Madrasah Teachers’ TPACK: To What Extent It Facilitates Students’ Learning for Literacy?
- 10.2991/assehr.k.220104.024How to use a DOI?
- TPACK; Madrasah teachers; Teachers’ capability
Teachers must be proficient not only in subject matter and pedagogy, but also in technology expertise, in order to design lessons holistically in this time of pandemic. This study looked at 80 teachers from 65 madrasahs (Islamic school) in East Java who took part in PPG (Teacher Professional Education Program) at the LPTK (Institute of Teachers’ Education) UIN Sunan Ampel Surabaya in 2021. In this study, the data were analyzed by data reduction, data visualization, and drawing conclusions. The results of the research discussion indicate that madrasah teachers’ ability to use Technological Pedagogical and Content Knowledge (TPACK) is still limited to 18.75 percent. Meanwhile, good TPACK ability reached 60%, while quiet TPACK ability reached 21.25 percent. Many variables influence this, including rapid technology advancements, the availability of numerous applications, support from school leaders, school infrastructures, and teachers who are still in their early years of teaching.
- © 2022 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Lilik Huriyah AU - Zulfahmi Alwi AU - Nuansa B. Segara AU - Saifudin Saifudin AU - Shofar S. Bisri AU - Ida Zubaidah PY - 2022 DA - 2022/01/13 TI - Madrasah Teachers’ TPACK: To What Extent It Facilitates Students’ Learning for Literacy? BT - Proceedings of the International Conference on Madrasah Reform 2021 (ICMR 2021) PB - Atlantis Press SP - 160 EP - 164 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.220104.024 DO - 10.2991/assehr.k.220104.024 ID - Huriyah2022 ER -