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Moderated effect of teachers’ attitudes to the contribution of technology competencies on TPACK Yulisman, Hendra; Widodo, Ari; Riandi, R.; Nurina, Cut Intan Evtia
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol 5, No 2 (2019): JULY
Publisher : University of Muhammadiyah Malang

Technological Pedagogical and Content Knowledge (TPACK) can be seen as teacher’s skills and abilities in choosing and using technology effectively. However, information about the teacher’s attitudes contribution to technology competencies and science teacher's TPACK is still limited. Therefore, this study aimed to analyze the relationship between teacher's technology competencies and their TPACK as well as the effect of teacher’s attitudes as a moderating effect on relation between these two variables. This survey research used total sampling technique which involved 88 science teachers from junior high school of Kota Banda Aceh. The instruments consisted of questionnaires and multiple-choice test which were distributed directly to the teachers. The data analysis was performed by using the Partial Least Square approach. The results showed that technology competencies have a positive relation to TPACK; likewise, the teachers’ attitudes in technology integration were able to strengthen the positive relation between technology competency and science teacher’s TPACK. Therefore, teacher's attitude is an important factor should be concerned in improving teacher's TPACK.

STUDENTSâ€™ PERCEPTIONS CONCERNING THE LEARNING ENVIRONMENT BASED ON BIOLOGY TEACHERSâ€™ TPACK Nurina, Cut Intan Evtia; Riandi, R.; Widodo, Ari; Yulisman, Hendra
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol 5, No 3 (2019): November
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v5i3.7819

Research about students? perceptions concerning the learning environment based on biology teachers? TPACK still limited. The purpose of this study was to obtain information about the impact of biology teachers? TPACK on students? perceptions concerning their learning environment. TPACK scores were obtained from instrument in the form of multiple-choice test questions. Furthermore, students? perceptions of their learning environment were obtained using a Likert scale questionnaire. Two biology teachers were used as research samples determined by purposive sampling, which is referring to their TPACK score. Furthermore, students who became the research sample were students from those two teachers that consists of 64 students. The analysis results show that teachers have different TPACK ability at the level of TPACK forming components. Furthermore, there are differences in students' perceptions based on their teachers' TPACK ability. The results were indicated teacher professionalism, in this case, TPACK has the impact on learning environment. Therefore, teachers, schools, government, and education providers are expected to give special attention to teacher professionalism.

Analysis of Student Learning Experiences: Differences in Abilities and Perceptions towards Research Methodology Wiwit Artika; Dewi Andayani; Yaumil Istiqlal M. Nur; Hendra Yulisman
Biologi Edukasi: Jurnal Ilmiah Pendidikan Biologi Vol 11, No 2 (2019): Biologi Edukasi: Jurnal Ilmiah Pendidikan Biologi
Publisher : Universitas Syiah Kuala

The purpose of this study is to compare several skill aspects of graduate students in research methodology-based subjects and to find out their perceptions about the definition of research and challenges in understanding the course. This study is a survey research using a mix methods case study approach. The sample was chosen purposively consisted of 10 postgraduate students at the University of Arkansas (UARK) and several universities in the United Kingdom (UK). The results of t-test analysis showed that there were no significant differences in reading skills, writing skills, and finding resources between Indonesian graduate students of the UARK and UK which were calculated for t (8) = -2.08, p = .07, t (8) = - 1.98, p = .08, and t (8) = -.92, p = .39 respectively. Most postgraduate students in Indonesia define research as a systematic study. Language and technical terms are the biggest challenges that would be faced to understand research-based course content.

Moderated effect of teachers’ attitudes to the contribution of technology competencies on TPACK Hendra Yulisman; Ari Widodo; R. Riandi; Cut Intan Evtia Nurina
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 2 (2019): JULY
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v5i2.7818

Technological Pedagogical and Content Knowledge (TPACK) can be seen as teacher’s skills and abilities in choosing and using technology effectively. However, information about the teacher’s attitudes contribution to technology competencies and science teacher's TPACK is still limited. Therefore, this study aimed to analyze the relationship between teacher's technology competencies and their TPACK as well as the effect of teacher’s attitudes as a moderating effect on relation between these two variables. This survey research used total sampling technique which involved 88 science teachers from junior high school of Kota Banda Aceh. The instruments consisted of questionnaires and multiple-choice test which were distributed directly to the teachers. The data analysis was performed by using the Partial Least Square approach. The results showed that technology competencies have a positive relation to TPACK; likewise, the teachers’ attitudes in technology integration were able to strengthen the positive relation between technology competency and science teacher’s TPACK. Therefore, teacher's attitude is an important factor should be concerned in improving teacher's TPACK.

Students’ perceptions concerning the learning environment based on biology teachers’ TPACK Cut Intan Evtia Nurina; R. Riandi; Ari Widodo; Hendra Yulisman
JPBI (Jurnal Pendidikan Biologi Indonesia) Vol. 5 No. 3 (2019): NOVEMBER
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jpbi.v5i3.7819

Research about students’ perceptions concerning the learning environment based on biology teachers’ TPACK still limited. The purpose of this study was to obtain information about the impact of biology teachers’ TPACK on students’ perceptions concerning their learning environment. TPACK scores were obtained from instrument in the form of multiple-choice test questions. Furthermore, students’ perceptions of their learning environment were obtained using a Likert scale questionnaire. Two biology teachers were used as research samples determined by purposive sampling, which is referring to their TPACK score. Furthermore, students who became the research sample were students from those two teachers that consists of 64 students. The analysis results show that teachers have different TPACK ability at the level of TPACK forming components. Furthermore, there are differences in students' perceptions based on their teachers' TPACK ability. The results were indicated teacher professionalism, in this case, TPACK has the impact on learning environment. Therefore, teachers, schools, government, and education providers are expected to give special attention to teacher professionalism.

