ResearchOpen AccessPDF tersedia
2026•Hasil Penelitian dan Pengabdian
This article aims at cultivating the need analysis instrument which consists of questionnaire and interview as a requirement to construct English instructional material for economics faculty students based on Technological Pedagogical and Content Knowledge (TPACK). Researcher wishes to develop an appropriate instructional material for economics students since they have been in ASEAN Economic Community (AEC) and 4.0 eras that enable the students with knowledge of technology, pedagogy and content of economics at once. To achieve this goal, it requires the need analysis instrument to elicit information concern on the need about English material, technology used and also the way to learn the subject matter. This instrument was developed by adapting and modifying ESP and TPACK theory of Basturkmen issued in 2010 & 2018 and theory of Koehler & Mishra in 2009. This elaboration generates eleven indicators to be established; target situation analysis, discourse analysis, present situation analysis, learner factor analysis, teaching context analysis, Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge, and the last but not least is Technological Pedagogical and Content Knowledge (TPACK). There are seventy statements for questionnaire and two questions for interview composed from the eleven indicators. The questionnaire statement and interview questions cover about the need of language skills, language components, and the subject matter of economics, the technology used and language pedagogy.
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The implementation of the Merdeka Curriculum encourages English teachers to integrate digital technology into student-centered learning. In this context, TPACK develop by Mishra and Koehler from Shulman’s Pedagogical Content Knowledge (PCK), becomes an important framework for understanding how teachers combine technology, pedagogy, and content in classroom instruction. This study aimed to investigate the implementation of TPACK among English in-service teachers at SMPN 2 Gunung Talang, Kab. Solok, and to identify the challenges they encountered in integrating technology into English language teaching. This study employed a descriptive qualitative research design. The participants consisted of six English in-service teachers. Classroom observations were conducted with two purposively selected teachers who actively implemented technology in their English classes, while interviews were conducted with all six teachers to obtain broader information regarding their experiences and perceptions. Data were collected through classroom observation checklists accompanied by qualitative field notes, semi-structured interviews, and documentation. The trustworthiness of the data was ensured through triangulation of observation, interview, and documentation data. The findings showed that the teachers had integrated basic digital technologies such as laptops, LCD projectors, PowerPoint, instructional videos, WordWall, and Quizizz into their English teaching. Technology was mainly used to support vocabulary, pronunciation, listening activities, and text presentation. Pedagogically, teachers applied interactive learning, group work, question-and-answer activities, and project-based learning to increase students’ participation. However, the integration of technology was not always fully connected with pedagogical strategies and English content in a holic manner. Several challenges were identified, a shortage of LCD projectors, unstable electricity and internet connections, technical problems during instruction, and the need for continuous professional development in educational technology. In conclusion, the study indicates that English teachers at SMPN 2 Gunung Talang have demonstrated practical efforts to integrate technology into English teaching. However, the implementation of TPACK remains at a basic and developing level. More comprehensive institutional support, adequate technological infrastructure, and continuous professional development programs are needed to strengthen teachers’ ability to integrate technology, pedagogy, and content effectively in accordance with the demands of the Merdeka Curriculum. Keywords: TPACK, English In-Service Teachers’, Merdeka Curriculum, Technology integration, English Language Teaching, Challenges.
