Disertasi

Teachers\' tpack competence and practices and the predicted impact on the students\' self-directed and self-regulated learning / Miftahul Janah

Abstrak
Teachers students and total technology utilization rely on teachers capability to use technology in the classroom. Hence a lack of teacher competency in ICT becomes a substantial barrier to technological device application in the teaching-learning process. They must be aware that their digital competence should relate to Technological Pedagogical Content Knowledge (TPACK) a framework for teacher knowledge. Moreover one of the essential 21st-century skills for students as individuals is self-directed learning (SDL). Hence individuals should be able to plan develop adapt and alter their knowledge in a digital interactive and globalized society. Self-regulated learning (SRL) occurs if students direct their learning by using pertinent strategies and techniques to plan monitor assess and reflect on their learning through a self-directed process. Thus this study was intended (1) to examine the level of teachers rsquo TPACK competence and the differences between seven domains of TPACK among EFL teachers of secondary schools based on their teaching and professional development experience (2) to observe the teachers rsquo TPACK practices in the EFL teaching-learning process (3) to examine the level of students rsquo SDL-SRL and the differences between domains of SDL and SRL among students based on their schools departments and classes and (4) to examine the predicted impact of teachers rsquo TPACK competence on the students rsquo SDL and SRL. An explanatory sequential design was implemented to conduct the research using the quantitative approach first using a questionnaire followed by a qualitative method through observation and interviews. Six EFL teachers and 162 secondary school students based in DIY and Lampung participated in this study. The quantitative data were then analyzed descriptively using IBM SPSS 27.0 where formulas such as Cronbach rsquo s Alpha ANOVA and Simple Regression Linear were performed and the obtained qualitative data was analyzed using NVIVO. The findings revealed that the teachers rsquo TPACK yields high levels. It exposed the teachers tech-savvyness suggesting that they can integrate technology into the classroom. The ANOVA analysis results showed statistically significant differences among teachers in the six domains of TPACK according to their teaching experience and in the five domains according to professional development experience. Furthermore the findings suggest alignment between the teachers understanding of TPACK and their ability to use it effectively in their teaching. This study also found the students exhibit a high level of SDL which reflects their strong ability to manage their own learning process and a moderate level of SRL which suggests they may need additional support or guidance to enhance their SRL ability. The one-way ANOVA showed no statistically significant differences among students in all SDL-SRL domains but in the two domains of SRL (help-seeking and self-evaluation) according to their departments. Moreover this study found that teachers rsquo TPACK predicted an impact of 69.6% on SDL and 76.2% on SRL where the predicted impact on SDL is negative and on SRL is positive. The negative prediction suggests that when teachers have a higher level of TPACK they may inadvertently reduce students ability or motivation to learn independently. Therefore although TPACK is generally seen as beneficial it might need to be balanced with strategies that promote and support students rsquo self-directed learning. Conversely the positive prediction indicates that increasing teachers ability to integrate TPACK will likely enhance students ability to regulate their learning processes. Overall the findings indicate that both teachers and students today are tech-savvy students and that teachers implementation of TPACK is predicted to impact students rsquo SDL and SRL. The findings of this study ultimately revealed that teachers implemented varied digital media to practice TPACK in the EFL teaching-learning process such as YouTube video Canva Wordwall Classpoint Jamboard Quizizz Readable ME-QR and social media like Instagram. Through TPACK implementation teachers can also provide technology-based teaching and learning that is appropriate to the students rsquo characters (audio visual kinesthetic). This study has limitations since it did not conduct experiments to find the impact of teachers rsquo TPACK on student SDL and SRL. Thus future research is suggested to focus more on this area. Besides regarding its findings future research could also explore how teachers TPACK evolves over time and how different professional development experiences contribute to this growth. This could help design more effective training programs that cater to teachers at different stages of their careers.

Informasi Detail

DDC

Rd 420.76 JAN t

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2024.

Deskripsi Fisik

xx, 166 lembar. : ilus. ; 30 cm.

Bahasa

No Reg

00032/RD/25

Edisi

Disertasi(Pascasarjana)--Universitas Negeri Malang. 2024

Subjek

1. BAHASA INGGRIS - MODEL PEMBELAJARAN MANDIRI
2. BAHASA INGGRIS - KOMPETENSI GURU
3. ENGLISH - INDEPENDENT LEARNING MODEL

Pembimbing

1. Prof. Dr. Hj. Nur Mukminatien, M.pd; 2. Prof. Dr. Sri Rachmajanti, Dip.tesl, M.pd; 3. Dr. Sintha Tresnadewi, M.pd

Lampiran Berkas