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TECHNOLOGY IN EDUCATION; TPACK AS AN APPROACH TO BECOMING

A REVOLUTIONARY TEACHER IN THE DIGITAL AGE

Hambali

, Fathor Rozi

dan Mardiya

1, 2, 3

Universitas Nurul Jadid Probolinggo

Jl. KH. Zaini Mun’im Karanganyar Paiton Probolinggo, Jawa Timur 63216

Email: [email protected]

ABSTRACT

This study aims to analyze the readiness of educators as revolutionary teachers in the digitalization

era through the TPACK (technology, pedagogy, content, knowledge) approach to Islamic

Elementary School Teacher Education students and teachers at MI Al-Islamiyah Karanganyar

Paiton. This study uses a qualitative approach with a case study type of research. Data collection

techniques were carried out by interviews and observation. Data analysis techniques using data

reduction, data presentation and drawing conclusions. The results of this study indicate that

preparing to become a revolutionary teacher in the digital era takes several steps, namely;

strengthening personal branding, increasing teacher competence TPACK and having tech savvy

abilities. This research has implications with the use of the TPACK approach, can prepare

themselves to become revolutionary teachers who are able to combine their knowledge with the

rapid development of technology in this digital era.

Keywords: Technology in education; revolutionary teacher; TPACK approach.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 CC BY-SA International License.

INTRODUCTION

Information and communication technology is part of the aspect that marks the

progress of the times in the order of human civilization which cannot be avoided and is

very influential in world life in the 21st century era (Gazali & Pransisca, 2021). The

development of information and communication technology sector as one of the products

of changing times offers new things for education. (Iqbali, 2019). It can be understood that

the information and communication technology sector is one of the products of changing

times that offers new things to the world of education. adjustments to the use of

information and communication technology in the learning process will certainly become a

global demand that drags the world of education to be involved and adapt to technological

evolution (Rozi & Jannah, 2022). This happens because of the aspects of attractiveness,

effectiveness, and efficiency proposed by educational reforms with digital technology

nuances (Hanik et al., 2022).

The use of technology in education is certainly very impressive for human

sustainability in managing it (Salsabila et al., 2021). Because in today's modern era,

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education is a one-way way to strengthen all human potential needs in an optimal and

integrated manner (Nu’man et al., 2021). However, education that has been infiltrated by

technology must be able to position itself with the flow of change so that it is not covered

by negative changes that can affect the future of the nation's children (Nusa et al., 2021).

In the implementation of education, the existence of teachers is the spearhead as a

subject that greatly influences the existence of education (Sari, 2021 & Sukarja, 2019). The

teacher functions as a learning resource that plays a dominant role and is the highest

authority in science (Suwarni et al., 2018). The importance of the role of a teacher has been

proven by the Japanese empire during the war against the allies, where the two largest

cities in Japan, namely Hiroshima and Nagasaki were bombed by the allies which killed

most of the population. When disaster strikes, the emperor asks the most important thing at

the time, which is "how many masters are left?" This proves the very large role of the

teacher for the progress of a country (Akbar, 2021).

The appearance of a teacher characterized by excellence in nationalism, soul, faith,

piety, mastery of science and technology, work ethic and discipline, insight into the future,

career certainty, and physical and spiritual well-being are things that must be possessed by

a revolutionary teacher (Mubarak et al., 2022). But apart from all that, being a

revolutionary teacher is not just teaching or transferring knowledge, skills and technology

an sich or just acting as a model for their students, but teachers must also act as

communicators, learning resources, facilitators, guides, demonstrators, innovators. , and

others (Baharun et al., 2020 & Hapsari & Fatimah, 2021).

Becoming a revolutionary teacher in this digital era is of course a big homework for

an educator who must transform from a classical teacher into a smart technology teacher

who can apply himself with artificial intelligence. It is not without reason that a teacher

must be literate because in fact students are much more familiar with the developments in

the world of technology today, lest the teacher's technological level is below the students'

level, of course this will boomerang and reduce the degree of credibility as an educator.

Revolutionary teachers need new resources to select appropriate learning content to

improve student understanding and learning outcomes. An example of an appropriate

pedagogical approach that can be used in 21st century education is Technology Pedagogy

Content Knowledge (TPACK). Technology Pedagogical Content Knowledge (TPACK) is

knowledge about how teachers can use technology in the teaching and learning process in

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new ways (Farikah & Al Firdaus, 2020) and it is new knowledge that teachers must do to

apply technology effectively according to learning needs (Rahmadi, 2019).

There are many phenomena that occur, there are still many students and teachers

who often experience problems in the field and the most important thing is related to

technology, especially in terms of the application of information and communication

technology in planning, implementing, evaluating and managing education. This is because

they have not been able to combine technology, teaching, scientific/technical content and

communication in applying information technology science and the development and

implementation of knowledge in their field of expertise. No exception also happened to

PGMI students at Nurul Jadid Paiton University, Probolinggo and teachers at MI Al-

Islamiyah. As a revolutionary teacher in this digital era, of course, he must be

technologically literate and able to keep up with the rapid pace of technology in education

as it is today, teachers who are clueless and tend to close themselves off will make their

students behave understimate, because our prospective students are the 'Millennial

Generation'. where they are close friends spending a lot of time on digital technology

devices.

