Pengetahuan Teknologi Pedagogi Kandungan di Malaysia: Satu Kajian Meta Analisis
Pedagogical Technological Content Knowledge in Malaysia: A Meta-Analysis Study
DOI:
https://doi.org/10.37134/jictie.vol6.8.2019Keywords:
TPACK, pengetahuan teknologi pedagogi kandungan, pengetahuan teknologi, pengetahuan pedagogi, pengetahuan kandunganAbstract
Dalam beberapa dekad kebelakangan ini, terdapat peningkatan minat penyelidikan tentang kompetensi guru dalam penggunaan teknologi dari aspek amalan pengajaran. Kompetensi ini adalah didasarkan dengan pengetahuan teknologi yang jelas dan pengetahuan pedagogi yang luas serta pengetahuan yang mendalam tentang isi kandungan. Oleh itu, terdapat keperluan untuk menganalis kajian lepas tentang ketiga-tiga aspek ini dengan melaporkan kajian yang telah dijalankan dengan menggunakan kerangka Technological Pedagocigal Content Knowledge (TPACK). Kajian ini telah menganalisis artikel yang berkaitan dengan kerangka ini dari tahun 2014-2018. Penemuan daripada ini telah menunjukkan pendekatan penyelidikan kuantitatif sering digunakan dimana reka bentuk tinjauan adalah pilihan utama penyelidik. Sampel guru di sekolah menengah dan sekolah rendah adalah sama banyak. Penemuan kajian ini boleh digunakan sebagai rujukan untuk para penyelidik dalam bidang pendidikan tempatan yang menjalankan kajian berkaitan dengan menggunakan kerangka TPACK ini. Artikel ini juga memberikan cadangan untuk kajian lanjut yang berkaitan.
In recent decades, there has been an increased interest in research on teacher competence in technology utilization in terms of teaching practices. This competency is based on clear technological knowledge and extensive pedagogical knowledge and also in-depth knowledge of the content. Therefore, there is a need to analyse the previous studies on these three aspects by reporting the study conducted using the Technological Pedagogy Content Knowledge (TPACK) framework. This study has analysed articles related to this framework from 2014-2018. The findings have shown that quantitative research approaches are often used where survey design is the researcher's choice. Samples of teachers used in secondary school and primary schools are equal. The findings of this study can be used as a reference for researchers in the field of local education that conduct research related to using this TPACK framework. This article also provides recommendations for further relevant research.
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