The effects of instructional design based web course on pre-service teachers’ competencies

M. Anas Thohir (Universitas Negeri Malang)
Moh. Irma Sukarelawan (Universitas Ahmad Dahlan)
Jumadi Jumadi (Universitas Negeri Yogyakarta)
Warsono Warsono (Universitas Negeri Yogyakarta)
Alfina Citrasukmawati (STKIP Bina Insan Mandiri)

International Journal of Evaluation and Research in Education (IJERE)
Vol 10, No 1: March 2021

Web Pedagogical Content Knowledge (WPACK) is an important competence for pre-service teachers in the educational technology course. However, novice pre-service teachers require the preparation stage to integrate the Web into instruction. The purpose of the study was to develop and to investigate the new instructional model for pre-service teachers in integrating the Web. The Preparation, Isolation, Transformation, Action, Reflection, and Revision (PINTARR) and two other models were implemented in three physics education technology groups with seventy-four participants. The instrument test was constructed to assess the pre-service teachers’ competencies, namely Student analysis, Curriculum organization, Instructional strategy selection, Evaluation, Technological knowledge, and Physics knowledge. The result of MANOVA showed pre-service teachers in PINTARR group outperformed overall the pre-service teachers’ competencies rather than the Multimedia and Web Design Learning group. The results indicated that the Preparation and the Isolation stage were the most important for novice pre-service teachers in improving the competencies.