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The development of an online-based TPACK questionnaire for ELT teachers Surayya, ST Ayu; Asrobi, Maman; Maysuroh, Siti; Farizi, Zukhruf
Englisia: Journal of Language, Education, and Humanities Vol 11, No 1 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.17364

The concept of Technological Pedagogical Content Knowledge (TPACK) has gained significant attention in the field of education due to the widespread adoption of innovative technologies, particularly accelerated by the COVID-19 pandemic and the surge in online teaching. To effectively measure TPACK, the utilization of a well-designed and tailored questionnaire has emerged as a sophisticated approach. The aim of this research is to develop a questionnaire that is valid and reliable specifically for the context of online learning. In order to ensure the validity of the questionnaire, expert validation was conducted with three professionals from diverse backgrounds, including an Indonesian professor, a Ph.D. student, and a local education supervisor. By incorporating their recommendations, the questionnaire underwent revisions and refinements. Subsequently, the validity of the questionnaire was assessed by administering it to 43 participants across four Indonesian provinces: West Java, East Java, East Boneo, and West Nusa Tenggara. The findings indicated that the questionnaire demonstrated strong validity and reliability, making it a valuable tool for evaluating teachers' TPACK in online teaching environments. Statistical analysis using the SPSS 23.0 software confirmed the validity and reliability of all 24 questionnaire items, further endorsing its readiness for future research endeavors. Additionally, this questionnaire can be tailored to meet the unique requirements of teachers across different education programs, thereby enhancing its applicability and versatility. In conclusion, this study contributes to the field of online teaching by providing a robust instrument for assessing teachers' TPACK, facilitating targeted interventions and improvements in instructional practices.

Measuring EFL students’ self-efficacy levels in online learning Asrobi, Maman; Maysuroh, Siti; Farizi, Zukhruf
Englisia: Journal of Language, Education, and Humanities Vol 10, No 2 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i2.14773

The rapid development of technology and the integration of technology into the education system have made several educational institutions begin to introduce and begin to apply it in their teaching and learning processes, one of which is by applying distance/online/remote learning methods that are considered flexible and convenience. The purpose of this study was to measure the level of self-efficacy that EFL students in higher education have regarding the use of online learning methods in their teaching and learning activities. The data in this study were taken through an online survey technique of 60 higher education EFL students. The instrument used is Self-Efficacy for Online Learning (SeQoL) which contains 20 statements with 3-point Likert-type scale. The findings in this study found that the level EFL learner self-efficacy in online learning was in moderate level (M= 2.22; SD= .59). Based on this result, EFL students need to adapt more to online learning methods so that they are able to master online learning experiences to get high self-efficacy.

Scrutiny on Indonesian EFL Teachers’ Willingness to Understand and Implement the TPACK in VLE Surayya, Siti Ayu; Asrobi, Maman; Farizi, Zukhruf
Journal of Education Technology Vol. 5 No. 4 (2021): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v5i4.40986

During this pandemic, all countries focused on the issue of transforming the education system, media, teaching strategies, and materials, from face-to-face teaching and learning to teach in a Virtual Environment (TVE)-based, including in Indonesia. However, this sudden change of situation made all education systems change in a hurry. The fact that English teachers are more proficient at applying their content and pedagogical knowledge than technological knowledge makes this study aim to determine how willing teachers are to add and apply their TPACK, particularly in TVE at the moment, and also to reveal the effect of willingness to increase TPACK with a willingness to apply TPACK. The respondents in this survey were 43 EFL teachers. The instrument used in collecting data is a questionnaire. Descriptive statistics, normality and homogeneity tests, and independent t-tests were used in the quantitative data analysis. The data shows that most Indonesian EFL teachers are at the median level of readiness to learn and practice TPACK. However, there is no relationship between willingness to understand and willingness to apply TPACK among English teachers. This finding influences the perspective of educators and researchers on how external pressures need to be reduced and teachers in Indonesia to need internal motivation towards technology-based education.

Measuring EFL students’ self-efficacy levels in online learning Asrobi, Maman; Maysuroh, Siti; Farizi, Zukhruf
Englisia Journal Vol 10 No 2 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i2.14773

The rapid development of technology and the integration of technology into the education system have made several educational institutions begin to introduce and begin to apply it in their teaching and learning processes, one of which is by applying distance/online/remote learning methods that are considered flexible and convenience. The purpose of this study was to measure the level of self-efficacy that EFL students in higher education have regarding the use of online learning methods in their teaching and learning activities. The data in this study were taken through an online survey technique of 60 higher education EFL students. The instrument used is Self-Efficacy for Online Learning (SeQoL) which contains 20 statements with 3-point Likert-type scale. The findings in this study found that the level EFL learner self-efficacy in online learning was in moderate level (M= 2.22; SD= .59). Based on this result, EFL students need to adapt more to online learning methods so that they are able to master online learning experiences to get high self-efficacy.

The development of an online-based TPACK questionnaire for ELT teachers Surayya, ST Ayu; Asrobi, Maman; Maysuroh, Siti; Farizi, Zukhruf
Englisia Journal Vol 11 No 1 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.17364

The concept of Technological Pedagogical Content Knowledge (TPACK) has gained significant attention in the field of education due to the widespread adoption of innovative technologies, particularly accelerated by the COVID-19 pandemic and the surge in online teaching. To effectively measure TPACK, the utilization of a well-designed and tailored questionnaire has emerged as a sophisticated approach. The aim of this research is to develop a questionnaire that is valid and reliable specifically for the context of online learning. In order to ensure the validity of the questionnaire, expert validation was conducted with three professionals from diverse backgrounds, including an Indonesian professor, a Ph.D. student, and a local education supervisor. By incorporating their recommendations, the questionnaire underwent revisions and refinements. Subsequently, the validity of the questionnaire was assessed by administering it to 43 participants across four Indonesian provinces: West Java, East Java, East Boneo, and West Nusa Tenggara. The findings indicated that the questionnaire demonstrated strong validity and reliability, making it a valuable tool for evaluating teachers' TPACK in online teaching environments. Statistical analysis using the SPSS 23.0 software confirmed the validity and reliability of all 24 questionnaire items, further endorsing its readiness for future research endeavors. Additionally, this questionnaire can be tailored to meet the unique requirements of teachers across different education programs, thereby enhancing its applicability and versatility. In conclusion, this study contributes to the field of online teaching by providing a robust instrument for assessing teachers' TPACK, facilitating targeted interventions and improvements in instructional practices.

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