In response to this phenomenon, a teacher must always improve and update his or her

quality according to the demands of the times so that he can understand the increasingly

complex needs of students in the future and a teacher must also have Higher Order

Thinking Skills which are important factors that can be applied in the learning process

(Suardipa, 2018). Teachers in the learning process can vary the way of delivering material

to their students by associating technology or things around them so that they can be

utilized so as to shape the character of students who are able to communicate, think clearly,

independently and be able to get along with other people. Revolutionary teachers are not

teachers who are only able to convey material in an interesting way, nor are they teachers

who are technologically proficient. Revolutionary teachers are teachers who have

competence in harmony between technology, pedagogy, and material content.

In this case as a revolutionary teacher can apply a technology, pedagogy, content,

knowledge (TPACK) approach which can combine aspects of knowledge (Knowledge/K),

teaching methods (Pedagogy/P), learning materials (Content/C) and ICT (Technology/ T)

(Murtafiah et al., 2022). Of course, it can be a solution to the above phenomenon that can

be developed by the teacher in the learning process. TPACK is a framework that can

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integrate the relationship between components of technology, pedagogy and knowledge

content needed to support becoming a revolutionary teacher (Rahayu, 2019). TPACK

consists of Technological Knowledge (TK) Pedagogical Knowledge (PK), Content

Knowledge (CK), Pedagogical Content Knowledge (PCK), Technological Content

Knowledge (TCK) Technological Pedagogical Knowledge (TPK) Technological

Pedagogical Content Knowledge (TPACK) (Amartya, 2022).

Many researchers have previously conducted research on TPACK, including that

carried out by Lase (2022) that through the TPACK approach can improve student learning

outcomes in Numbers material in the learning process by combining using the problem

based learning (PBL) learning model. In addition, Patmisari et al (2021) also stated that

through this approach a correlation test could be carried out between the use of the TPACK

approach and the formation of student welfare (well-being).

In previous research, it has been described that the use of the TPACK approach can

improve student learning outcomes and can test the correlation of the formation of student

well-being. in the research that the researcher will examine has a different discussion but

uses the same approach. Researchers will examine all aspects related to teacher

competence and the steps to become a revolutionary teacher who is demanded to advance

in the 21st century, of course this is something unique in this research because there has

been no previous research discussing this topic. The importance of this research is to

encourage teachers to further improve their quality by blending all their knowledge with

current technological advances and teachers are not only oriented towards the classical

learning process but must be directly proportional to the current situation so that there are

no gaps in inequality and of course teachers are always ready with the development of the

times that are entering the 5.0 era or what is called Society 5.0. Researchers hope that this

research can provide literacy and renewal even though it uses the same approach.

Departing from these problems, the researchers focused on this research on how to

become revolutionary teacher candidates in the digital era with a technology pedagogy

content knowledge (TPACK) approach that is in accordance with the development of this

modern era.

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RESEARCH METHOD

In this study, researchers used a qualitative research approach with a case study type

of research conducted at MI Al-Islamiyah Karanganyar Paiton Probolinggo. This research

was conducted to examine readiness as a teacher regarding what steps should be taken with

the development of the use of technology in education in the digitalization era through the

TPACK (technology, pedagogy, content, knowledge) approach.

Sources of information in this study were obtained from informants in zoom meeting

seminars, PGMI students at Nurul Jadid Paiton University Probolinggo, Head of Madrasah

MI Al-Islamiyah and several teacher councils as informant subjects because they were

primary sources. Data collection techniques were carried out by interviews and

observation. Based on the results of interviews and surveys conducted, researchers

performed data analysis techniques consisting of data collection, data reduction, data

presentation and analysis of conclusions. It is at this data reduction stage that the

researcher tries to select, simplify and summarize the material during interviews and

observations.

RESULTS AND DISCUSSION

Knowledge Content Pedagogical Technology Approach (TPACK)

Being a revolutionary teacher, of course, one must be prepared to have an open

attitude towards technology which is running rapidly at any time. The teacher must be able

to recognize technology as a bridge in delivering and monitoring learning outcomes which

is a challenge and a future need in education. One of them teachers need to know what is

TPACK?. TPACK is a complex interaction consisting of three main forms of knowledge:

Content, Pedagogy, and Technology (Nugroho et al., 2019). TPACK is known in the

research field as a framework for developing pedagogical content knowledge (PCK) which

was first proposed by Shulman in 1986 where teachers must know pedagogical knowledge

(PK) and content knowledge (CK). PCK interaction diagram as shown below.

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Conten

PCK

Pedagogy

Context

Figure 1. PCK Relationship

Based on Figure 1 it can be stated that pedagogical content knowledge (PCK) is a

subset of content knowledge (C) and pedagogical knowledge (P). In other languages, it is a

way of representing and formulating a topic so that it can be understood comprehensively.

