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All Journal JOEY : Journal of English Ibrahimy Jurnal Pendidikan Teknologi Informasi dan Komunikasi
Chairuddin
Universitas Samudra
Computer Science & IT Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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Improving the TPACK Competence of Prospective Physics Teachers Through the Use of the Nearpod Application Muhammad Yakob; Mentari Darma Putri; Chairuddin; Mursyida; Asrama Rizki Lubis
JENTIK : Jurnal Pendidikan Teknologi Informasi dan Komunikasi Vol. 5 No. 1 (2026): Jurnal Pendidikan Teknologi Informasi dan Komunikasi
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/g8eak078

Abstract

Purpose of Study: This study aims to examine the effectiveness of Nearpod-based training in improving the Technological Pedagogical Content Knowledge (TPACK) competence of prospective physics teachers in designing physics learning tools.Methodology: This study employed a quantitative approach with two analytical components. The first component used a One-Group Pretest–Posttest design involving 19 prospective physics teachers who participated in Nearpod-based training and teaching simulations. The second component involved a final TPACK questionnaire administered to 60 prospective physics teachers from four universities. Data were analyzed using N-Gain, the Wilcoxon Signed-Rank Test, and the Rasch Model with Winsteps software. Main Findings: The results showed that the mean TPACK score increased from 76.05 in the pre-test to 91.50 in the post-test, with an N-Gain value of 0.65, indicating moderate improvement. The Wilcoxon test produced a significance value of 0.000, confirming a statistically significant difference between pre-test and post-test scores. Rasch analysis showed that 85% of respondents were in the moderate TPACK category. The Wright Map further indicated that Technological Knowledge, Content Knowledge, and some aspects of Pedagogical Knowledge were relatively easier to master, whereas Pedagogical Content Knowledge, Technological Pedagogical Knowledge, and holistic TPACK remained more challenging.Novelty/Originality of This Study: This study highlights Nearpod not only as a digital learning platform, but also as a pedagogical design space that supports prospective physics teachers in integrating physics content, interactive digital features, formative assessment, student engagement, and feedback within technology-enhanced learning.
The Role of Drama in Improving Students' comprehension of Reported Speech Rawend Sitorus; Chairuddin; Baihaqi
JOEY: Journal of English Ibrahimy Vol. 5 No. 2 (2026): JOEY:Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2026.v5i2.18-29

Abstract

This study aims to examine the role of drama scripts implemented through role-play activities in improving students’ comprehension of reported speech at SMK Negeri 2 Langsa. This research employed a quantitative approach using a one-group pre-test and post-test design. The population of this study consisted of all eleventh-grade students of SMK Negeri 2 Langsa, while the sample was class XI RPL comprising 25 students selected through purposive sampling. The instrument used to collect the data was a grammar test in the form of 25 multiple-choice questions focusing on reported speech. The research procedure involved administering a pre-test to measure students’ initial comprehension, followed by teaching reported speech using drama scripts through role-play activities, and finally conducting a post-test to measure students’ improvement after the treatment. The results revealed a significant improvement in students’ comprehension of reported speech. The mean score increased from 37.52 in the pre-test to 82.24 in the post-test. Furthermore, the result of the paired sample t-test showed that the significance value (Sig. 2-tailed) was 0.000, which was lower than 0.05. This indicates that the null hypothesis (H₀) was rejected and the alternative hypothesis (H₁) was accepted. Therefore, it can be concluded that the use of drama scripts through role-play activities effectively improves students’ comprehension of reported speech. The findings imply that drama-based learning activities can be an engaging and effective strategy for teaching grammar in EFL classrooms.
Co-Authors Asrama Rizki Lubis Baihaqi Mentari Darma Putri Muhammad Yakob Mursyida Rawend Sitorus