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ANALYZING THE TPACK OF SCIENCE TEACHER BASED EXPERIENCE FOR TEACHING GLOBAL WARMING IN SECONDARY LEVEL

Unnes Science Education Journal · Vol. 8 No. 2 (2019)

DOI
10.15294/usej.v8i2.31355
ISSN
2252-6617
Terbit
2019-07-31
Penerbit
Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia
Bahasa
eng

Abstrak

Technological pedagogical and content knowledge (TPACK) has been one of the steering frameworks that widely employed by researchers in order to examine and develop teachers' knowledge of integrating technology into instruction. This thing also viewed as a modern signature pedagogy within science teachers education integration of technology with science area content and effective pedagogy. In this article the author purposes to describe TPACK of science teachers using a new contextualized TPACK model with global warming. The participants were science teachers from three districts in Indonesia and have different ages from 24 until 34 years old. They were completed questionnaire to measure their ability to sync content, pedagogy, and technology in global warming material. Content Representation was applied to support quantitative data. Our results reveal that the teachers have different knowledge of TPACK. The implications of this study are that experienced teachers perceived higher barriers in integrating technology in classrooms than less experienced teachers.

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  • Indonesia University of Education
  • Yıldız Technical University
  • University of Technology Malaysia
  • Marmara University
  • University of Bengkulu
  • IPB University
  • Tunghai University
  • Organisasi lain
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Rekan penulisOrganisasiArtikel bersama
Achmad SamsudinIndonesia University of Education5
Bambang SupriatnoIndonesia University of Education4
Ari WidodoIndonesia University of Education3
Eka Cahya PrimaIndonesia University of Education3
Agus SetiawanIndonesia University of Education2
Diana RochintaniawatiIndonesia University of Education2
Rini SolihatIndonesia University of Education2
Nuryani Yogipratama RustamanIndonesia University of Education2
WahyudiAfiliasi tidak diketahui1
Yusri KaminUniversity of Technology Malaysia1
Tengku IdrisIndonesia University of Education1
Adi RahmatIndonesia University of Education1
Topik HidayatIndonesia University of Education1
Mustafa ÇakirMarmara University1
Eka MurdaniIndonesia University of Education1
M. MuslimIndonesia University of Education1
B. CostuYıldız Technical University1
Henny JohanUniversity of Bengkulu1
S. SipriyadiIPB University1
Ana Ratna WulanIndonesia University of Education1
Asmida HerawatiTunghai University1
F.C. WibowoAfiliasi tidak diketahui1
Mohd Zaidi Bin AmiruddinIndonesia University of Education1
Nila ApriliyantiAfiliasi tidak diketahui1
Bayram ÇoştuYıldız Technical University1
Nanang WinarnoIndonesia University of Education1
Ghevira Syaharani Aulia MuharamIndonesia University of Education1
Firmanul Catur WibowoAfiliasi tidak diketahui1
Fian Rifqi IrsalinaIndonesia University of Education1
Riski AmeliaIndonesia University of Education1
Lina HerlinaNational Research and Innovation Agency1
Harry FirmanIndonesia University of Education1
Ari ZaldyIndonesia University of Education1
Sumar HendayanaIndonesia University of Education1
Eneng RahmayantiIndonesia University of Education1
Rahmawati RahmawatiInstitut Agama Islam Negeri Kendari1
Ghaida Sekarlita Fadha SupriadiIndonesia University of Education1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/usej/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">ANALYZING THE TPACK OF SCIENCE TEACHER BASED EXPERIENCE FOR TEACHING GLOBAL WARMING IN SECONDARY LEVEL</dc:title>
	<dc:creator>Yanti, Meili</dc:creator>
	<dc:creator>Riandi, Riandi</dc:creator>
	<dc:creator>Suhandi, A</dc:creator>
	<dc:description xml:lang="en-US">Technological pedagogical and content knowledge (TPACK) has been one of the steering frameworks that widely employed by researchers in order to examine and develop teachers' knowledge of integrating technology into instruction. This thing also viewed as a modern signature pedagogy within science teachers education integration of technology with science area content and effective pedagogy. In this article the author purposes to describe TPACK of science teachers using a new contextualized TPACK model with global warming. The participants were science teachers from three districts in Indonesia and have different ages from 24 until 34 years old. They were completed questionnaire to measure their ability to sync content, pedagogy, and technology in global warming material. Content Representation was applied to support quantitative data. Our results reveal that the teachers have different knowledge of TPACK. The implications of this study are that experienced teachers perceived higher barriers in integrating technology in classrooms than less experienced teachers.</dc:description>
	<dc:publisher xml:lang="en-US">Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia</dc:publisher>
	<dc:date>2019-07-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/usej/article/view/31355</dc:identifier>
	<dc:identifier>10.15294/usej.v8i2.31355</dc:identifier>
	<dc:source xml:lang="en-US">Unnes Science Education Journal; Vol 8 No 2 (2019): July 2019</dc:source>
	<dc:source>2252-6617</dc:source>
	<dc:source>10.15294/usej.v8i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/usej/article/view/31355/14458</dc:relation>
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