designing pre-service teacher training based on a combination of TPACK and Communities of Inquiry. Procedia-Social and Behavioral ….

Su, X., Huang, X., Zhou, C., & Chang, M. (2017). A technological pedagogical content knowledge (TPACK) scale for geography teachers in senior high school. In Egitim ve Bilim. maiga.athabascau.ca.

Tallvid, M., Lundin, J., & Lindström, B. (2012). Using TPACK for analysing teachers’ task design–understanding change in a 1: 1-laptop setting. Society for Information Technology ….

Tokmak, H. S. (2015). Pre-service teachers’ perceptions on TPACK development after designing educational games. Asia-Pacific Journal of Teacher Education. https://doi.org/10.1080/1359866X.2014.939611

Downloads

Published

28-02-2023

Issue

Vol. 12 No. 01 (2023): Edukasi Islami: Jurnal Pendidikan Islam

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. 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.
  3. 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).