Geography Teachers Inovativeness on TPACK Framework Based Learning
Geography Teachers’ Inovativeness on TPACK Framework Based Learning Technology Ahmad Yani, Mamat Ruhimat, Asep Mulyadi Universitas Pendidikan Indonesia ahmadyani@upi. edu
Introduction • TPACK is a framework to make it easier for teachers to simplify complex teaching materials so that they are easy to understand. Teachers give material in attractive learning media; and speak in a calming, practical learning approach. • The framework becomes a reference in preparing lesson plans, implementing learning in class, and even developing learning outcome instruments. • Before the Covid-19 pandemic, the TPACK framework was not given much attention by geography teachers in Indonesia. They do not try to adjust between the teaching materials (content), the media that will be used (technology), and the learning strategies (pedagogical) they will use.
• This old habit is doubtless not profitable when the Covid-19 pandemic hits Indonesia. Teachers in Indonesia feel stuttering about the use of technology in learning. They are nervous in managing classrooms accustomed to face-to-face, then forced to carry out online education. • Problems arise not only in learning practices in schools but also in the COVID-19 pandemic emergency policy. The central government seems very stuttering in overcoming the problem of implementing learning during the pandemic, regarding the limitations of the internet network, internet data for students, and teachers' low skills in using the Learning Management System (LMS) application-based learning technology, and others. Teacher Innovations in Learning Technology Based on the TPACK Framework
• Apart from the problems and policy controversies, this study examines teachers' readiness to face learning in the Covid-19 pandemic era. To answer this question, this study seeks to answer by looking at the teacher's mastery of three main things in learning, as suggested in the TPACK framework: knowledge of teaching materials, classroom management (pedagogy), and skills in the use of learning technology.
Methods • The method used was a survey of geography teachers in Indonesia and obtained 102 who were willing to answer questions. The gender proportions of the participants were 56 males and 46 females. The survey was carried out by compiling a questionnaire via google form and distributed by email to participants willing to fill out. • The instrument charge period is two weeks. The education profile of the participants was 77 (75. 5%) with a Bachelor's degree (S 1) and 25 people (24. 5%) with a Masters's (S 2) education. The work experience as a teacher spans from zero years to 25 years.
Results and Discussion • TPACK is not a learning model but a framework for integrating technology in teaching. This framework answers various gaps and gaps in the subject matter's characteristics with the selection and use of technology and learning strategies. TPACK has three primary studies at the conceptual level, namely Technological Knowledge, Content Knowledge, Pedagogical Knowledge, and the interaction between each of these two knowledge and all of this knowledge. • This combination is explained in detail by Cox & Graham, into seven variables that can be used as indicators for every teacher who will develop the TPACK framework:
• The level of mastery or skills of geography teachers in the use of learning technology (TK) is currently developing, such as using computers and learning applications. Based on the teacher's admission, generally, it ranges from 7 - 8 on a ten scale. • The level of mastery and skills of the geography teacher in managing the class, using various learning methods, learning models, and administering examinations (PK) ranges from 7 -8 on a ten-point scale. • The geography teacher's level of understanding of the overall geography material at the high school level (CK) ranges from 7 - 8 on a scale of ten. • The level of mastery and skills of geography teachers in packaging geography teaching materials which are initially converted into learning media, for example into presentation materials, into audio-visual, animated, interactive, or virtual reality (TCK) media based on the recognition of geography teachers tends to be lower, namely in the range 6 - 7 on a scale of ten; • The level of mastery and skills of the geography teacher in packaging teaching materials that were initially very complex into teaching materials that students easily understood (PCK) ranged from 7 -8 on a scale of ten. • The level of mastery and skills of geography teachers in utilizing learning technology so that it is suitable to be applied to any learning models (TPK) tends to weaken, namely 6 - 7, on a scale of ten. • The level of mastery and skills of the geography teacher in integrating technology, content, and pedagogy to improve student achievement (TPACK) ranges from 6 - 8 on a scale of ten.
GEOGRAPHIC TEACHER UNDERSTANDING IN EACH TPACK COMPONENT 60 50 40 30 20 10 0 1 2 3 4 TK 5 PK CK 6 TCK PCK 7 TPK TPACK 8 9 10
• Researchers suspect that the teacher's admission that he feels he is a mastery of technology affects the implementation of distance learning (online). This research was conducted in early September 2020 and has passed around 7 (seven) months of the pandemic period since February 2020. This is by the teacher's statement that they feel that they have increased mastery of the use of learning technology after getting used to online learning.
