Main Article Content
Abstract
The development of information technology has become one of the measures in ranking the nation's competitiveness. The success of technology integration in education comes primarily from curriculum content, learning processes, and the use of technology in education. A complex planning is needed in order to produce the output as expected, so in this case, the domain of capability in technological knowledge content (TCK) known as Technological Content Knowledge is needed, especially in science material. This study aims to analyze the comparison of learning outcome and TCK skills by user experience through used technology which is digital web modules and Google classroom. The subjects of this study were 6th semester students to obtain learning outcome. This study was a quasi-experimental study. This study used two e-learning platforms, namely digital modules and Google Classroom, to compare learning outcomes and questionnaire to analyse their TCK abilities. The study showed that there were differences using a digital module and using Google classroom by t- test. The use of digital modules further enhances cognitive learning outcomes than with Google classroom. The profile of TCK using the digital module is better than using GC.
Keywords
Technological Content Knowledge (TCK)
Digital Module
Google classroom
Integrated Science Learning
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
hayati, muriani, arfiani, Y., & Fatkhurrohman, M. A. (2023). THE Comparative Analysis of Technological Content Knowledge (TCK) through The Digital Module and Google Classroom in Integrated Science Learning. PSEJ (Pancasakti Science Education Journal), 6(2), 109-117. https://doi.org/10.24905/psej.v6i2.176
References
- Asnawi, N. (2018). Pengukuran Usability Aplikasi Google Classroom Sebagai E-learning Menggunakan USE Questionnaire (Studi Kasus: Prodi Sistem Informasi UNIPMA). RESEARCH: Computer, Information System & Technology Management, 1(1), 17-21.
- Aqib, M. A., Budiarto, M. T., & Wijayanti, P. (2018, January). Technological Pedagogical Content Knowledge of Prospective Mathematics Teacher in Three Dimensional Material Based on Sex Differences. In Journal of Physics: Conference Series (Vol. 947, No. 1, p. 012069). IOP Publishing.
- Barron, A. E., Orwig, G. W., Ivers, K. S., & Lilavois, N. (2002). Technologies for education: A practical guide. Libraries Unlimited.
- Celik, I., Sahin, I., & Akturk, A. O. (2014). Analysis of the relations among the components of technological pedagogical and content knowledge (TPACK): A structural equation model. Journal of educational computing research, 51(1), 1-22
- Deshmukh, V., Forawi, S., & Jaiswal, A. (2012). The Role of E-learning in Science Education vis-a-vis Teacher Training Institutes in Middle East. Online Submission.
- Ertmer, P. (2003). Transforming teacher education: Visions and strategies. Educational technology research and development, 51(1), 124-128.
- Gamar MM, Al faruq MS, Lina. 2018. Challenging the Indonesian Education i Industrial Revolution 4.0 Era. Advances in Social Sciences, Education and Humanities research.; 269. P 46- 48
- Harris JB, Hofer MJ. Technological Pedagogical Content Knowledge (TPACK) in Action: A Descriptive Study of Secondary Teacher’s Curriculum-Base, Technology- Related Instructional Planning. A descriptive study of secondary teachers' curriculum-based, technology-related instructional planning. 2011; 43(3): p. 211-229.
- Harsha, T. S. (2017). LEARNING SCIENCE THROUGH DISTANCE EDUCATION-A CHALLENGE AT KARNATAKA STATE OPEN UNIVERSITY. The Online Journal of Distance Education and e-Learning, 5(1), 62-65.
- Joy, R., Ventayen, M., Lea, K., Estira, A., De Guzman, M.J., Cabaluna, C. M., & Espinosa, N. N.( 2018). Usability Evaluation of Google Classroom: Basis for the Adaptation of G-Suite E-Learning Platform. Asia Pasific Journal of Education, Arts and Sciences, 5 (1), 47-51
- Kim, D. G., & Park, C. (2012). Gender Differences in the Effectiveness of Google Forms in Class. Journal of Instructional Pedagogies, 7.
- Li, K., Bado, N., Smith, J., & Moore, D. (2013). Blogging for Teaching and Learning: An Examination of Experience, Attitudes, and Levels of Thinking. Contemporary Educational Technology, 4(3), 172-186.
