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Abstract
Background: Considering the significant impact of Technological Knowledge (TK), Content Knowledge (CK), and Pedagogical Knowledge (PK) modeling on teachers' ability to improve quality learning, practical preparation in the form of training for science teachers aims to prepare the application of TPACK quality in more effective learning. This effort is also a form of support for Indonesia-Malaysia cooperation in implementing internationalization programs. Method: Through the steps of needs analysis, planning, implementation, and evaluation, these findings reveal that Malaysian SIKL teachers have a good understanding of TPACK after the implementation of the training. It can be seen from the learning tools that have been developed that they have integrated TPACK in the learning tools, although they still need to be improved. Result: Especially in the aspect of teachers not being optimal in following developments in learning technology. Conclusion: The evaluation notes from this research provide recommendations for future research to promote sustainable teacher training programs to truly be able to create appropriate TPACK-based learning demands in the 21st century era.
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© 2022 Oleh authors. Lisensi Jurnal Solma, LPPM-Uhamka, Jakarta. Artikel ini bersifat open access yang didistribusikan di bawah syarat dan ketentuan Creative Commons Attribution (CC BY) license. (http://creativecommons.org/licenses/by/4.0/).
References
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- Gunahlan, V M., & Iksan Z H. (2018). Mastering the Basic Content Knowledge in Higher Order Thinking Skills Among Teachers in Malaysia in Teaching and Learning Process. Proceeding of the 2nd URICES, 2018, Pekanbaru, Indonesia ISBN: 978-979-792-853-7
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- Jaipal-Jamani, K., & Figg, C. (2015). A case study of a TPACK-based approach to teacher professional development: Teaching science with blogs. Contemporary Issues in Technology andTeacher Education, 15(2), 161-200.
- Jen, T. H., Yeh, Y. F., Hsu, Y. S., Wu, H. K., & Chen, K. M. (2016). Science teachers' TPACK-Practical: Standard-setting using an evidence-based approach. Computers & Education, 95, 45-62. https://doi.org/10.1016/j.compedu.2015.12.009
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- Maguswi, B. V. (2012). Factors contributing to under achievement of Zambia female students in O-level Physics examinations: a case of selected high schools in Central Province (Doctoral dissertation).
- Morelock, J. S. (2015). Effective technology implementation in schools: Differing perceptions of teachers, administrators, and technology staff (Doctoral dissertation, Portland State University).
- Partnership for 21 st century skills, (2010). 21st Century Knowledge and Skills in Educator Preparation. AACTE.
- Refugio, C. N., Bulado, M. I. E. A., Galleto, P. G., Dimalig, C. Y., Colina, D. G., Inoferio, H. V., & Nocete, M. L. R. (2020). Difficulties in Teaching Senior High School General Mathematics: Basis for Training Design. Cypriot Journal of Educational Sciences, 15(2), 319-335. https://doi.org/10.18844/cjes.v15i2.4589
- Rini, D. S., Eka Putri Azrai, & Ade Suryanda. (2022). Inovasi Media Evaluasi pada Pembelajaran IPA di Masa Pandemi: Graphics Interchange Format (GIF). Jurnal SOLMA, 11(1), 113–122. https://doi.org/10.22236/solma.v11i1.7895
- Secondary School Teacher in Kuala Lumpur. International Research Journal of Education and Sciences (IRJES), 5(4).
- Silverman, G. S. (2019). Systematic Lack of Educational Preparation in Addressing Climate Change as a Major Public Health Challenge. American Journal of Public Health, 109(2), 242–243. https://doi.org/10.2105/AJPH.2018.304818
- Sumintono, B. (2017). Science education in Malaysia: Challenges in the 21st Century. CAKRAWALA. XXXVI (3), 459-471.
