Problem Based Learning (PBL) Model with Technological, Pedagogical, and Content Knowledge (TPACK) Approach

Autor/inn/en	Tanjung, Samsidar; Baharuddin; Ampera, Dina; Farihah; Jahidin, Ismail
Titel	Problem Based Learning (PBL) Model with Technological, Pedagogical, and Content Knowledge (TPACK) Approach
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 10 (2022) 3, S.740-752 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tanjung, Samsidar) ORCID (Baharuddin) ORCID (Ampera, Dina) ORCID (Farihah) ORCID (Jahidin, Ismail)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Problem Based Learning; Pedagogical Content Knowledge; Technological Literacy; Grade 11; High School Students; Discovery Learning; Instructional Effectiveness; History Instruction; Foreign Countries; Teaching Methods; Academic Achievement; Indonesia + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Pädagogische Kompetenz; Technisches Wissen; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Entdeckendes Lernen; Unterrichtserfolg; History lessons; Geschichtsunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Indonesien
Abstract	This research aims to determine whether there is an influence of applying the Problem Based Learning (PBL) Model with the Technological, Pedagogical, and Content Knowledge (TPACK) Approach on the historical learning outcomes of high school students of Sultan Iskandar Muda Medan. This study uses a quasiexperiment research method. The population in this study involves all students of class XI of High School (SMA) Sultan Iskandar Muda Medan, with a sample of class XI of Social Sciences (IPS) 1 as an experiment class and class XI of Social Sciences (IPS) 3 as a control class selected by simple random sampling method. The experiment class is taught with the PBL Model with the TPACK Approach, while the control class is taught with the Discovery Learning Model. The research instrument used is in the form of test questions totaling 25 multiple choice questions that have been declared valid. In this study, two stages of the test were given, namely pretest and posttest, in the form of multiple-choice questions that have been declared valid. The pretest is given to both sample classes to determine the student's initial ability before being given treatment, while the posttest is given to both sample classes to determine the final ability of learners after treatment. Based on posttest data, the experiment class obtained an average score of 80.3 and an average score in the control class of 68.4. The data proved to be a normal and homogeneous distribution through statistical test analysis, so a hypothesis test was carried out, namely a one-party t-test that showed a significance level of [alpha] = 0.05. Thus, Ho was rejected, and Ha was accepted, meaning that there was an influence of the PBL Model with the TPACK Approach on the historical learning outcomes of the high school students. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01