ThesisOpen AccessPDF tersedia
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Textbooks are learning materials that are commonly used in the teaching and learning process. It is not surprising that this material is the only material in class. This fact occurs for Education Achievment: Journal of Science and Research 2 several reasons. First, textbooks are relatively easy to find and commercially available. Second, provide a guide or road map for students that offers the behavior they are expected to carry out. Third, textbooks help teachers prepare lessons. Textbooks are educational materials specially designed to facilitate learning. They provide information in a structured and accessible manner to aid learners in achieving particular educational objectives. The use of textbooks in learning allows students to study basic skills consistenly and systematically, enabling them to acquire skills holistically,integrativelly, and comulatively. This helps improve achievement and instill character in students. Textbook are learning recouces and teaching materials widely used in education. Even though they are considered conventional and traditional, textbook still provide significant contributions. Some learning materials cannot be taught without the help of textbooks. Textbooks serve multiple functions, such as reference materials, evaluation tools, and determinants of teaching methods. The purpose of textbooks is to facilitate educators in delivering content, give students the opportunity to review lessons, and provide engaging material. The book "Bright an English" is an English teaching textbook for 8th grade junior high school students, published by Erlangga in line with the implementation of the 2013 curriculum. This book is the government's responsibility according to the National Education System Law no. 20 of 2003, which states that learning is an interaction between students, teachers, and learning resources. This textbook functions as an effective learning resource in the classroom, helping to optimize the learning process and outcomes to achieve the specified competencies. The textbook "Bright an English" is designed to help junior high school students learn English. This book employs a communicative and interactive approach, encouraging students not just to understand the material theoretically, but also to apply it in everyday activities. It covers various topics relevant to students' lives, such as introducing oneself, talking about hobbies, and describing places. Each chapter is thoughtfully structured to allow students to practice listening, speaking, reading, and writing skills in English through a variety of engaging and enjoyable activities and exercises. Furthermore, the book is equipped with illustrations and conversation examples to facilitate students' understanding. TPACK is relevant to the demands of the Fourth Industrial Revolution and has become an essential competency for professional teachers. Mastery of TPACK is also needed in social science education, including history, so history teachers must possess this ability. Measuring TPACK abilities for teachers and prospective teachers is important to determine their readiness Education Achievment: Journal of Science and Research 3 to teach Armiyati-166. TPACK is a framework for understanding and describing the type of knowledge teachers need to carry out effective pedagogical practices and understand concepts by integrating technology in the learning environment. Based on preliminary research from September to December 2022 at SMP N 2 Bukittinggi Tarok Dipo. The researchers discovered the use of TPACK in English textbooks, the researchers found in the educational institutions that the textbooks used in the N 2 Bukittinggi Tarok Dipo are indicated using TPACK. This is seen from teachers who not only use textbooks but also use technology, the Internet that is relevant to the learning material during the learning process of teaching in the classroom.
ThesisOpen AccessPDF tersedia
2023•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Abstract The goal of this study is at developing an E-Worksheet based on the Technological, Pedagogical, and Content Knowledge (TPACK) Model. This study is a research and development project that makes use of the 4D development methodology. The four steps of this model's development are define, design, develop, and distribute. Observations, tests, interviews, and questionnaires are examples of research instruments. At UIN Sjech M. Djamil Djambek Bukittinggi, the e-worksheet was validated by 5 validators, including 2 material and language expert lecturers and 3 media expert lecturers. The Aiken'V scale is used to examine this data to determine its validity. The percent formula is used to determine its practicality.. The electronic worksheet is classified as very valid with the level of 84.2 % in material or content of product and very valid with the level of 85.9% in media of product. The result of the practicality of the electronic words indicated that the total mean score for all the items in the questioner was 4.5 with a percentage of 90 falling into the category of very practical. The results of the effectiveness test were obtained with a value of 0.81 in the high category. Based on the results of the study it can be concluded that developing an E-Worksheet in Describing words material based on the TPACK Model for seventh grade students of Islamic Junior High School is valid, practical, and effective.
ArticleOpen AccessPDF tersedia
2023•Artikel Penelitian dan Pengabdian
This article aims at cultivating the need analysis instrument which consists of questionnaire and interview as a requirement to construct English instructional material for economics faculty students based on Technological Pedagogical and Content Knowledge (TPACK). Researcher wishes to develop an appropriate instructional material for economics students since they have been in ASEAN Economic Community (AEC) and 4.0 eras that enable the students with knowledge of technology, pedagogy and content of economics at once. To achieve this goal, it requires the need analysis instrument to elicit information concern on the need about English material, technology used and also the way to learn the subject matter. This instrument was developed by adapting and modifying ESP and TPACK theory of Basturkmen issued in 2010 & 2018 and theory of Koehler & Mishra in 2009. This elaboration generates eleven indicators to be established; target situation analysis, discourse analysis, present situation analysis, learner factor analysis, teaching context analysis, Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge, and the last but not least is Technological Pedagogical and Content Knowledge (TPACK). There are seventy statements for questionnaire and two questions for interview composed from the eleven indicators. The questionnaire statement and interview questions cover about the need of language skills, language components, and the subject matter of economics, the technology used and language pedagogy.
