The Development of Working Design through Characterized Technology Pedagogy and Content Knowledge in the Elementary Schools’ Instructional

A.R., Aisyah (2013) The Development of Working Design through Characterized Technology Pedagogy and Content Knowledge in the Elementary Schools’ Instructional. Social and Behavioral Sciences Journal, 103. pp. 124-129. ISSN 1877-0428

[img] Microsoft Word
Download (100Kb)

    Abstract

    ICT-based characterized instructional can lead the learners become more creative and get higher quality output. This study aimed to determine the practicalities and potential effects of the use of characterized technology pedagogy and content knowledge to the learners’ outcome. This study is a development research through characterized TPACK model and the evaluation will use Tessmer’ procedure. The sample of this research is 38 students of the third class of elementary school in Palembang. The steps in doing this study are: 1) emerging, 2) applying, 3) infusing, and 4) evaluating. This model possess a very good validity, the potential effect of this model can be seen from the students’ outcome, that is 65,79% success with good score, which means more than half of the students manage to learn based on this model.

    Item Type: Article
    Uncontrolled Keywords: Technology, pedagogy and content knowledge, character education
    Subjects: L Education > L Education (General)
    Divisions: Faculty of Teacher Training and Science Education > Study Program of Educational Psychology and Counseling
    Depositing User: tiwi pratiwi marini
    Date Deposited: 12 Mar 2014 11:01
    Last Modified: 12 Mar 2014 11:01
    URI: http://eprints.unsri.ac.id/id/eprint/3547

    Actions (login required)

    View Item