THE CONTRIBUTION OF CONTENT, PEDAGOGY, AND TECHNOLOGY ON THE FORMATION OF SCIENCE TEACHERS’ TPACK ABILITY Hendra Yulisman; Ari Widodo; Riandi Riandi; Cut Intan Evtia Nurina
EDUSAINS Vol 11, No 2 (2019): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

KONTRIBUSI PENGETAHUAN KONTEN, PEDAGOGI, DAN TEKNOLOGI TERHADAP PEMBENTUKAN TPACK GURU IPA AbstrakModel integrasi teknologi mengalami perubahan dari model yang berfokus pada teknologi ke model yang berfokus pada pedagogi, salah satunya adalah TPACK. Informasi mengenai kemampuan TPACK guru IPA dan kontribusi pengetahuan konten, pedagogi, dan teknologi dalam pembentukan TPACK guru masih belum banyak tersedia. Oleh sebab itu, penelitian ini bertujuan untuk memperoleh informasi mengenai kemampuan TPACK guru IPA dan kontribusi pengetahuan konten, pedagogi, dan teknologi dalam pembentukan TPACK. Penelitian survei ini melibatkan 88 orang guru mata pelajaran IPA Kota Banda Aceh. Data mengenai kemampuan TPACK guru diperoleh dari soal tes berbentuk pilihan berganda. Penyebaran soal dilakukan secara langsung melalui kegiatan pelatihan. Analisis data dilakukan secara statistik deskriptif dan inferensial (pemodelan SEM-PLS). Hasil penelitian menunjukkan bahwa profil kemampuan TPACK guru IPA SMP di Kota Banda Aceh didominasi oleh pengetahuan konten (CK). Hasil analisis SEM-PLS menunjukkan bahwa CK, PK, dan PCK secara langsung dan tidak langsung berkontribusi dalam pembentukan TPACK guru IPA SMP di Kota Banda Aceh. Pemerintah dan penyelenggara pendidikan diharapkan dapat membantu guru untuk meningkatkan kemampuan menggunakan teknologi secara efektif dalam kegiatan pembelajaran agar terbentuk TPACK yang komprehensif.AbstractThe model of technology integration has changed from models that focus on technology to models that focus on pedagogy, one of which is TPACK. The information about science teachers’ TPACK and the contribution of content, pedagogy, and technology on the formation of science teachers’ TPACK is still limited. Therefore, this research aimed to obtain information about the science teachers’ TPACK and the contribution of content, pedagogy, and technology on the formation of TPACK. This survey research involved 88 science teachers from Banda Aceh City. The data about science teachers’ TPACK was obtained from multiple-choice test questions. The questions were distributed directly through training activities. Data analysis was performed by descriptive and inferential statistics (SEM-PLS modeling). The results showed that the TPACK ability profile of junior high school science teachers in Banda Aceh City was dominated by content knowledge (CK). The results of the SEM-PLS analysis showed that CK, PK, and PCK, directly and indirectly, contributed to the formation of the science teachers’ TPACK in junior high school in Banda Aceh City. The government and education providers were expected to be able to help teachers to improve the ability to use technology effectively in learning activities to form a comprehensive TPACK.

Between Gen X and Y: How Do Generational Differences Affect Science Teachersâ€™ TPACK Abilities? Iswadi Iswadi; Hendra Yulisman; Samsuar Samsuar; Suryani Suryani
Jurnal Penelitian Pendidikan IPA Vol 9 No 7 (2023): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i7.3027

Between 2020 and 2023, two groups of people have relatively the same experience in using technology, namely Generation X and Generation Y. Teachers from these two generations are expected to have the ability to integrate technology into their learning activities. The framework that can be used to identify these abilities is TPACK. This quantitative survey aims to see the differences in the TPACK abilities of biology teachers based on generations X and Y. The research sample consisted of 68 science teachers from Aceh Province. The data is distributed using Google Forms and analyzed by descriptive and inferential statistics. The results show that there is a significant difference between the TPACK abilities of teachers from generation X and generation Y. Another exciting result is that teachers from generation Y have slightly better TPACK abilities than teachers from generation X. The results of this study suggest that teachers, educational lecturers, and educational students should always try to integrate the latest technology into learning activities.

Evaluation of Changes in Students’ Perceptions of Scientific Article Writing Skills through a Cohort Survey Yulisman, Hendra; Wardiah, Wardiah; Artika, Wiwit; Pada, Andi Ulfa Tenri; Nurina, Cut Intan Evtia
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i2.1607

Purpose of the study: To evaluate the development of students’ perceptions of their ability to write scientific articles and to identify the parts of scientific articles that are most understood and most difficult to understand by students. Methodology: This cohort survey research was conducted by distributing questionnaires twice, namely in December 2024 and March 2025. The first survey was distributed via Microsoft Form during an online socialization event that focused on the writing of scientific articles from undergraduate theses. There were 67 students present at the event. The second survey was conducted in person during a socialization event that introduced scientific journals affiliated with the Biology Education Study Program at Faculty of Teacher Training and Education, Universitas Syiah Kuala. The event was attended by 68 students. The data obtained were subsequently analyzed using descriptive statistics. Main Findings: There has been a positive development in students’ perception of their ability to write scientific articles. In addition, this research successfully identified the parts of scientific articles that are most understood and those that are still difficult for students to comprehend. Novelty/Originality of this study: This research uses a longitudinal survey, specifically a cohort survey, to obtain a comprehensive evaluation of the development of students’ perceptions in writing scientific articles.

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