- Tondeur, J., Roblin, N. P., van Braak, J., Voogt, J., & Prestridge, S. (2016). Preparing beginning teachers for technology integra- tion in education: Ready for take-off?. Technology, Pedagogy and Education, 26(2), 157–177. https://doi.org/10.1080/1475939X.2016.1193556
- Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2017). A compre- hensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap!. Australasian Journal of Educational Technology, 33(3), 46–60. https://doi.org/10.14742/ajet.3504
- Voithofer, R., & Nelson, M. J. (2021). Teacher educator technology integration preparation practices around TPACK in the United States. Journal of teacher education, 72(3), 314-328. https://doi.org/10.1177/0022487120949842
- Wang, W., Schmidt-Crawford, D., & Jin, Y. (2018). Preservice teachers' TPACK development: A review of literature. Journal of Digital Learning in Teacher Education, 34(4), 234-258. https://doi.org/10.1080/21532974.2018.1498039
- Zhang, W., & Tang, J. (2021). Teachers’ TPACK development: A review of literature. Open Journal of Social Sciences, 9(7), 367-380. https://doi.org/10.4236/jss.2021.97027
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References
Absari, N., Priyanto, & Muslikhin. (2020). The Effectiveness of Technology, Pedagogy and Content Knowledge (TPACK) in Learning. Jurnal Pendidikan Teknologi dan Kejuruan, 26(1), 43-51. https://doi.org/10.21831/jptk.v26i1.24012
Afandi, Sajidan, Akhyar, M., & Suryani, N. (2019). Development Frameworks of The Indonesian Partnership 21st-Century Skills Standards for Prospective Science Teachers: A Delphi Study. Jurnal Pendidikan IPA Indonesia 8(1), 89-100. https://doi.org/10.15294/jpii.v8i1.11647
Agyei, D., & Voogt, J. (2012). Pre-service teachers' competencies for technology integration: Insights from a math- ematics-specific instructional technology course. In P. Resta (Ed.), Proceedings of SITE 2012–Society for Information Technology & Teacher Education International Conference, 1094–1099. Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).
Antony, M. K., Subali, B., Pradana, S. P., Hapsari, N., & Astuti, F. E. C. (2019). Teacher’s TPACK profile: The affect of teacher qualification and teaching experience. In Journal of Physics: Conference Series, 1397(1), 012054. IOP Publishing. https://doi.org/10.1088/1742-6596/1397/1/012054
Azhar, I. and Hashim, H. (2022) Level of ESL Teachers’ Technological Pedagogical Content Knowledge (TPACK) Skill and Attitude towards Technology. Creative Education, 13, 1193- 1210. https://doi.org/10.4236/ce.2022.134074
Baran, E., Canbazoglu Bilici, S., Albayrak Sari, A., & Tondeur, J. (2019). Investigating the impact of teacher education strategies on preservice teachers' TPACK. British Journal of Educational Technology, 50(1), 357-370. https://doi.org/10.1111/bjet.12565
Dalal, M., Archambault, L., & Shelton, C. (2021). Fostering the growth of TPACK among international teachers of developing nations through a cultural exchange program. Australasian Journal of Educational Technology, 37(1), 43-56. https://doi.org/10.14742/ajet.5964
Foulger, T. S., Graziano, K. J., Schmidt-Crawford, D., & Slykhuis, D. A. (2017). Teacher Educator Technology Competencies. Journal of Technology and Teacher Education, 25(4), 413–448. Waynesville, NC, USA: Society for Information Technology & Teacher Education.
Gafour, O. W., & Gafour, W. A. (2021). Creative thinking skills–A review article. Journal of Education and e-Learning, 4, 44-58.
Gunahlan, V M., & Iksan Z H. (2018). Mastering the Basic Content Knowledge in Higher Order Thinking Skills Among Teachers in Malaysia in Teaching and Learning Process. Proceeding of the 2nd URICES, 2018, Pekanbaru, Indonesia ISBN: 978-979-792-853-7
Hanik, E U., Puspitasari, D., Safitri, E., Firdaus, H R., Pratiwi, M., & Innayah, R N. (2022). Integrasi Pendekatan TPACK (Technological, Pedagogical, Content Knowledge) Guru Sekolah Dasar SIKL dalam Melaksanakan Pembelajaran Era Digital. JEID: Journal of Educational Integration and Development, 2(1), 15-27. https://doi.org/10.55868/jeid.v2i1.97
Hapsari, N., Subali, B., Astuti, F. E. C., Pradana, S. P., & Antony, M. K. (2019). The TPACK Profile of Biology Teacher Based on Certification Status: A Case Study in Bantul Regency. In Journal of Physics: Conference Series, 1397(1), 012055. IOP Publishing. https://doi.org/10.1088/1742-6596/1397/1/012055
Ismail, R., & Imawan, O. R. (2021). Meningkatkan penguasaan TPACK guru di papua melalui pelatihan pembuatan video pembelajaran pada masa pandemi covid-19. JMM (Jurnal Masyarakat Mandiri), 5(1), 277-288.
