Mastering the TPACK framework: Innovative approaches by mathematics teachers
Integrating technological, pedagogical, and mathematical content knowledge poses an inherent challenge. Educators are tasked with achieving a harmonious equilibrium among these facets to ensure the productive utilization of technology to bolster mathematical learning endeavors. This study examines h...
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| Format: | Article |
| Language: | Indonesian |
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Universitas Hamzanwadi
2024-09-01
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| Series: | Jurnal Elemen |
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| Online Access: | https://e-journal.hamzanwadi.ac.id/index.php/jel/article/view/26311 |
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| _version_ | 1832575413414526976 |
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| author | Amelia Defrianti Putri Dadang Juandi Al Jupri Turmudi Sitti Busyrah Muchsin |
| author_facet | Amelia Defrianti Putri Dadang Juandi Al Jupri Turmudi Sitti Busyrah Muchsin |
| author_sort | Amelia Defrianti Putri |
| collection | DOAJ |
| description | Integrating technological, pedagogical, and mathematical content knowledge poses an inherent challenge. Educators are tasked with achieving a harmonious equilibrium among these facets to ensure the productive utilization of technology to bolster mathematical learning endeavors. This study examines how mathematics teachers in West Sumatra use Technology, Pedagogy, and Content Knowledge (TPACK) in their classrooms. The investigation engaged a cohort of 15 teachers and 36 students, employing a qualitative descriptive methodology. Methodologically, the research adopted a survey-based approach, with data collection techniques encompassing literature reviews, interviews, and questionnaires. This study’s findings underscored teachers’ adeptness in incorporating the TPACK framework throughout the various facets of the teaching process, encompassing planning, execution, and evaluation. Educators have adeptly woven TPACK principles into the fabric of mathematics instruction, meticulously integrating technological tools across all stages of the pedagogical journey. The judicious integration of technology has yielded palpable benefits, fostering a conducive and engaging learning environment for students. Moreover, the findings of this research serve as a clarion call for further scholarly inquiry aimed at enhancing the efficacy and quality of TPACK-infused digital learning practices. |
| format | Article |
| id | doaj-art-1eea6bf9b9f64725a9207e98bacb9ea1 |
| institution | Kabale University |
| issn | 2442-4226 |
| language | Indonesian |
| publishDate | 2024-09-01 |
| publisher | Universitas Hamzanwadi |
| record_format | Article |
| series | Jurnal Elemen |
| spelling | doaj-art-1eea6bf9b9f64725a9207e98bacb9ea12025-02-01T08:22:44ZindUniversitas HamzanwadiJurnal Elemen2442-42262024-09-0110358259410.29408/jel.v10i3.2631133551Mastering the TPACK framework: Innovative approaches by mathematics teachersAmelia Defrianti Putri0Dadang Juandi1Al Jupri2Turmudi3Sitti Busyrah Muchsin4Universitas Pendidikan IndonesiaUniversitas Pendidikan IndonesiaUniversitas Pendidikan IndonesiaUniversitas Pendidikan IndonesiaUniversitas Pendidikan IndonesiaIntegrating technological, pedagogical, and mathematical content knowledge poses an inherent challenge. Educators are tasked with achieving a harmonious equilibrium among these facets to ensure the productive utilization of technology to bolster mathematical learning endeavors. This study examines how mathematics teachers in West Sumatra use Technology, Pedagogy, and Content Knowledge (TPACK) in their classrooms. The investigation engaged a cohort of 15 teachers and 36 students, employing a qualitative descriptive methodology. Methodologically, the research adopted a survey-based approach, with data collection techniques encompassing literature reviews, interviews, and questionnaires. This study’s findings underscored teachers’ adeptness in incorporating the TPACK framework throughout the various facets of the teaching process, encompassing planning, execution, and evaluation. Educators have adeptly woven TPACK principles into the fabric of mathematics instruction, meticulously integrating technological tools across all stages of the pedagogical journey. The judicious integration of technology has yielded palpable benefits, fostering a conducive and engaging learning environment for students. Moreover, the findings of this research serve as a clarion call for further scholarly inquiry aimed at enhancing the efficacy and quality of TPACK-infused digital learning practices.https://e-journal.hamzanwadi.ac.id/index.php/jel/article/view/26311mathematics teachersqualitative descriptivetechnology integrationtpack |
| spellingShingle | Amelia Defrianti Putri Dadang Juandi Al Jupri Turmudi Sitti Busyrah Muchsin Mastering the TPACK framework: Innovative approaches by mathematics teachers Jurnal Elemen mathematics teachers qualitative descriptive technology integration tpack |
| title | Mastering the TPACK framework: Innovative approaches by mathematics teachers |
| title_full | Mastering the TPACK framework: Innovative approaches by mathematics teachers |
| title_fullStr | Mastering the TPACK framework: Innovative approaches by mathematics teachers |
| title_full_unstemmed | Mastering the TPACK framework: Innovative approaches by mathematics teachers |
| title_short | Mastering the TPACK framework: Innovative approaches by mathematics teachers |
| title_sort | mastering the tpack framework innovative approaches by mathematics teachers |
| topic | mathematics teachers qualitative descriptive technology integration tpack |
| url | https://e-journal.hamzanwadi.ac.id/index.php/jel/article/view/26311 |
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