URGENSI DAN IMPLEMENTASI TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) DALAM PEMBELAJARAN MATEMATIKA

Mohammad Nurwahid

Abstract


In the field of mathematics, the main challenge teachers face is how to make complex and abstract material easier for students to understand. Technology, if used appropriately, can help close this gap. Technological Pedagogical and Content Knowledge (TPACK) is a framework to help teachers integrate technology into their teaching in an effective way. The aim of writing this article is to provide information about the urgency and application of TPACK in mathematics learning. This research uses a literature review, data obtained from international and national journals in the last ten years, data analysis uses an analysis model by Miles which includes three stages, namely the process of data collection, verification and drawing conclusions through document research. The results of this research are the urgency of TPACK in mathematics learning, including increasing student involvement, increasing conceptual understanding, personalized learning, developing 21st century skills. Meanwhile, the application of TPACK in mathematics learning can be done by identifying mathematical concepts or content, identifying technology that is appropriate to the content, planning learning by integrating technology, conducting assessments, providing constructive feedback, carrying out reflection and continuous improvement.

Keywords


Urgensi, Implementasi, TPACK, Pembelajaran Matematika

Full Text:

PDF

References


Adi Saputra, P. R., Sariyasa, S., & Suparta, I. N. (2020). MURDER Cooperative Learning Model through Edmodo Toward Mathematics Problem Solving and Motivation of Students. International Journal on Emerging Mathematics Education, 4(1), 43. https://doi.org/10.12928/ijeme.v4i1.15845

Agustina, T. (2022). Efektifitas Pembelajaran Daring Menggunakan Aplikasi Google Workspace Dan Whatsapp Pada Mata Pelajaran Matematika Materi Nilai Mutlak Di Kelas X Mipa Sman 1 Lubuklinggau Tahun Pelajaran 2020 / 2021. 9, 356–363.

Fathurrahman, F., & Fitrah, M. (2023). Software Geogebra Pada Pembelajaran Matematika: Studi Literatur. Jurnal Ilmiah Matematika Realistik. https://jim.teknokrat.ac.id/index.php/pendidikanmatematika/article/view/2497

Herizal, H., Nuraina, N., Rohantizani, R., & Marhami, M. (2022). Profil TPACK Mahasiswa Calon Guru Matematika dalam Menyongsong Pembelajaran Abad 21. JISIP (Jurnal Ilmu Sosial Dan Pendidikan), 6(1), 1847–1857. https://doi.org/10.58258/jisip.v6i1.2665

Husniza, & Yacob, F. (2023). Strategi Pengembangan Profesionalisme Guru Dalam Manajemen Pendidikan. Mimbar Akademika, 8(1), 163–190.

Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing preservice teachers’ intention to use technology: TPACK, teacher self-efficacy, and Technology Acceptance Model. Educational Technology and Society, 21(3), 48–59.

Koh, J. H. L., Chai, C. S., & Lim, W. Y. (2017). Teacher Professional Development for TPACK-21CL: Effects on Teacher ICT Integration and Student Outcomes. Journal of Educational Computing Research, 55(2), 172–196. https://doi.org/10.1177/0735633116656848

Mabruri, M. I. (2022). Simulasi Rasio dan Proporsi Menggunakan Google Spreadsheet. Jurnal Didaktika Pendidikan Dasar, 6(1), 347–368. https://doi.org/10.26811/didaktika.v6i1.643

Mai, T. M., Tran, L. T. D., Nguyen, M. T. X., Le, L. V. P., & Vo, N. H. K. (2022). Evaluating the Design and Delivery of an Online Community-Based Course to Develop School Teachers’ TPACK for Emergency Remote Teaching. Call-Ej, 23(4), 162–186.

Mayung, R. A., Tandiayu, W. N., Untu, Z., & Widajanti, A. (2023). Analisis Penggunaan Media Pembelajaran Digital Phet Simulation Untuk Meningkatkan Pemhaman Konsep Peserta Didik. Seminar Nasional Pendidikan Profesi Guru Tahun 2021, 2020, 105–111.

