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All Journal Journal of Indonesian Primary School Journal of Education, Pedagogy and Teacher Training JIEELT
Muhammad Nasheh Ulwan
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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TPACK Development in Preservice Teacher Education: How Course Design and Self-Efficacy Beliefs Shape Technology Integration Muhammad Nasheh Ulwan
Journal of Education, Pedagogy and Teacher Training Vol. 3 No. 1 (2026): MAY 2026
Publisher : Barkah Publishing

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Abstract

Preservice programs still struggle to prepare teachers who can integrate technology into subject-matter instruction with any real sophistication. TPACK provides a useful lens for understanding why this happens, yet we know surprisingly little about how specific course design choices influence TPACK growth, or how self-efficacy interacts with that process over a full semester. We tracked 55 preservice teachers through a 14-week technology integration course built around extended duration, active learning, collaboration, reflection, and disciplinary grounding. Using an adapted Schmidt et al. TPACK survey and the TISE scale at three time points, we found significant gains across every subdomain. The largest shifts occurred in integrated TPACK (d = 1.61), TPK (d = 1.50), and technology integration self-efficacy (d = 1.53). Open-ended responses clustered around four ideas: practical relevance, collaborative inquiry, reflective growth, and disciplinary grounding. Courses that embed technology work inside authentic disciplinary tasks not as an add on produce measurable, practically meaningful change in both knowledge and confidence. We discuss what this means for program structure.
Effect of Using Augmented Reality-Assisted Learning Media on Elementary School Students' Learning Motivation in Social Studies Learning Muhammad Nasheh Ulwan; Wahyu Sopandi; Encep Supriatna
Journal of Indonesian Primary School Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/jips.v3i2.860

Abstract

Despite the rapid integration of immersive technologies in STEM disciplines, the pedagogical potential of Augmented Reality (AR) in primary humanities education, particularly social studies, remains significantly under-researched. Social studies concepts are frequently perceived by young learners as abstract and monotonous, leading to a critical decline in academic engagement. This study aims to address this gap by examining the empirical effect of AR-assisted learning media on the learning motivation of elementary school students during social studies instruction. Employing a quantitative approach with a quasi-experimental design, this research involved 76 third-grade students from SD Negeri Anyar 1, purposively divided into an experimental class (n = 38, utilizing AR-integrated media) and a control class (n = 38, utilizing conventional instructional methods). Data on student motivation were rigorously collected through structured observation techniques and analyzed using both descriptive statistics and inferential parametric tests, including independent and paired-sample t-tests. The findings demonstrated that the integration of AR-assisted learning media exerts a highly positive and statistically significant effect on students' learning motivation. Descriptive analysis indicated that the experimental group achieved an exceptional post-test motivation score (M = 89.46, falling into the very high category), whereas the control group remained substantially lower (M = 60.15, categorized as low). Inferential statistical testing confirmed this disparity to be highly significant (p < 0.001). These results suggest that AR effectively bridges the gap between abstract historical or geographical concepts and the cognitive processing of young learners by providing interactive, three-dimensional visualizations. Consequently, this study underscores that AR-assisted media serves as a powerful pedagogical intervention to overcome low student engagement, offering valuable insights for educators and curriculum designers aiming to modernize primary education.
Between Scepticism and Adoption: A Phenomenological Study of Indonesian EFL Teachers' Lived Experiences Integrating Generative AI into Writing Instruction Muhammad Nasheh Ulwan
Journal of Innovation in English Education and Language Teaching Vol. 2 No. 2 (2026): APRIL 2026
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/5s7c1f08

Abstract

While survey research has mapped the contours of EFL teacher attitudes towards generative AI, the lived, day-to-day experience of teachers who are actively attempting to integrate these tools into writing instruction remains underexplored. This study uses interpretive phenomenological analysis (IPA) to examine how nine Indonesian EFL lecturers experienced the process of integrating generative AI tools into their academic writing courses over one academic semester. Data were collected through three rounds of in-depth interviews and reflective teaching journals kept throughout the integration period. Findings reveal a phenomenological landscape characterised by productive tension: teachers navigated ongoing oscillation between intellectual curiosity and pedagogical anxiety, between the sense of professional obligation to engage with new tools and the felt inadequacy of their preparation to do so responsibly, and between their desire to help students use AI well and their uncertainty about what using AI well actually looks like in a writing classroom. Four experiential themes organise the findings: the vertigo of not knowing enough, the loneliness of navigating without a map, the satisfaction of unexpected pedagogical discovery, and the moral weight of institutional silence. The study draws on Merleau-Ponty's (1962) phenomenology of embodied experience and van Manen's (2016) hermeneutic phenomenology to argue that teacher AI integration is not primarily a knowledge problem or a skills problem but an experiential one and that addressing it requires professional support structures that attend to the phenomenological dimensions of teachers' encounters with AI in their specific professional contexts.
Co-Authors Effy Mulyasari Encep Supriatna Ihwan Faizin Nur Paridah Wahyu Sopandi