- Listiawan, T., As’ari, A. R., & Muksar, M. (2018, November). Mathematics Teachers Technological Content Knowledge (TCK) in using Dynamic Geometry Software. In Journal of Physics: Conference Series (Vol. 1114, No. 1, p. 012121). IOP Publishing
- Iftakhar, S. (2016). Google classroom: what works and how?. Journal of Education and Social Sciences, 3(1), 12-18.
- Irwandani, I., Latifah, S., Asyhari, A., Muzannur, M., & Widayanti, W. (2017). Modul DigitalIinteraktif Berbasis Articulate Studio’13: Pengembangan Pada Materi Gerak Melingkar Kelas X. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 6(2), 221-231.
- Matanluk, O., Mohammad, B., Kiflee, D. N. A., & Imbug, M. (2013). The Effectiveness of Using Teaching Module Based on Radical Constructivism toward Students Learning Process. Procedia-Social and Behavioral Sciences, 90, 607-615
- Masitoh S. Blended Learning Berwawasan Literasi Digital Suatu Upaya Meningkatkan Kualitas Pembelajaran dan Membangun Generasi Emas 2045. In ICERS; 2018; Sidoarjo: UMSIDA.. p. 13-34.
- Mishra P, Koehler MJ. A framework for teacher knowledge. A framework for teacher knowledge. 2006; 108(6): p. 1017-1054.
- PISA. Assessment Framework Key Competencies In Reading ,mathematics and science. : OECD; 2010.
- Prastiyo, W., & Purnawan, P. (2018). Development of Youtube integrated google classroom based e-learning media for the light-weight vehicle engineering vocational high school. Jurnal Pendidikan Vokasi, 8(1), 53-66.
- Rusilowati A. Analisis Buku Ajar IPA yang Digunakan di Semarang Berdasarkan Muatan Literasi Sains. In Seminar Nasional Konferensi dan Kualitas Pendidikan; 2014; Semarang: Unnes. p. 6-10.
- Sahin, I. (2011). Development of survey of technological pedagogical and content knowledge (TPACK). Turkish Online Journal of Educational Technology-TOJET, 10(1), 97-105.
- Shahroom, A., & Hussin, N. (2018). Industrial revolution 4.0 and education. International Journal of Academic Research in Business and Social Sciences, 8(9), 314-319.
- Subekt, H., Taufiq, M., Susilo, H., Ibrohim, I., & Suwono, H. (2018). MENGEMBANGKAN LITERASI INFORMASI MELALUI BELAJAR BERBASIS KEHIDUPAN TERINTEGRASI STEM UNTUK MENYIAPKAN CALON GURU SAINS DALAM MENGHADAPI ERA REVOLUSI INDUSTRI 4.0: REVIEU LITERATUR. Education and Human Development Journal, 3(1).
- Subekti Hea. Mengembangkan Literasi Informasi melalui Belajar Berbasis Kehidupan Terintegrasi STEM untuk Menyiapkan Calon Guru Sains dalam Menghadapai Era Revolusi Industri 4.0: Reviu Literatur. Education and Develoment Journal. 2018 April; 3(1): p. 81-90.
- Sugianto, D., Abdullah, A. G., Elvyanti, S., & Muladi, Y. (2013). Modul virtual: Multimedia flipbook dasar teknik digital. Innovation of Vocational Technology Education, 9(2).
- Sugiyono. (2010). Metode Penelitian Pedidikan pendekatan Kuantitatif Kualitatif, dan R&D. Bandung. Indonesia: Alfabeta
- Suryawati E, Hernandez Y. Analisis Keterampilan Technological Pedagogical Content Knowledge (TPCK) Guru Biologi SMA Negeri Kota Pekanbaru. Riau:; 2013.
- Suwindra, I. N. P. (2012). Pengembangan Modul Software Multimedia Interaktif dengan Strategi Pembelajaran Berbasis Masalah untuk Meningkatkan Pemahaman Konsep dan Hasil Belajar Fisika Siswa Kelas XII SMA. JPI (Jurnal Pendidikan Indonesia), 1(1).
- Thomson AD, Mishra P. Breaking news: TPCK becomes TPACK! Journal of Computing in Teacher Education. 2008; 24(2): p. 38-64.
- Yalley, C. E. (2016). Investigating the technological pedagogical content knowledge of social studies teachers in the senior high schools in the Kumasi Metropolis (Doctoral dissertation, University of Cape Coast).