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis A Methods Sourcebook (3rd ed.). SAGE Publication, Inc.

Mouza, C., Codding, D., & Pollock, L. (2022). Investigating the impact of research-based professional development on teacher learning and classroom practice: Findings from computer science education. Computers & Education, 186, 104530. https://doi.org/10.1016/j.compedu.2022.104530

Muhtadi, D., Sukestiyarno, Y. L., Hidayah, I., & Suyitno, A. (2022). Transformasi Technological Pedagogical and Content Knowledge Calon Guru dalam Pembelajaran Matematika. Prosiding Seminar Nasional Pascasarjana Pascasarjana Universitas Negeri Semarang, 251–257. https://proceeding.unnes.ac.id/index.php/snpasca/article/view/1459%0Ahttps://proceeding.unnes.ac.id/index.php/snpasca/article/download/1459/959

Muyassar, M. R., & Harahap, E. (2020). Pembelajaran aritmatika menggunakan aplikasi wolfram alpha arithmetic learning using wolfram alpha application. Jurnal Matematika, 19(2), 25–32.

Nainggolan, B. V. H., & Listiani, T. (2024). Pentingnya Pemberian Umpan Balik untuk Memperbaiki Kesalahan Siswa dalam Menyelesaikan Soal Matematika. Plus Minus Jurnal Pendidikan Matematika, 4, 55–68.

Ndlovu, M., Ramdhany, V., Spangenberg, E. D., & Govender, R. (2020). Preservice teachers’ beliefs and intentions about integrating mathematics teaching and learning ICTs in their classrooms. ZDM - Mathematics Education, 52(7), 1365–1380. https://doi.org/10.1007/s11858-020-01186-2

Nugroho, A. M., Wardono, Waluyo, S. B., & Cahyono, A. N. (2019). Kemampuan Berpikir Kreatif ditinjau dari Adversity Quotient pada Pembelajaran TPACK. In PRISMA, Prosiding Seminar Nasional Matematika, 2, 40–45.

Orhani, S. (2021). Artificial Intelligence in Teaching and Learning: An Introduction. Kosovo Educational Research Journal, 2(3), 29–38. https://doi.org/10.1080/1355800850220207

Padmavathi, M. (2017). Preparing Teachers For Technology Based Teaching-Learning Using TPACK. I-Manager’s Journal on School Educational Technology, 12(3), 1. https://doi.org/10.26634/jsch.12.3.10384

Pangesti, F. W., & Mulyati, T. (2022). Efektivitas Media Aplikasi Phet Simulations Dalam Meningkatkan Kemampuan Numerasi Peserta Didik Sd Terkait Materi Pecahan. Jurnal Pendidikan Dan Pembelajaran …, 11(229), 2715–2723. https://doi.org/10.26418/jppk.v11i9.58609

Parrales, M. L. M. (2024). Gamification for learning mathematics in secondary school: Most effective gamified strategies to motivate students and improve their performance in mathematics. Salud, Ciencia y Tecnologia, 4. https://doi.org/10.56294/saludcyt20241016

Philipsen, B., Tondeur, J., & Zhu, C. (2017). Adult Educators’ Adopted Online Teaching Roles in Online and Blended Learning Environments. EDULEARN17 Proceedings, 1(September 2018), 2213–2218. https://doi.org/10.21125/edulearn.2017.1460




DOI: https://doi.org/10.35334/meta.v6i1.6077

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 MOHAMMAD NURWAHID

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Publisher : Jurusan Pendidikan Matematika Universitas Borneo Tarakan


Mailing Address :

Mathematics Education and Application Journal (META)
Faculty Teaching and Learning Education, Borneo Tarakan University
Jl. Amal Lama No 1, Tarakan 50275, Indonesia
E-Mail : metajournalubt@gmail.com
Web : http://jurnal.borneo.ac.id/index.php/meta
Telp : 085250104307 (Azwar Anwar) Faks. (0551) 2052558

 

 Creative Commons License

Mathematics Education and Application Journal by http://jurnal.borneo.ac.id/index.php/meta is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.