A Sequential Explanatory Investigation of TPACK: Indonesian Science Teachers' Survey and Perspective

Autor/inn/en	Muhaimin, Muhaimin; Habibi, Akhmad; Mukminin, Amirul; Saudagar, Ferdiaz; Pratama, Robin; Wahyuni, Sri; Sadikin, Ali; Indrayana, Boy
Titel	A Sequential Explanatory Investigation of TPACK: Indonesian Science Teachers' Survey and Perspective
Quelle	In: Journal of Technology and Science Education, 9 (2019) 3, S.269-281 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Muhaimin, Muhaimin) ORCID (Habibi, Akhmad) ORCID (Mukminin, Amirul) ORCID (Saudagar, Ferdiaz) ORCID (Pratama, Robin) ORCID (Wahyuni, Sri) ORCID (Sadikin, Ali) ORCID (Indrayana, Boy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-5349
Schlagwörter	Foreign Countries; Science Teachers; Science Instruction; Technology Integration; Teacher Attitudes; Pedagogical Content Knowledge; Technological Literacy; Student Centered Learning; Cooperative Learning; High School Teachers; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Pädagogische Kompetenz; Technisches Wissen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kooperatives Lernen; High school; High schools; Oberschule; Indonesien
Abstract	This sequential explanatory design aims at exploring science teachers' perceptions of technology integration regarding technological pedagogical content knowledge (TPACK) which focused on quantitative findings (survey) supported by qualitative findings (interview). The study involved 356 respondents for the survey and eight participants for the interview. Descriptive statistics, t-test and ANOVA were used in the quantitative data analysis while for the qualitative data analysis, a thematic process was conducted. Findings show that the science teachers' perception of their technological-based knowledge is lower than non-technological knowledge namely pedagogical and content knowledge. Further, qualitative findings informed in-depth information about technology integration referred to TPACK namely problems in technology integration, advantages of technology integration, students centered learning, knowledge of new technology and its classroom integration, and peer collaboration. Policy recommendation was established for the betterment of ICT integration in instruction, especially for developing countries. (As Provided).
Anmerkungen	Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01