Application The Technological Pedagogical Content Knowledge (TPACK) Skill Teach Learn Arabic In The Era Society 5.0

Prayoga Saputra, Apri Wardana Ritonga, Uril Bahruddin

Abstract


In the latest era of technology (ICT) becoming a necessity in various lines of life, teachers (especially Arabic language teachers) have a wider range of abilities, knowledge and insights related to Arabic and TPACK, the more maximal in the learning process the better the teaching. Technological Pedagogical Content Knowledge (TPACK) is a teacher's ability in the learning process. TPACK is a theoretical framework that integrates technology, pedagogy, and subject matter in learning. The use of technology in learning Arabic, one of the objectives of which is to master the four language skills (maharatul istima', maharatul kalam, maharatul qiraah, and maharah kitabah) which are very helpful in achieving the competencies expected both as learning resources and learning media. This study aims to examine the implementation of TPACK-based Arabic language learning and its use at MAN 2 Payakumbuh based on a search of sources (documentation and teachers and learning media) which are then classified and processed, interpreted and concluded. This research is a qualitative research by going through various stages as follows: first the researcher collects several documents and data related to TPACK secondly the researcher observes the research object (MAN 2 Payakumbuh) The three documents and existing data are then analyzed and concluded .


Keywords


TPACK 1; HOTS 2; Technology Learning 3; Arabic learn 4

Full Text:

PDF

References


Alghamdi, S. S. (2018). The effect of EFL teachers’ Technological Pedagogical Content Knowledge (TPACK) on EFL teaching in Saudi Arabian Secondary Schools [University of New England]. https://doi.org/10.25952/5b482e93617c0

Almaiah, M. A., Alfaisal, R., Salloum, S. A., Al-Otaibi, S., Shishakly, R., Lutfi, A., Alrawad, M., Mulhem, A. Al, Awad, A. B., & Al-Maroof, R. S. (2022). Integrating Teachers’ TPACK Levels and Students’ Learning Motivation, Technology Innovativeness, and Optimism in an IoT Acceptance Model. Electronics (Switzerland), 11(19), 1–16. https://doi.org/10.3390/electronics11193197

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. McKay New York.

Haniefa, R., & Samsudin, M. (2023). Penerapan Technological Pedagogical and Content Knowledge (Tpack) dalam Pengajaran Keterampilan Berbahasa Arab. Ta’limi| Journal of Arabic Education and Arabic Studies, 2(1), 61–72.

Hartati, T., Heryanto, D., Nuriyanti, R., Herman, A. S., & Sutedi, R. (2018). Technological Pedagogical Content Knowledge {TPACK) dalam Rangka Peningkatan Kualitas Pembelajaran Mahasiswa PPG SD Prajabatan. Edutech, 18(2), 177–186.

Mahyudin, R., Suci, R. F., Martin, K., Ehsan, K., Apri, W. R., & Renti, Y. (2023). Duolingo: An Arabic Speaking Skills’ Learning Platform for Andragogy Education (Cek Similarity).

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

Mishra, P., & Koehler, M. J. (2008). Introducing Technological Pedagogical Content Knowledge. Paper Presented at the Annual Meeting of the American Educational Research Association, 1–16.

Nurcholis, A. (2016). تطوير مادة تعليم البلاغة في ضوء الخرائط الذهنية الإلكترونية ووسائل التواصل الاجتماعي بالتـطبـيـق على طلبة جامعة تولونج أغونج الإسلامية الحكومية-إندونـيـسـيا. Universitas Islam Negeri Maulana Malik Ibrahim.

Nurseto, T. (2011). Membuat media pembelajaran yang menarik. Jurnal Ekonomi Dan Pendidikan, 8(1).

Quddus, A. (2019). Implementasi technological pedagogical content knowledge (TPACK) dalam pendidikan profesi guru (PPG) PAI LPTK UIN Mataram. Jurnal Tatsqif, 17(2), 213–230.

Ritonga, M., Febriani, S. R., Kustati, M., Khaef, E., Ritonga, A. W., & Yasmar, R. (2022). Duolingo : An Arabic Speaking Skills’ Learning Platform for Andragogy Education. Education Research International, 2022, 7090752. https://doi.org/10.1155/2022/7090752

Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15, 4–14. https://doi.org/10.3102/0013189X015002004

Sintawati, M., & Indriani, F. (2019). Pentingnya technological pedagogical content knowledge (TPACK) guru di era revolusi industri 4.0. Prosiding Seminar Nasional Pagelaran Pendidikan Dasar Nasional (PPDN) 2019, 1(1), 417–422.

Tseng, J. J., Chai, C. S., Tan, L., & Park, M. (2022). A Critical Review of Research on Technological Pedagogical and Content Knowledge (TPACK) in Language Teaching. Computer Assisted Language Learning, 35(4), 948–971. https://doi.org/10.1080/09588221.2020.1868531

Zainuddin, M., Waluyo, B., Kharis, M., & Nahdiyah, U. (2021). Integrating TPACK based HOTS-Textbooks: A Case Study to Attest Teaching Style in Primary School. Review of International Geographical Education Online, 11(5), 3662–3670. https://doi.org/10.48047/rigeo.11.05.253

Zakiyah, Z., Shodiq, M. J., & Wijaya, A. (2022). Analysis of Prospective Arabic Teachers’ Technological Pedagogical Content Knowledge (TPACK). LISANIA: Journal of Arabic Education and Literature, 6(1), 53–73. https://doi.org/10.18326/lisania.v6i1.53-73


Refbacks

  • There are currently no refbacks.