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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Inteligensi : Jurnal Ilmu Pendidikan
Fitriyah, Siti Ni'matul
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Other

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Studi Mix Methods untuk Mengetahui Integrasi TPACK dalam Proses Pembelajaran Siswa Sekolah Dasar Fitriyah, Siti Ni'matul; Sutadji, Eddy; Dewi, Radeni Sukma Indra; Kusumaningrum, Shirly Rizki
Jurnal Penelitian Pendidikan IPA Vol 10 No 8 (2024): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i8.7645

Abstract

The Technological Pedagogical and Content Knowledge (TPACK) framework offers guidance for teachers seeking to address technology integration in classroom learning. This study aims to assess the TPACK proficiency levels among elementary school teachers. This study involved teachers from SDN Sumbersari 03 in Malang City as participants using a mixed-methods approach with a sequential explanatory design. Quantitative data were initially gathered through self-report measures, followed by analysis utilizing descriptive and inferential statistics. Subsequently, qualitative data were collected through interviews and observations, with analysis conducted using the interactive model proposed by Miles and Huberman. The results of this study showed that there was no difference in the TPACK perceptions of primary school teachers based on gender (p-value > 0.05). However, there is an influence between age and tenure on teachers' TPACK ability (p-value < 0.05). Overall, the teachers have a good mastery of TPACK. However, there are some areas that need to be improved, especially in terms of technology mastery (TK, TCK, and TPACK). The highest mean score in the CK and PK domains was 4.875 and the lowest score in the TPACK domain was 4.55. The findings also indicate no significant difference in TPACK perceptions among elementary school teachers based on gender. However, age and tenure were found to influence teachers' TPACK abilities. Overall, teachers demonstrated a good level of mastery in TPACK. Nonetheless, specific areas, particularly technology mastery (TK, TCK, and TPACK), require improvement.
JAMU HERBAL SEBAGAI REPRESENTASI ETNOSAINS DALAM MENDUKUNG PEMBELAJARAN KONTEKSTUAL MATA PELAJARAN IPA DI SEKOLAH DASAR Fitriyah, Siti Ni'matul; Supriyono, Supriyono; Arifin, Slamet
Inteligensi : Jurnal Ilmu Pendidikan Vol 8, No 2 (2025)
Publisher : Universitas Tribhuwana Tunggadewi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33366/ilg.v8i2.7743

Abstract

This study aims to analyze herbal medicine as a representation of ethnoscience in the context of science learning, examine the relevance of herbal medicine to the principles of contextual education in elementary schools, and explore the potential of herbal medicine in supporting science literacy and preserving local wisdom. This study uses a qualitative approach with an ethnographic design. Data were collected through observation, interviews with herbal medicine sellers and consumers, and a documentary study of elementary school curriculum documents. Data analysis was conducted using the Miles and Huberman model and the Gioia method to identify coding, categorization, and main themes. The results indicate that knowledge of herbal medicine has been passed down from one generation to the next. Additionally, herbal medicine sellers also enhance their knowledge through literature and participate in modern training activities organized by the health office. From the consumers' perspective, herbal medicine remains trusted for its empirical benefits, even though its popularity has declined among the younger generation. Documentation of the Merdeka Curriculum reveals that biodiversity learning in fourth-grade elementary school can be effectively integrated with local potential, such as herbal medicine, thereby supporting more contextual science learning. The study's results conclude that herbal medicine can be effectively utilized as a learning medium that bridges traditional knowledge with modern science, while preserving local wisdom. Further research is recommended to develop ethnoscience-based teaching materials, conduct experimental studies on science literacy, and explore other local wisdom relevant to science learning in elementary schools.
Co-Authors Eddy Sutadji Radeni Sukma Indra Dewi Shirly Rizki Kusumaningrum Slamet Arifin Supriyono Supriyono