• Table 1. Recognition of Geography Teachers on increasing mastery of the use of learning technology after getting used to online learning No Answers from participants F 1 Not increasing 0 0 2 Less increased 0 0 3 Simply Increase 10 9, 80 4 To increase 52 50, 98 5 Greatly Improved 40 39, 22 102 %
• Participants felt that online learning was still less effective than faceto-face learning. It is understandable that teachers still feel that they have mastered technology (computers and various applications that support the learning process) in operational techniques. No Answers from participants 1 Ineffective F % 23 22, 55 2 Less effective 30 29, 42 3 Effective enough 20 19, 61 4 Effective 26 25, 49 5 Very effective 3 2, 94 102
• The opinion above seems less consistent with the answers to questions about learning resources. In the questionnaire, the researcher asked whether in online learning, learning resources were more abundant than face-to-face learning. The participants' response pattern formed a standard curve, although it tended to be more positive. No 1 2 3 4 5 Answers from participants Not abundant Less abundant Pretty abundant Overflow Very abundant F 5 10 26 38 23 102 % 4, 90 9, 81 25, 49 37, 26 22, 55
• Not Happy / Comfortable • Less Happy / Comfortable • Quite Happy / Comfortable • Very Happy / Comfortable
• The final question to complete information about geography teachers' position in acceptance of the presence of online-based learning technology innovations is in the Early Majority and Early Adopters categories. This is obtained from the assumption that they feel happy/comfortable in carrying out online learning during the Covid-19 Pandemic No 1 2 3 4 5 Answers from participants Not Happy / Comfortable Less Happy / Comfortable Quite Happy / Comfortable Very Happy / Comfortable F 2 14 35 41 10 102 % 1, 96 13, 73 34, 32 40, 19 9, 82
• Crosstable between increasing skills in the use of learning technology with the effectiveness of learning Effectiveness of Online Learning Improved technology use skills 1 2 3 4 5 1 2 3 3 4 12 14 10 15 1 5 9 10 8 11 2
• Based on cross Table, it appears that there is an impression that improving skills in using technology is not proportional to the effectiveness of learning. • The research analysis results concluded that the geography teacher psychologically felt that there was an increase in skills in the use of learning technology via the internet, but pedagogically it was still not optimal. • This assumption can be convincing because, based on Figure 1, the geography teacher's understanding of the overall geography material at the high school level (CK) is quite good, ranging from 7 -8 on a scale of ten. If depicted in the TPACK Venn-diagram [4], it is as follows:
Pedagogic Content Technology The slice between content and technology is quite wide compared to the slice with a pedagogic component.
Conclusion • Based on the study results, the researcher concludes that geography teachers do not yet have adequate skills in learning geography if it is carried out online, even though within certain limits, they have felt an increase in skills in the use of online-based learning technology. • This conclusion strengthens the assumption that the level of teacher acceptance of online learning innovations is quite good because, in the Early Majority and Early Adopters categories, the implication is that there needs to be training that is more focused on increasing teacher competence in online learning strategies by utilizing various learning resources available in cyberspace.
References • Rogers, Everett M, 1995, Diffusions of Innovations, Forth Edition. New York: Tree Press. • Koehler, M. J. , Mishra, P. , Ackaoglu, M. , & Rosenberg, J. M. (2013). The Technological Pedagogical Content Knowledge Framework for Teachers and Teacher Educators. Commonwealth Educational Media Centre for Asia. • Cox, S. , & Graham, C. R. (2009). “Diagramming TPACK in practice: using and elaborated model of the TPACK framework to analyze and depict teacher knowledge”. Tech. Trends, 53(5), 60– 69. • Yani, A. Et al. (2019). TPACK Venn Diagram: Measuring the Balance of Implementation of Learning Models in Entering the Industry 4. 0 era (Study on Geography Learning in 2013 Curriculum). Artikel. Jurnal Pendidikan Ilmu Sosial. Volume 28, Nomor 2, Desember 2019. http: //doi. org/10. 17509/jpis. v 28 i 2. 213
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