Pedagogical content knowledge (PCK) describes the relationship between basic content

knowledge in teaching and the three domains needed and applied by teachers in classroom

learning by considering the current situation.

Along with the rapid development of technology and entering the era of the

Industrial Revolution 4.0, the ability to learn technology in learning is important for

teachers and prospective teachers, so that PCK and technology are then combined to

become TPACK which consists of 7 components of knowledge (Nevrita et al., 2020). The

TPACK framework expands on Shulman's notion of Knowledge Content Pedagogy (PCK)

as shown below.

Figure 2. The seven components of TPACK (Maknun, 2022)

In Figure 2, the components in the TPACK approach are as follows:

First, Technological Knowledge (TK) or what is also called technological

knowledge, namely knowledge about the basic elements of technology that can be used to

support learning in the classroom. For example the use of software, event animation,

internet access, molecular models, virtual laboratories and others (Baktiningsih et al.,

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2020). Second, Content Knowledge (CK), namely knowledge of the subject matter

contained in the curriculum (Dwi Kristanto et al., 2020). A teacher is expected to have this

expertise in his teaching activities because content knowledge is very important in

determining the way of thinking of each discipline he studies. Third, Pedagogy Knowledge

(PK) explains in-depth knowledge related to teaching and learning theory and practice,

including objectives, processes, evaluation of learning methods, strategies and others

(Candra et al., 2020).

Furthermore, Fourth, Pedagogical Content Knowledge (PCK), which is flexible

knowledge that is formed when the teacher interprets the subject matter, looks for various

ways to present it, adjusts and modifies teaching materials to suit the background

knowledge of students. PCK creates linkages between curriculum, pedagogy, and

evaluation. This element was the starting point for the emergence of TPACK initiated by

Koehler & Mishra (Oztay & Boz, 2022). In short, it can be stated that PCK is knowledge

that represents content knowledge and applies pedagogical strategies to make certain

content/topics easier for students to understand (Wardani, 2022). Fifth, Technological

Content Knowledge (TCK), namely knowledge of how technology can create new images

of certain materials, including mastery of basic knowledge about technology and learning

content (Habibi et al., 2022). Sixth, Knowledge of Technology Pedagogy (TPK) is

knowledge of how various technologies can be used in teaching and using technology

(Furqon Arbianto et al., 2019). Seventh, Technology Pedagogy Content Knowledge

(TPACK) is an integration of technological knowledge, pedagogical knowledge and

content knowledge, including how pedagogical and technological approaches to certain

content can facilitate student learning (Reski & Sari, 2020).

Revolutionary Teacher in the Digital Age

The current era of education has been affected by the industrial revolution 4.0 or

what is called education 4.0, which is the main feature of education that utilizes cyber

systems and takes place continuously without space and borderless boundaries. Nowadays,

it is a big challenge for a teacher in the digital era to prepare skills and mentality to have an

advantage in entering a global competitive advantage.

In this digital era, being a teacher is not only enough to have pedagogic knowledge

and professional knowledge, but also must have the mentality of a revolutionary teacher.

Revolutionary teachers are teachers who are oriented towards fundamental and

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comprehensive changes. The meaning of a revolutionary teacher is a teacher who in his

heart, mind and soul has the power to break into great changes to break down the existing

order to carry out reforms.

Revolutionary teachers have distinctive characteristics that distinguish them from

ordinary teachers, including; First, teachers must always learn to improve their quality.

This means that a teacher must always hone his knowledge in order to balance the abilities

of his students who are millennial generations whose figures are proficient with the digital

world. Second, the teacher must always make updates. For example, from the point of view

of the learning process in the classroom both in terms of approaches, methods and

strategies. Third, the teacher is on standby all the time. This means that even though

students' technological advances are progressing faster and faster than their teachers, a

teacher has his own wisdom in providing an understanding of science and technology to

his students by accompanying them so they are able to use their heart and reason wisely in

utilizing information technology. This role is the true definition of a teacher which will

never be replaced and replaced by modern technology that is so advanced.

Steps to Become a Revolutionary Teacher in the Digital Age

As a revolutionary teacher of 21st century learning, its main goal is to strengthen

students' learning abilities and support their development into lifelong, active and

independent learners (Tarihoran, 2019). Being a teacher, of course, must understand and

master the intellectual curiosity of students, be able to identify and solve problems and

know how to do something new and better than before. In order to realize being a

revolutionary teacher in this modern era which awakens the teacher's awareness of the

obligation of lifelong learning and in harmony with the rapidly developing pace of digital

technology development, special steps are needed to become a revolutionary teacher

candidate in the coming years:

1. Strengthening Personal Branding

Teacher personal branding is a strengthening effort made by the teacher

concerned in showing a positive self-image to someone who is the target. A teacher

will display a number of strengths and uniqueness that is not found in any teacher.

This will certainly make people know the teacher based on his strengths and

goodness. There are so many benefits of the importance of personal branding for

teachers, one of which strengthens credibility.