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All Journal MADROSATUNA : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Bidayah : jurnal pendidikan dasar Islam
Nino Indrianto
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Humanities Education Social Sciences Other

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Technological Pedagogical Content Knowledge (TPACK) Guru Pada Pembelajaran Tematik Kelas V Di Madrasah Ibtidaiyah Negeri 3 Jembrana Irma Lutfiyatin Najwa; Nino Indrianto
MADROSATUNA : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 5 No 2 (2022)
Publisher : Latifah Pres

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47971/mjpgmi.v5i2.519

Abstract

Teachers have to master two kinds of knowledge, namely pedagogic and content knowledge. However, with the development of technology, the teachers also have to master the use of technology. The teachers ability in integrating technology can be seen from the technological pedagogical content knowledge (TPACK). The TPACK model is used to describe teacher's knowledge in integrating technology in the learning process because the tpack include as part of the teacher's professional competence. The purpose of this research is how the teacher's Technological Knowledge (TK), Pedagogical Knowledge (PK), and Content Knowledge (CK) on the thematic learning process for fifth grade students at Madrasah Ibtidaiyah Negeri 3 Jembrana. The research approach was qualitative with case study as the research design. The technique of data collection was through observation, interviews, and documentation. The data analysis wascarried out by data condensation, data presentation, and drawing conclusions. To test the validity of the data, the researcher used two kind of triangulation, namely source and technic triangulation. The results of this research indicate that the Technological Knowledge (TK) component in the thematic learning process, the fifth grade teacher uses hardware and software in the thematic learning process. While in the Pedagogical Knowledge (PK) component, the class V teacher manages the class by conditioning students to learn, designing lesson plans such as syllabus, Learning Implementation Plans, and power point media, carrying out learning consisting of introductions, core activities, and closing, and carry out evaluations on aspects of attitudes, knowledge, and skills. Furthermore, in the Content Knowledge (CK) component, the class V teacher has sufficient knowledge of the material, because previously the teacher had looked for reference sources and studied them, explained the material using the lecture method and used power point media, provided examples in the form of pictures and videos. Keywords: TPACK; Teacher competence; Thematic Learning
Development of Interactive Formative Assessment Based on Gimkit for Human Digestive System Material for Fifth Grade Elementary School Students Safiera Putri Ramadhania Nasution; Nino Indrianto
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 17 No. 2 (2025): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v17i2.11983

Abstract

The rapid development of information technology in the era of the Fourth Industrial Revolution has influenced various aspects of education, including assessment practices. However, the implementation of interactive formative assessment in elementary science learning remains limited and is still dominated by conventional written tests. This study aims to develop a Gimkit-based formative assessment tool for fifth-grade science learning on the topic of the human digestive system. This study employed a Research and Development (R&D) approach using the ADDIE development model, which consists of the analysis, design, development, implementation, and evaluation stages. The developed product is a formative assessment implemented through the Gimkit application using the Snowbrawl game mode. It consists of 10 multiple-choice and image-based questions designed to measure both Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS). The visual components include illustrative images of digestive organs and an interactive game-based layout to enhance student engagement. Data were collected through observations, questionnaires, and documentation, and were analyzed using descriptive qualitative and quantitative techniques. The results of expert validation conducted by material experts, media experts, and the classroom teacher showed an average validity score of 85.72%, which was categorized as highly valid. Meanwhile, the practicality test involving students and the teacher obtained an average score of 85.92%, which was categorized as very practical. These findings indicate that the Gimkit-based formative assessment tool developed in this study is valid and practical for use in elementary science learning, particularly for the topic of the human digestive system, and has the potential to support students’ engagement and learning processes.
Co-Authors Irma Lutfiyatin Najwa Safiera Putri Ramadhania Nasution