Jaipal-Jamani, K., & Figg, C. (2015). A case study of a TPACK-based approach to teacher professional development: Teaching science with blogs. Contemporary Issues in Technology andTeacher Education, 15(2), 161-200.
Jen, T. H., Yeh, Y. F., Hsu, Y. S., Wu, H. K., & Chen, K. M. (2016). Science teachers' TPACK-Practical: Standard-setting using an evidence-based approach. Computers & Education, 95, 45-62. https://doi.org/10.1016/j.compedu.2015.12.009
Juwait, S., Siew, N. M., & Madjapuni, M. N. (2022). Technological Pedagogical Content Knowledge, Commitment and Motivation of Physics Teachers to Implement Online Teaching and Learning during COVID-19 Pandemic. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(8), e001701-e001701. https://doi.org/10.47405/mjssh.v7i8.1701
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)?. Journal of education, 193(3), 13-19. https://doi.org/10.1177/002205741319300303
Maguswi, B. V. (2012). Factors contributing to under achievement of Zambia female students in O-level Physics examinations: a case of selected high schools in Central Province (Doctoral dissertation).
Morelock, J. S. (2015). Effective technology implementation in schools: Differing perceptions of teachers, administrators, and technology staff (Doctoral dissertation, Portland State University).
Partnership for 21 st century skills, (2010). 21st Century Knowledge and Skills in Educator Preparation. AACTE.
Refugio, C. N., Bulado, M. I. E. A., Galleto, P. G., Dimalig, C. Y., Colina, D. G., Inoferio, H. V., & Nocete, M. L. R. (2020). Difficulties in Teaching Senior High School General Mathematics: Basis for Training Design. Cypriot Journal of Educational Sciences, 15(2), 319-335. https://doi.org/10.18844/cjes.v15i2.4589
Rini, D. S., Eka Putri Azrai, & Ade Suryanda. (2022). Inovasi Media Evaluasi pada Pembelajaran IPA di Masa Pandemi: Graphics Interchange Format (GIF). Jurnal SOLMA, 11(1), 113–122. https://doi.org/10.22236/solma.v11i1.7895
Secondary School Teacher in Kuala Lumpur. International Research Journal of Education and Sciences (IRJES), 5(4).
Silverman, G. S. (2019). Systematic Lack of Educational Preparation in Addressing Climate Change as a Major Public Health Challenge. American Journal of Public Health, 109(2), 242–243. https://doi.org/10.2105/AJPH.2018.304818
Sumintono, B. (2017). Science education in Malaysia: Challenges in the 21st Century. CAKRAWALA. XXXVI (3), 459-471.
Tondeur, J., Roblin, N. P., van Braak, J., Voogt, J., & Prestridge, S. (2016). Preparing beginning teachers for technology integra- tion in education: Ready for take-off?. Technology, Pedagogy and Education, 26(2), 157–177. https://doi.org/10.1080/1475939X.2016.1193556
Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2017). A compre- hensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap!. Australasian Journal of Educational Technology, 33(3), 46–60. https://doi.org/10.14742/ajet.3504
Voithofer, R., & Nelson, M. J. (2021). Teacher educator technology integration preparation practices around TPACK in the United States. Journal of teacher education, 72(3), 314-328. https://doi.org/10.1177/0022487120949842
Wang, W., Schmidt-Crawford, D., & Jin, Y. (2018). Preservice teachers' TPACK development: A review of literature. Journal of Digital Learning in Teacher Education, 34(4), 234-258. https://doi.org/10.1080/21532974.2018.1498039
Zhang, W., & Tang, J. (2021). Teachers’ TPACK development: A review of literature. Open Journal of Social Sciences, 9(7), 367-380. https://doi.org/10.4236/jss.2021.97027
ŽivkoviĿ, S. (2016). A model of critical thinking as an important attribute for success in the 21st century. Procedia-social and behavioral sciences, 232, 102-108. https://doi.org/10.1016/j.sbspro.2016.10.034
Zulkurnain, N F N., Mohd Nor, M Y., A Rahman, M R. (2021). Level Of Technological Pedagogical Content Knowledge (TPACK) Among National.